Randall, Nicola Jayne

Randall, Nicola Jayne

Unique reference number (URN): EY405062 Address: 40 Fieldside, Edenthorpe, Doncaster, DN3 2JS Type: Childminder Registered with Ofsted: 02/02/2010 Registers: EYR, CCR, VCR Registered person: Randall, Nicola Jayne

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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

Children confidently express that they feel happy and secure in this setting. They have consistently positive attitudes to their learning. The childminder consistently enables children to tidy away the toys before snack time, and children happily do this together, helping each other. The childminder is consistently a positive role model in treating children with kindness, care and respect. For example, she asks children if they have had enough to eat and drink and respectfully asks if they need any support with their care needs. This means that children are confident to ask for help if they need it.

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Behaviour, attitudes and establishing routines Strong standard

Children listen to each other and are excited when achievements are made. There are strong attachments in this setting between the childminder and the children. Children manage their own feelings and behaviour consistently well through the childminder fostering a respectful ethos in the setting. Children's attendance and punctuality are consistently promoted, and the childminder works to continually support this.

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Children's welfare and wellbeing Strong standard

The childminder gives high priority to children's welfare and wellbeing. Children have the opportunity to sleep and rest at the setting, and they have opportunities to choose healthy drinks and foods. These routines are embedded and consistently scheduled to meet each child's needs. This supports children to develop the skills to make healthy choices and decisions as they progress through life. The childminder deploys herself effectively so all the children's needs are met responsively. She emphasises outdoor experiences. For example, children enjoy outings to local parks where they climb over logs and use their balancing skills to stand on the top of the logs. The childminder gives children time to work out how they are going to climb safely before offering support. This helps children to have the confidence and manage risks while making healthy choices about exercise.

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Inclusion Strong standard

The childminder knows the children well. She works in close partnership with parents and is aware of where families can access support if needed. The childminder works well with other professionals and is proactive in sharing her knowledge of the children to inform children's opportunities and experiences. She confidently monitors children's progress and continues to access support if needed to ensure children make progress. The childminder accesses regular training to ensure children receive the support they need to progress in their learning and development. She knows how to use any funding to support children's progression effectively. The childminder swiftly identifies any barriers to children's learning and works closely with parents to address these. She consistently has high expectations for all children in her care.

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Leadership and governance Strong standard

The childminder has high expectations for all the children in the setting. She understands her strengths. For example, she identifies that supporting children's mathematical development is a strong focus. The childminder identifies professional learning that has a positive impact on the quality of the provision. For example, she accessed training to update her knowledge on graduated response systems and sought support from the local authority. The childminder consistently reflects on training and ensures it has an impact on her practice, for example by focusing further on supporting children to express their emotions.

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Leadership and governance Strong standard

The childminder observes the practice of any assistants she works with and provides regular feedback to strengthen teaching and ensure consistency in the quality of interactions. She deploys any assistants effectively and maintains clear oversight of practice to ensure high standards are sustained.

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Leadership and governance Strong standard

The childminder works in partnership with parents and seeks feedback about the setting. She has clear plans to develop the outdoor area to further enhance children's outdoor experiences.

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Achievement Expected standard

Children are prepared for moving to school. For example, they are given opportunities to further develop their early writing skills through using a variety of mark-making tools. Children are confident to use language and communicate with adults and children. Children achieve well from their starting points. However, not all children are consistently given opportunities to use their communication and language skills across all experiences. This means they are not consistently able to develop these skills with increasing confidence and independence. Children have access to the support they need to achieve.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that supports a range of stages of development. Through the curriculum design, there is a clear intention to support children's independence and confidence. For example, children are supported to tidy away the toys before snack time, and their achievements are celebrated. This means that children enjoy learning and are confident to engage and have a go. The childminder observes children closely and scaffolds their learning. For example, when children are keen to build with mirror cubes to make a wall for the Eskimo house, the childminder suggests putting the bigger cubes at the bottom so it is more stable. The childminder's use of mathematical language is integral to teaching, for example working out together which sized snowball will fit under the bridge. The childminder supports children's understanding of the world through observing the ice melting and discussing places where animals can hibernate.

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Curriculum and teaching Expected standard

The curriculum is generally well designed and implemented. However, during some book sharing and song and rhyme experiences, not all children are consistently given opportunities to use and develop their communication and language skills. The childminder observes the practice of any assistants she works with to continue to strengthen teaching.

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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 cares deeply for the children. Children are acknowledged, which means they are confident and feel secure in this setting. Children are confident to use language with other children and adults. They show a sense of belonging in the setting and regularly express that they feel happy.

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

The children enjoy choosing what they want to play with and play cooperatively alongside each other. They confidently count together when they add spoonfuls of water to the snow.

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

Children develop new skills, for example scooping the snow out of the packet for the first time. The childminder and other children celebrate this together. However, not all children are consistently given opportunities to use their skills across all experiences offered.

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

Children feel safe in this setting. The childminder deploys herself effectively. For example, children are given opportunities to cut toast safely. They listen carefully when supported to keep themselves safe.

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

All children thrive in this setting. The childminder is aware of any challenges to children's learning and, through focused support, these are minimised. The childminder accesses support swiftly when needed. Close partnership working supports robust monitoring to ensure all children flourish.

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

Children show positive attachments through regular attendance. Preparing children for school is integral to the teaching. For example, some children attend a local music session and others use a variety of mark-making tools to support early writing. Children are well supported to move on to school. The childminder works in close partnership with local schools to support strong transitions.

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Next steps

The childminder should ensure the curriculum meets all children's needs so that it is consistently of a high quality, specifically for storytelling and songs and rhymes. The childminder should ensure children consistently have the opportunity to use their skills through all experiences offered so they can make the most of them with increasing confidence and independence.

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About this inspection

The inspector spoke with the childminder and assistant 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

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Address:

40 Fieldside Edenthorpe Doncaster DN3 2JS

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Address:

Registered person: Randall, Nicola Jayne

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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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2 to 3

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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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

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

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