Solomons, Jade Victoria

Solomons, Jade Victoria

Unique reference number (URN): 2743782 Address: 312 Stanstead Road, Hoddesdon, EN11 0RY Type: Childminder Registered with Ofsted: 07/08/2023 Registers: EYR, CCR Registered person: Solomons, Jade Victoria

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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 Strong standard

The childminder creates an environment that thoughtfully considers children's interests. She helps children to express their feelings and resolve minor conflicts. She demonstrates the importance of turn-taking, providing opportunities for children to practise these skills. The childminder considers children's ages and stages of development to consistently support their behaviour and what is expected of them. For example, she is responsive to children and role models how to be kind and caring to one another. This helps children develop a deep understanding of rules and boundaries and how to manage their emotions.

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Behaviour, attitudes and establishing routines Strong standard

Children have secure relationships with the childminder. They regularly check in with her for reassurance and comfort. She is actively responsive to children's ages, emotions and feelings. The childminder encourages all children to make choices in their play to extend their thoughts and ideas. She frequently praises children for their efforts and achievements to help them feel valued and grow their confidence. Children share their learning experiences with one another and develop an understanding of how to support their peers in their play.

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Children's welfare and wellbeing Strong standard

The childminder knows children very well and prioritises children's independence from a young age. Children carry out responsibilities and use appropriate tools to cut bananas for snack. The childminder supervises children's safety as they take appropriate risks. She supports children to confidently make requests about their personal care needs. The childminder is responsive to children's care practices, such as sleep routines and their personal hygiene. She consistently helps children with self-care skills. For example, all children demonstrate how to wash their hands effectively before and after eating.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's physical skills and plans daily outdoors experiences, including trips to the forest and local library. She plans activities to support regular outdoor play, promoting children's physical skills. This helps children to develop healthy lifestyles. Children seek out the childminder for support and reassurance when needed. They positively share their learning experiences with one another and develop an understanding of how to support their peers.

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Children's welfare and wellbeing Strong standard

The childminder works closely with families. She has a personalised approach to meet the needs and changes of families to promote children's attendance. She prioritises children's attendance to ensure they access their entitlement, working closely with parents to support children's individual needs.

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Achievement Expected standard

Children benefit from high-quality interactions and make progress across all areas of learning. They learn independence from a young age and take pride in their abilities when carrying out tasks. For example, children engage enthusiastically during tidy-up time and put away toys. They become increasingly conscious of their environment and how to adjust to their daily routines.

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Achievement Expected standard

Children demonstrate how to count confidently, using mathematical language in their play. This builds on children's knowledge as they extend their thinking and problem-solving skills. Children's communication skills are developing well as they experience meaningful interactions with the childminder and their peers. This helps to build their self-esteem.

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Achievement Expected standard

Children become ready for their next stage of learning as they develop increasing confidence to join in activities. Children with additional needs make steady progress as the childminder reduces barriers to their learning to help children achieve well.

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Curriculum and teaching Expected standard

The childminder carefully considers a curriculum that focuses on children's interests. She skilfully extends children's learning to capture their curiosity and explore mathematical concepts. For example, children count and place wooden hoops onto hooks, noticing patterns they have made and different-sized hoops they have used. This helps to support children's abilities and sequence their learning to make progress.

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Curriculum and teaching Expected standard

The childminder builds on children's social and emotional development. From a young age, children develop a love for reading that encourages meaningful conversations and social interactions with one another. The childminder provides outings to the local library to extend children's experiences, choosing books of their interest. Children enjoy daily opportunities to read, talk about their experiences and spend time with their friends. This helps children to explore the wider world around them and weave communication and language into their learning.

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Curriculum and teaching Expected standard

The childminder plans for children's development well. She assesses what children already know and what they need to learn next. The childminder makes adaptations to teaching to support all children, including those with additional needs, to remove barriers to their learning. This helps children to make steady progress across all areas of learning, developing positive attitudes to learning.

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Inclusion Expected standard

The childminder identifies children's emerging needs. She works closely with parents to ensure children have support to reduce barriers to their learning. The childminder closely monitors children's progress to ensure that all children, including those with special educational needs and/or disabilities, can be assisted from an early stage. The childminder understands how to support children in receipt of additional funding. However, she identifies the need to strengthen partnerships with professionals to ensure children receive targeted support.

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Inclusion Expected standard

The childminder regularly shares information with parents and has high expectations of what children need to learn next. She makes adaptations to activities and has a deep understanding of children's diverse needs. Children benefit from a wide range of experiences beyond the home. They regularly visit the outdoors to develop their social skills. The childminder encourages conversations with children to develop their communication and language. They talk about the weather and what rain looks like. Young children point to the sky and help get the attention of one another. The childminder is proactive to develop her knowledge and stay up to date with relevant training to support any barriers that children may be facing in their learning.

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Leadership and governance Expected standard

The childminder is reflective and has range of experience of working with children in the early years. She actively engages in professional development to further her knowledge and keep up to date with information. The childminder prioritises her parental partnerships and communicates regularly to keep well informed about children's information. She networks with others to build positive engagement, implement ideas and improve outcomes for children. She understands how to access support for children who may face barriers in their learning.

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Leadership and governance Expected standard

Parents report that they receive proactive support from the childminder to ensure that children's individual needs are met. The childminder completes regular assessments of children's learning and shares these with parents. This helps children to make progress and receive meaningful experiences through targeted support.

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Leadership and governance Expected standard

The childminder is evaluative and reflects on following children's interests. She discusses the benefits of this and the impact this can have on children's overall development. Although the childminder understands the areas of strength in her provision, she shares plans to make developments. She recognises the need to focus further training specifically to develop her knowledge and skills to enhance children's communication and language further.

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

Children demonstrate that they feel safe and secure as they happily arrive at the childminder's home. The childminder warmly welcomes all children to get them ready for their learning day. She works closely with families to support children to settle, getting to know them from the start so she can design an ambitious curriculum targeted to children's individual needs. There is open communication with parents and carers about children's progress. Children enjoy exploring dinosaurs and mimicking the sounds they make. The childminder helps teach children the different names of the species, growing children's vocabulary and confidence.

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

Children confidently count numbers and use visual prompts to recite their learning. They experiment with building blocks and match them to numbers to make small groups. The childminder encourages language that children can understand. Children respond well to what the childminder is teaching them, purposely engaging in activities. The childminder supports children to develop a love for reading books. Children explore different props with stories and recall the end of sentences from familiar books. This reinforces children's engagement and they become independent to self-select resources. The childminder regularly takes children to the local library and allows them to make choices in their play. This has a positive impact on children's personal, social and emotional development.

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

The childminder knows children and their families very well to support all children's learning from the beginning. She identifies gaps in children's learning and puts plans in place to assess their individual progress, including children with special educational needs and/or disabilities. Children are supported to enhance their independence. The childminder

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Address:

Registered person: Solomons, Jade Victoria

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Address:

Register(s): EYR, CCR establishes routines that support even the youngest children to engage in regular activities and what is expected of them. The childminder promotes attendance and punctuality through regular communication with parents, and individual circumstances are considered carefully. Children show a positive attitude to their learning and build confidence in their own abilities.

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Next steps

The childminder should consider different ways of working with other professionals to improve her expertise and strengthen early support for all children. The childminder should focus continuous development to strengthen her teaching and practice.

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About this inspection

The inspector spoke with the childminder and parents 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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

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

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