Padfield, Tracy

Padfield, Tracy

Unique reference number (URN): EY313424 Address: 431 Romsey Road, SOUTHAMPTON, SO16 9GJ Type: Childminder Registered with Ofsted: 14/09/2005 Registers: EYR, CCR, VCR Registered person: Padfield, Tracy Annjanette

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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 has built extremely positive relationships with the children in her care. Children are very much at ease in her presence and delight in responding to her questions and ideas. These positive relationships support a happy, productive learning environment. Children listen readily to each other and the childminder and respond immediately by saying 'please' and 'thank you'. It is clear there is a superb bond of trust and respect between the childminder and the children that she knows so well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an absolute role model for positive behaviour. The childminder sets high expectations for children's manners and social skills that are embedded in everything she does. She skilfully enables children with special educational needs and/or disabilities to fully understand the rules of the group, for example by adapting her body language, vocabulary and tone to help these children understand what is expected of them. Consequently, children are able to quickly refocus if distracted by the actions of other children. The childminder's regular and explicit teaching of manners helps to lay a foundation for positive social relationships for children. Importantly, this means that children are well prepared for future social environments, such as those found when starting school.

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Inclusion Strong standard

The childminder has been instrumental in improving outcomes for children with special educational needs and/or disabilities (SEND). The childminder makes accurate assessments of children's starting points and frequently scrutinises their progress across the early years foundation stage. She uses this information, alongside daily observations, coupled with parent feedback, to act swiftly on any concerns for children's development. For example, she encourages children to become confident talkers by providing supportive advice to parents about the effect of dummies on speech development. She also provides an accessible, uncluttered space that helps to channel the attention of children with SEND on specific activities and learning outcomes.

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Inclusion Strong standard

The childminder works closely with specialist agencies to reduce any barriers to learning for children with SEND. She has initiated referrals to relevant professionals and robustly gathers evidence for further intervention to demonstrate the individual needs of each child. This has resulted in accelerated progress for children with SEND in areas such as language, communication and confidence. In addition, the childminder ensures that she accesses frequent training to support her inclusive practice.

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Inclusion Strong standard

The childminder provides extremely comprehensive progress checks for all children at age 2. She shares these reports with parents and uses them extremely well to set meaningful targets for children's ongoing development. Any inconsistencies in the curriculum do not have a negative effect on children who are at risk of falling behind. Furthermore, parents of children with SEND are incredibly positive about how the childminder has adapted her provision as a result of her assessments of their children.

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Achievement Expected standard

Children demonstrate confident fine and gross motor skills for their age. For example, they carefully sort small objects and toys and line up small, thin shapes in neat rows without knocking any down. Children also show control and strength when riding scooters and trikes across a tiled path.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities, show emerging literacy skills. They bring favourite books to adults and use their knowledge of the story to find patterns and meaning in the printed word.

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Achievement Expected standard

Children with speech and language difficulties show progress with their communication and language skills. Children can describe their feelings, ask questions to deepen their knowledge and support their peers with their learning when, for example, they need to find a specific type of shape.

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Children's welfare and wellbeing Expected standard

The childminder fosters emotional wellbeing in children. She gives children the language to name and describe their feelings as they arise. This helps children, particularly those with special educational needs and/or disabilities, to understand their behaviour and the behaviour of others.

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Children's welfare and wellbeing Expected standard

The childminder has established practices that support children's safety and wellbeing. For instance, she talks confidently about her protocols in the event of an accident or incident when outside with children. The childminder also promotes the importance of a healthy diet by providing healthy snacks. She gets children to think about the textures and tastes of the healthy food that they eat.

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Children's welfare and wellbeing Expected standard

The childminder provides regular opportunities for children to explore outside. This helps them boost their physical health, coordination and understanding of the natural world. The childminder teaches children that they should avoid certain plants, including, for example, berries that might look edible. This helps children to start to assess risk for themselves. However, on occasion, the childminder does not check children's understanding of specific safety information fully enough, such as which surfaces are slippery when wet. Although the childminder is vigilant and reminds children where they should walk, this does not fully support children to assess risk for themselves.

