Hooper Lesley

Hooper Lesley

Unique reference number (URN): 504774 Address: 61 Eversleigh Road, Coundon, Coventry, CV6 2BE Type: Childminder Registered with Ofsted: 29/07/1991 Registers: EYR, CCR, VCR Registered person: Hooper, Lesley

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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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Achievement Strong standard

All children make significant progress from their starting points and are well prepared for their future education. They become confident talkers from an early age. Younger children start learning to hold a knife safely, wash their hands independently, and use their fingers to count.

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Achievement Strong standard

Older children consistently recall their previous learning and, therefore, make essential connections. For example, they recall birds they spot on a walk and excitedly discuss what animals they have seen on the wildlife webcam, which monitors the allotment. They understand safety procedures, such as checking the allotment 'because the animals have been there overnight'. Children select pictures of different birds and confidently name the robin and a blackbird. In mathematics, children recognise numbers, count objects in different situations and solve number problems as they play.

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Achievement Strong standard

Children develop independence, self-care skills and confidence to express their wishes. They develop excellent social skills by interacting with other children and adults.

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Behaviour, attitudes and establishing routines Strong standard

Children respond very well to the childminder and follow the clear, embedded boundaries and routines. For example, as children tidy away, the childminder reminds them of what comes next in the routine of the day. This helps children to understand what is happening and what is expected of them. The childminder is skilful in her approach and is careful not to interrupt children's play. She takes the opportunity to be flexible and wait for the correct time to move on. The childminder fosters an extremely positive environment. She works closely with families to ensure that children attend regularly and arrive on time, supporting children to make the best possible progress.

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Behaviour, attitudes and establishing routines Strong standard

The childminder demonstrates excellent manners and respectful behaviour, which children copy. They learn how to share, take turns and cooperate. For example, children wait patiently for each other while constructing a tower with magnetic shapes. Children play very well together and enjoy group activities, such as 'What's in the bag?' The childminder supports younger children by providing musical instruments for them to play as they wait for their turn.

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Behaviour, attitudes and establishing routines Strong standard

Children are consistently praised for their achievements. The childminder provides opportunities for older children to help her and comments, 'You have been a great helper today!' This helps build children's self-esteem considerably.

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Curriculum and teaching Strong standard

The childminder's curriculum is ambitious, and the quality of teaching is highly effective. The curriculum is well organised and covers all areas of learning. The childminder builds on children's interests and uses opportunities to adapt activities. For example, when children

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Expected standard

decide to play with the feathers from a craft activity, they have lots of fun finding out how high they can blow them. The childminder introduces words such as 'blow' and 'float' to support their learning. The childminder places great emphasis on developing communication and language skills. She develops these skills through singing, storytelling and encouraging children to repeat new words. A focus on action songs helps children enhance their physical skills. For example, they waddle like penguins, stand on one leg like flamingos and stretch their necks like swans.

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Expected standard

The childminder plans activities that embed mathematical concepts. She reinforces shapes, colours and numbers through play. Younger children fill and empty containers and start to understand the concepts of capacity. They manipulate scoops and count as they fill.

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Expected standard

The childminder carefully prompts the children to reflect on their previous learning. When a child asks whether foxes swim, she asks them to recall the story of the 'Gingerbread Man' and what happens to the fox in the river. This provides children with the confidence to solve problems, enhancing their critical thinking skills.

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Children's welfare and wellbeing Expected standard

Children establish strong relationships with the childminder. There are suitable settling-in procedures that help foster partnerships. The childminder broadens children's understanding of emotions through storytelling and uses 'colour monsters' to help children understand different emotions. Children learn about healthy eating habits, and the childminder supports them to understand healthy foods. She encourages parents to send in healthy lunch boxes and helps them to understand what is appropriate. Children begin to understand where their food comes from by growing their own vegetables at the allotment.

