Jennifer Louise Hunt

Jennifer Louise Hunt

Unique reference number (URN): EY406990 Address: 112 Buriton Road, Winchester, Hampshire, SO22 6JF Type: Childminder Registered with Ofsted: 13/04/2010 Registers: EYR, CCR, VCR Registered person: Hunt, Jennifer Louise

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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, including those with special educational needs and/or disabilities and those who face barriers to their learning, make consistent progress across all areas of the curriculum from their different starting points. They are inquisitive and focused, helping them to achieve their full potential across all the different areas of learning.

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Achievement Strong standard

Children develop their communication and language skills extremely well as they hold purposeful conversations and explore new vocabulary, learning new words such as 'pomegranate'. Children are curious and focused as they choose items from a song bag and enthusiastically sing the corresponding song. These activities and opportunities mean children make rapid progress with their communication and language skills.

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Achievement Strong standard

Children benefit from rich and diverse learning experiences. They achieve extremely well and gain key skills necessary to move on in their education. For example, they show a secure sense of independence and confidence, and express their ideas and preferences. Consequently, children are very well prepared for the next stage in their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour and is a positive role model, adapting her interactions to support children at their age and stage of development. Children are polite and caring and demonstrate good manners and friendly behaviour. They look after their friends, such as being careful where they walk to avoid younger children. The childminder regularly praises children, and they respond with a beaming smile. This supports the development of their self-esteem and self-confidence.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has built secure and trusting relationships with the children. She interacts enthusiastically and listens carefully to their thoughts and opinions. This helps children feel confident to ask questions and try new activities. Children laugh, saying they are going to the moon as they sit on top of large cardboard rockets they have made. They proudly show off their models and carefully reattach sequins that have fallen off. Laughter fills the room as the childminder begins to sing a familiar song about going to the moon. Children jump up in excitement before joining in.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with families to support regular attendance and punctuality. She follows up on any unexplained absences without delay. Parents and carers speak highly of the care given by the childminder. Children with special educational needs and/or disabilities are supported through thoughtful adjustments, such as adapted activities, so they can join in successfully.

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Children's welfare and wellbeing Strong standard

The childminder provides high-quality care that meets children's individual needs extremely well. She takes time to get to know each child well to provide the precise level of care and support they need. The childminder knows each child's routines, interests and stage of development. She consistently supports all children's welfare and wellbeing. This includes children with special educational needs and/or disabilities, those who face barriers to their learning or those who have had help from social care. All children receive appropriate support, so they feel included and valued.

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Children's welfare and wellbeing Strong standard

Children feel safe and settled because the childminder builds warm, secure relationships with them. Babies and young children seek comfort from her and respond positively to her calm, responsive approach. This helps children form very secure attachments and supports their emotional wellbeing. The childminder encourages children to talk about their feelings, recognise emotions and express themselves. This supports children's emotional wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder supports children to understand their bodies, how to be healthy and how to stay safe. She encourages physical development through active play, time spent outdoors and age-appropriate activities. Children learn about healthy eating through balanced meals and discussions about food choices. Safety is promoted through clear boundaries and gentle reminders. Daily routines for sleeping and feeding are well organised and flexible, supporting children's individual needs and helping them to feel secure and comfortable.

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Curriculum and teaching Strong standard

The childminder provides a warm, safe and stimulating environment where children feel happy and confident. She has a clear understanding of the quality of the curriculum and teaching. Her curriculum is well designed and firmly based around children's interests. She carefully assesses progress to understand what is working well and what she could improve, making changes to strengthen children's learning experiences. The childminder asks children's opinions on ideas for learning and has a focus on cultural events and festivals. Children make rapid progress across all areas of learning.

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Curriculum and teaching Strong standard

The childminder prioritises children's physical, personal, social and emotional development. Children learn to share, take turns and manage their own feelings. She supports children's language development confidently by introducing new words, asking purposeful questions and encouraging conversations. She uses simple sign language to help all children understand what she is saying. This helps children build their language skills well and become confident in their speech and communication.

