Perrin, Tina

Perrin, Tina

Unique reference number (URN): 2740304 Address: 12 Grayston Avenue, Tamworth, B77 3EJ Type: Childminder Registered with Ofsted: 22/08/2023 Registers: EYR, CCR, VCR Registered person: Perrin, Tina

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Children settle into the routines of the setting well. The childminder gathers information from parents and carers to enable her to support children from the start of their journey. Children learn to be healthy and active through well-established schedules that promote responsibility and independence. They take part in tasks such as handwashing and cleaning the table after lunch, supported by the childminder's clear guidance, encouragement and praise.

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Behaviour, attitudes and establishing routines Expected standard

Children develop a sense of belonging in their local community. They frequently attend nearby groups and visit parks and farms, where they meet new people and feed farm animals. This helps children develop their social skills and become familiar with the area in which they live. These opportunities support children to develop relationships and build confidence. These attributes support children as they move on to their next stage in education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes good behaviour, as she uses clear, calm explanations to ensure children understand the consequences of their actions and to be kind to others. Children are learning to resolve minor disagreements with the help of the childminder. They are keen to remind others of group expectations, such as playing quietly when children are sleeping. Children happily join in the familiar routines, showing they feel secure and valued.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to develop regular attendance as she offers a collection and drop-off service. The childminder works flexibly to accommodate any changes where barriers to learning are identified. This supports children to build steady routines in preparation for transition to nursery.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm and welcoming environment for children of all ages, including those that face barriers to their wellbeing or learning. Children form secure attachments and confidently seek comfort and reassurance. They happily sit close to the childminder to chat and read stories and enjoy the physical connection. This promotes their emotional wellbeing and makes them feel secure. The childminder ensures that children enjoy healthy meals and snacks. Children sit together at the table, and sociable exchanges take place. The childminder sits with the children to promote their safety and independence.

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Children's welfare and wellbeing Expected standard

Children's personal needs are met effectively. The childminder fosters a positive and sensitive approach to nurturing children. For example, she recognises when children are upset or tired. The childminder implements good safe-sleeping practice as she closely monitors sleeping children to promote their safety. Children are helped to manage their feelings and behaviours and generally respond well to requests to seek their favourite resources and return to play and learning.

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Needs attention

The childminder strives to provide children with a constantly calm and relaxing environment. However, she recognises there are times when children lose focus and become unsettled, which upsets this balance.

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Achievement Needs attention

Children do not make consistent progress across all areas of learning. For example, they do not always show sustained interest in activities to build on what they already know, which hinders their progress. However, children make better progress in communication skills. Children who experience barriers to their speech and language development hear the correct pronunciation of words, and their vocabulary is increasing. Children are confident to communicate their needs through words and actions, and the childminder is kind and sensitive in her response.

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Achievement Needs attention

Children develop a sense of number. For example, they count the number of cars on the track and recognise small and big bowls in a book. However, other aspects of mathematics are not promoted to further build children's knowledge and understanding. Children are gaining skills that they need to become independent in their self-care. For example, they confidently use cutlery and tools and are learning to put on their own shoes and coats.

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Curriculum and teaching Needs attention

The childminder knows each child well, and her curriculum intent is for each child to learn more and have the best start in life. However, there are inconsistencies in the way the curriculum is designed and implemented. The childminder spontaneously adapts activities to ensure that children with special educational needs and/or disabilities are fully included. However, because assessment is not yet accurate, the childminder does not adapt her teaching well enough to consider the stage of development of all the children taking part. This means that some children lose concentration as they are unsure of what is expected of them and the next step in learning is too advanced.

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Curriculum and teaching Needs attention

The childminder supports children to develop problem-solving skills. When completing a hand-shaped jigsaw, she helps children count using their fingers to find the corresponding pieces. Children are confident to count in number order and identify when another chair is needed at the table.

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Inclusion Needs attention

The childminder has continued to update her knowledge on how to identify and assess children's developmental needs. However, it is not yet embedded in practice. Therefore, children do not receive focused support to reduce the gaps in learning. Children readily participate in adult-guided activities, but their learning is not extended effectively as the childminder does not concentrate on building on children's current level of attainment. The activity is not always pitched at the right level for their age or stage of development. Therefore, children quickly lose interest in some learning activities.

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Inclusion Needs attention

The childminder values the importance of sharing information, and parents receive a copy of their child's progress check at age 2 to share with other professionals. Parents are fully included in discussions about their child's identified needs, and the childminder supports children to develop self-care skills and speech and language skills to help them learn more. However, where concerns are identified, referrals are not submitted in a timely manner, which delays the early help children need to further progress in their learning.

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Leadership and governance Needs attention

The childminder has not yet established an effective system to reflect on her own practice. Although she undertakes regular development opportunities, the learning from the training is not yet fully embedded in her practice to bring about further improvements to her setting.

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Leadership and governance Needs attention

Children are settled and secure and enjoy their time with the childminder. She is committed to meeting the individual needs of all children and has positive relationships with children and families. Parents praise the communication and support offered by the childminder and recognise and value the progress made by their children. The childminder is developing her knowledge and understanding of working with other professionals to secure early support for children with special educational needs and/or disabilities and other barriers to learning. However, this is in its infancy, and children do not yet receive targeted support as early as possible.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are warmly welcomed into the childminder's happy home. They are content and safe. This supports their regular attendance. The childminder has a sound understanding of each child's needs and builds trusting relationships that help them feel safe and secure. The childminder is a good role model and gently supports sharing and taking turns. Children receive clear, calm explanations about being kind and respecting each other's choices. Children respond well to the childminder's consistent routines and guidance, which promotes generally smooth transitions during the day. They receive genuine praise when they remember routines and accomplish new skills, which helps boost their confidence and self-esteem. These attributes will support children as they move on to their next stage of learning.

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What it's like to be a child at this setting

Children behave well and know what is expected of them. They settle quickly and freely choose and explore the available resources on offer. Children are curious learners and enjoy a variety of activities that are fun and enjoyable. However, although the childminder knows the children well and identifies some general next steps in learning, assessment is not accurate. Consequently, the curriculum is not yet sharply focused enough on building on what children already know. Therefore, children do not achieve as quickly as they could across all areas of learning.

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What it's like to be a child at this setting

Children enjoy reading books, singing and dancing. They repeat familiar words and phrases in stories and joyfully sing along to favourite rhymes. Children energetically dance and mimic actions from popular tunes, which shows they feel comfortable and self-assured.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Registration date: 22/08/2023

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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