Curran, Sharon

Curran, Sharon

Unique reference number (URN): 111180 Address: 17 Grays Close, Colden Common, WINCHESTER, Hampshire, SO21 1UG Type: Childminder Registered with Ofsted: 29/06/2000 Registers: EYR, CCR, VCR Registered person: Curran, Sharon Louise

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children are suitably prepared for their transition for school, including those who may face barriers to their learning, such as those learning to speak more than one language. They develop secure communication skills and explain their interests with confidence. For example, they talk about the different birds they have been learning about, such as a 'robin' and a 'magpie'. Children's language reflects the breadth of their experiences.

p.2

Achievement Expected standard

Children are highly imaginative and use their experiences to influence their creative play. They generally develop secure independence skills, for example older children are confident to do different tasks for themselves, such as choosing their own activities, washing their hands and getting ready to go outside.

p.2

Achievement Expected standard

At times, children are supported to learn simple social skills, such as listening to others. However, teaching could be strengthened to prepare children with a deeper understanding of how share resources appropriately in a group.

p.2

Achievement Expected standard

Children demonstrate confident mathematics skills. They use language related to number throughout their play. For example, they count their toy dolls up to 11. Furthermore, children are beginning to gain an understanding of 1 more and 1 less as they arrange their bird pictures in groups of 3.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder builds positive relationships with children and their families. She works with parents to develop a shared approach to children's behaviour. They collaborate and discuss positive strategies that support a culture of respect and kindness, for example. The childminder recognises how behavioural expectations need to be implemented in an age- appropriate way to support all children's understanding.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has a secure attendance policy and liaises with parents consistently to support them to understand the importance of attendance and punctuality in supporting children's understanding of routines.

p.2

Behaviour, attitudes and establishing routines Expected standard

Although children play collaboratively at times, the childminder has identified that children are struggling to share and take turns. She has implemented some strategies to support this and generally tries to plan activities that support this learning. The childminder promotes positive conduct between children and typically provides clear boundaries to support children's developing social skills.

p.2

Children's welfare and wellbeing Expected standard

The childminder has clear policies and procedures in place that promote the welfare of children. She provides this information to parents so that they understand them well. Children develop attachments to the childminder. She is responsive to their care needs and prioritises their emotional wellbeing. For example, she carries out hygiene routines sensitively with care and respect. Children happily seek her out for cuddles and bring her books to read to them.

p.2

Children's welfare and wellbeing Expected standard

The childminder provides children with opportunities to learn about personal safety. For example, she provides clear information to children about slippery equipment in the garden and the importance of preventing injuries. Children also learn about personal safety when they are out and about on trips, such as being safe near roads and learning how to cross safely with an adult.

p.3

Children's welfare and wellbeing Expected standard

Although children are beginning to learn about some elements of health, the daily routine is not enriched consistently to consolidate children's knowledge. For example, children do not consistently have conversations that further develop their understanding of positive choices around food, rest and screen time. Children, therefore, have fewer interactions to support them learn how to make healthy independent decisions for themselves. However, the childminder does intend to have conversations around this more often.

p.3

Curriculum and teaching Expected standard

The childminder develops a secure curriculum that covers the areas of learning well. She regularly assesses children's progress and makes clear plans for what she wants children to learn next. The childminder recognises how to adapt her curriculum appropriately to children's age and stage of development.

p.3

Curriculum and teaching Expected standard

The childminder uses purposeful interactions to increase children's language skills. She provides them with a range of language to practise and allows children plenty of time to respond during conversations. The childminder builds children's interest in books. She reads to them enthusiastically and checks their comprehension of different words.

p.3

Curriculum and teaching Expected standard

The childminder plans to provide children with learning that increases their understanding of mathematics. For example, when children look at oranges, the childminder explains they are shaped as a sphere. The childminder also provides children with interesting sensory experiences that support them to enjoy exploration and practise different techniques with tools. For example, children play in porridge oats freely. They pour with jugs and enjoy filling and emptying containers.