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Curriculum and teaching Strong standard

The childminder promotes mathematical learning well through counting and everyday problem-solving. For example, children guess how many 'chops' it will take to cut a piece of melon up. The childminder knows children well, including those with special educational needs and/or disabilities and those who face barriers to their learning. She makes thoughtful adjustments so that all children can take part and succeed.

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Inclusion Strong standard

The childminder knows children very well. She carefully observes them during play to understand their individual needs. The childminder uses her detailed observations and conversations with parents and carers to plan high-quality activities that promote each child's learning, development and wellbeing. The childminder works proactively to remove any barriers to children's learning. For example, she expertly adapts her routine and resources, so every child can engage fully and have their individual needs met, such as bringing the timing for snack forward. The childminder works in close partnership with families and external professionals to fully support children and truly enhance their learning experiences. This allows her to provide targeted support to help all children to participate fully in the curriculum. This inclusive approach helps children feel confident and extremely valued.

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Inclusion Strong standard

The childminder prioritises keeping her skills and knowledge fully up to date. She is highly experienced in supporting special educational needs and/or disabilities and undertakes regular training as part of her practice. Recent training on safe sleeping for children helps her to support families with updates and advice. The childminder also supports children known, or previously known, to children's social care. She demonstrates commitment to providing an inclusive environment in which children receive targeted support that promotes their wellbeing, safety and learning effectively so that they are able to fully thrive and flourish.

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Leadership and governance Strong standard

The childminder provides a safe and welcoming home setting where children feel happy and secure. She consistently makes decisions that put children first and understands the strengths of the provision very well. She recognises the importance of exercise and being out in the fresh air. The childminder provides children with a range of experiences, such as visits to the library and country parks. These allow children the opportunity to socialise with a wider group of children.

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Leadership and governance Strong standard

The childminder regularly reflects on her practice and takes action to improve areas if they are not working as effectively as she expects. The childminder gives children with special educational needs and/or disabilities and those who face barriers to their learning excellent support to access all opportunities. She works closely with other professionals and follows guidance to support children and families known, or previously known, to social care. This ensures that all children get the support they need to thrive.

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Leadership and governance Strong standard

The childminder manages her workload carefully. She plans time for rest and training to maintain her wellbeing and provide high-quality care. Professional development is effective. Recent training in promoting children's development has reinforced her knowledge and strengthened outcomes for children significantly.

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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 enjoy their time with this experienced and welcoming childminder. They jump onto her lap and cuddle into her, showing secure attachments. This helps children feel valued and safe. Children are chatty and involve the childminder in their play. They smile as they walk carefully across balancing beams and invite the childminder to copy them. They watch carefully and giggle as the childminder purposely wobbles as she crosses the beams. She praises children for their efforts and determination. This helps to develop children's confidence and self-esteem.

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Inspector:

Clare Leake The childminder has high expectations for children's behaviour. She works closely with parents and carers to promote regular attendance. She is a positive role model and speaks considerately and respectfully to children. The childminder knows each child and their likes and preferences very well, helping them to feel respected and included. The curriculum focuses on topics and experiences that reflect children's interests. It is ambitious and engaging for all children. Children make secure progress, including those with special educational needs and/or disabilities.

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Inspector:

Children concentrate well and show impressive concentration during activities, such as chopping up fruit for snack time. They are keen and eager, joining in with enthusiasm. Children use safe knives to chop, noticing seeds inside a melon. They know that they cannot eat these seeds but understand that they can eat other seeds. The childminder praises children's efforts and explains to them which activities will build up their hand strength. Children explore different fruits with curiosity and say, 'Oranges have vitamins and fibre in them.' They show that they are beginning to understand the importance of a healthy diet.

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Inspector:

The childminder helps children to understand their emotions, for example, by asking them how they feel when they lean in to cuddle her. Children respond positively and feel supported. The childminder gently helps children to feel calm and re-engage with activities. Children benefit from warm, trusting relationships with the childminder.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, the children and the assistants 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:

112 Buriton Road Winchester Hampshire SO22 6JF

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Address:

Registered person: Hunt, Jennifer Louise

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Address:

Operating hours: 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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