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Curriculum and teaching Expected standard

The childminder tailors her curriculum to support children's growing independence. For example, she provides children with open drinking cups at snack time to build on their developing self-help skills. The childminder also provides a range of accessible resources that promote children's physical and emotional development. She tailors these to meet the needs of children with special educational needs and/or disabilities. For example, children play with 'worry' dolls and mirrors, which help them to talk about their feelings and how to recognise them.

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Curriculum and teaching Expected standard

The childminder devises interesting projects that celebrate children's love of reading. For example, she draws inspiration from their favourite book and supports children to make a scarecrow, which is then entered into a local scarecrow competition. This helps children to apply their learning across a range of contexts, from early literacy to art, while celebrating their talents in their local community.

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Curriculum and teaching Expected standard

The childminder frequently asks children questions that help to reveal what they know and can do. For example, as children sort toy creatures she checks their knowledge and experiences of familiar animals. However, the childminder does not always explore children's mathematical understanding as consistently. For instance, she does not extend children's knowledge of number when they confidently count objects in a line up to 12.

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Leadership and governance Expected standard

The childminder is fully committed to her professional development. She regularly attends courses to update her knowledge of early years practice. She reports positively on a range of recently completed training on topics such as creativity in education, safeguarding and understanding behaviour. The childminder also has a clear understanding of how she wants to improve her teaching. As such, she has enrolled on a mathematics development programme to further support children's early maths development.

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Leadership and governance Expected standard

The childminder has nurtured excellent relationships with parents. Families are full of praise for the progress their children have made in her care, for example in their language skills. Parents are overwhelmingly grateful for the support the childminder has provided and consider her a role model for their children.

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Leadership and governance Expected standard

The childminder recognises the benefit of maintaining close collaboration with other childminders to motivate her to develop her ideas and teaching strategies further.

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Leadership and governance Expected standard

The childminder is ambitious for all children, including those with special needs and/or disabilities. She is quick to adapt her provision to drive educational outcomes for all children, including those who need more support or who are new to the setting.

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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 excited to see the childminder when they arrive, gleefully calling out her name as she warmly welcomes them in. They immediately settle themselves among the carefully selected activities. They investigate animal counters with sustained concentration and skilfully use tweezers to sort them into different-coloured groups.

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

Children show a love and appreciation of books. They independently reach for and look through stories. They remain absorbed as the childminder helps them to describe what is happening in the pictures. In addition, children visit the local library regularly with the

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Inspector:

David Watkins childminder. They take their books home in special bags with reading records provided by the childminder. This supports parents to share and discuss stories with their children and help foster their love of reading.

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Inspector:

Children play happily together. On the rare occasion young children struggle to share, they are very quickly redirected by the childminder's positive reassurance. For example, children calm quickly when the childminder expertly helps them to understand the feelings of themselves and others. This helps children to develop the skills to negotiate with each other when a dispute arises.

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Inspector:

Children follow the childminder's rules beautifully. They work very well as a team to lay the table for snack time and help each other tidy away their resources. Children enjoy problem- solving and playing together, under the supportive guidance of the childminder. They support their peers to find the solution to tasks, for example by pointing out that a circular shape is not best suited in a line of dominoes. Outside in the garden, children curiously play in the sand together and take turns on bikes and trikes. The childminder oversees these extremely well-embedded rules and routines to support a calm, purposeful learning environment. Children, including those with special educational needs and/or disabilities, are safe and settled, eager to explore and learn.

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Next steps

The childminder should consider ways to adapt teaching to help extend children's mathematical knowledge beyond what they already know and can do so they make even better progress in their learning. The childminder should strengthen teaching strategies that support children's ability to assess risk and keep themselves safe.

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About this inspection

The inspector spoke with the childminder during the inspection.

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About this inspection

The childminder works alongside another childminder for some parts of the week.

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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:

Registered person: Padfield, Tracy Annjanette

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 22:00

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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

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