p.3

Curriculum and teaching Expected standard

The childminder plans activities to help children to develop certain skills, for example when she recognises that sharing and taking turns needs to be learned next. However, interactions and planned activities do not consistently develop children's understanding of collaborative play as intended. As a result, children do not consistently receive teaching that further strengthens their social skills or skills at managing conflicts.

p.3

Inclusion Expected standard

The childminder has an individual approach to children's education and care. She makes clear assessment of their starting points and uses this to assess their needs regularly. The childminder also includes parents in this so that they can share their views of what children do at home. The childminder recognises how to work closely with parents and children to identify any barriers to children's learning, for example children who may be at a disadvantage. The childminder recognises how to assess any gaps in children's learning and provide appropriate support to those who may have special educational needs and/or disabilities (SEND). The childminder provides tailored support to children who speak two languages. She has prints of different languages in her home and works with parents to assess children's language development at home to ensure that children make secure progress. The childminder identifies how to use additional funding appropriately to enrich her provision

p.3

Inclusion Expected standard

for children, for example funding that may be provided to children who are at a disadvantage.

p.4

Inclusion Expected standard

The childminder liaises with health professionals, where necessary, to provide appropriate interventions, for example when children may need support for their developing speech and language.

p.4

Inclusion Expected standard

Although the childminder has engaged in some training to increase her knowledge of SEND in the past, she recognises that she needs to further strengthen this knowledge and plans to engage in further training.

p.4

Leadership and governance Expected standard

The childminder has a secure oversight of her provision. She has close relationships with children's families and engages regularly with parents about children's progress and learning. The childminder also uses parents' feedback to reflect on her provision and make any improvements if necessary. She typically reflects on different parts of her provision to consider her strengths and bring about improvements. For example, she is currently reviewing her outside space to develop children's focus on activities during play.

p.4

Leadership and governance Expected standard

The childminder engages in some professional development to refresh her knowledge and raise her teaching standards. For example, she recently engaged in training to increase her understanding of all areas of learning. The childminder has begun to align training with development priorities, such as considering training she might need to access to support different groups of children.

p.4

Leadership and governance Expected standard

The childminder reflects on her own work life balance and has made adjustments, including starting new hobbies, to support her own personal wellbeing.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children play joyfully in the childminder's home. They are creative in their play and achieve well in their learning. Children feel safe and settled. They happily speak to the childminder about their favourite toys and invite her into their games.

p.5

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

The childminder is inclusive in her approach to building an effective curriculum. She implements learning plans that are suited to children's age and stage of development, taking their starting points into account. The childminder works closely with families to identify any

p.5

About this setting

barriers they might face to children's attendance or learning. This supports all children to make continued progress.

p.6

About this setting

The childminder has implemented routines that support children's wellbeing and help them to feel secure. For example, children know what comes next during their morning routines and transition easily between activities.

p.6

About this setting

Children demonstrate a deep enjoyment of their play and learning. They have access to an inviting outdoor play space where they are supported to develop their early physical skills. Children giggle with delight as they run, jump and pop bubbles together.

p.6

About this setting

Overall, the childminder creates a positive culture where she plans for children to learn kindness and respect for others. Interactions generally support children to behave well and understand what is expected of them. The childminder recognises children's different stages of development and implements her expectations in an age and stage related way.

p.6

Next steps

The childminder should develop planned activities further so that children gain intended learning from interactions, such as when teaching children about sharing and taking turns. The childminder should further enrich the daily routine so that children consistently benefit from experiences that increase their understanding of healthy lifestyles. The childminder should use precise reflection and review of her provision to target her training.

p.6

About this inspection

The inspector spoke to the childminder and the children and took account of written views provided by parents.

p.6

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. Unique reference number (URN): 111180

p.6

Address:

17 Grays Close Colden Common WINCHESTER Hampshire SO21 1UG

p.7

Address:

Registered person: Curran, Sharon Louise

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8