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Children's welfare and wellbeing Expected standard

Children develop strong physical skills and enjoy plenty of fresh air through the experiences on offer. They develop their strength, balance and coordination through regular trips to the park and forest school activities. Effective care routines are in place for sleeping and eating to assure children's wellbeing and safety. Children learn about being safe at mealtimes. The childminder helps younger children to cut fruit and demonstrates how to do it safely. She reminds children not to put too much food in their mouths.

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Children's welfare and wellbeing Expected standard

There are suitable hygiene procedures in place. The childminder reminds children throughout the routine when they need to wash their hands. However, she does not provide children with clear explanations during handwashing procedures to help strengthen their understanding of good hygiene practices.

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Inclusion Expected standard

The childminder creates an inclusive environment for all children in her care. She gathers information from parents during the settling-in period, enabling her to understand each child's learning needs and experiences. The childminder observes and assesses children's progress regularly to ensure there are no gaps in their development. The assessments include progress checks for children aged between 2 and 3 years and a specific speech and language check. She uses assessments to address concerns promptly and to keep a sharp focus on development.

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Inclusion Expected standard

The childminder communicates well with parents, providing guidance and support. She works closely with them to identify key focus vocabulary. Effective communication with parents helps to ensure continuity of care and supports children's progress. The childminder has previously collaborated with specialist agencies to support children's medical needs. She shows a solid understanding of the adjustments she needs to make to support children's needs as required.

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Inclusion Expected standard

The childminder outlines plans to use the extra funding effectively to address children's learning gaps, such as purchasing necessary resources and accessing further training.

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Leadership and governance Expected standard

The childminder knows children and parents well. She shares her policies and procedures with them and provides regular updates. Parents speak highly of the care and education their children receive, particularly the development of their children's language skills. They comment on the effective lines of communication, including daily verbal and written feedback and information through a social media page. The childminder also shares important information about children's health and safety with parents. This includes posts from safety organisations to raise parents' awareness of important issues, such as food preparation and accident prevention.

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Leadership and governance Expected standard

The childminder regularly attends training and completes online courses to keep her knowledge up to date. She frequently meets with other childminders to exchange ideas and share good practice. This supports her in planning a variety of engaging activities to promote children's learning.

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Leadership and governance Expected standard

The childminder forges effective partnerships with the local school, using facilities such as the forest school. This helps to prepare a smooth transition for children when they move on to school.

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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

The childminder creates a warm and welcoming environment. Children engage in activities that interest them. They demonstrate that they feel safe and enjoy learning. The childminder demonstrates a clear understanding of the children she cares for and their unique personalities. She values the positive relationships she builds with children and families. The childminder monitors children's attendance and works closely with parents to ensure an effective routine.

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Inspector:

Clare Walton The childminder offers a high-quality curriculum. She has a strong understanding of what children already know and what they need to learn next. The childminder skilfully caters to the needs of children of different ages she cares for. There is a clear focus on helping children develop a detailed knowledge of the natural world. Planned activities include gardening at an allotment and taking part in forest school activities. This helps children develop a deep understanding of the seasons and supports their physical development.

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Inspector:

The childminder supports children's communication and language extremely well. She narrates children's play superbly to expand children's vocabulary. For example, she asks 'Are you filling your container?' This helps younger children understand the concepts of 'emptying' and 'filling' as they scoop seeds into containers. The childminder is very enthusiastic when she reads to the children. She skilfully uses accents and tone to captivate their attention.

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Inspector:

Children have numerous opportunities to build hand strength. They roll and make marks in play dough, trace letters and shapes, and enhance their hand–eye coordination through threading activities. All children make significant progress from their starting points. The childminder nurtures connections in the local community through regular visits to a nearby care home. This enhances children's experiences and develops their confidence with different adults.

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Inspector:

The childminder follows robust hygiene routines. However, she does not clearly explain to children why they are washing their hands. As a result, children do not always understand self-care routines.

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Next steps

The childminder should further develop handwashing routines to help children better understand good hygiene practices and how they support their overall health and wellbeing.

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About this inspection

The inspector spoke to the childminder, parents 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.

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Address:

61 Eversleigh Road Coundon Coventry CV6 2BE

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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