Greaves, Nichola

Greaves, Nichola

Unique reference number (URN): EY422981 Address: 2 Butler Walk, Great Cambourne, CAMBRIDGE, CB23 6HP Type: Childminder Registered with Ofsted: 15/04/2011 Registers: EYR, CCR, VCR Registered person: Greaves, Nichola

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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

Children's language and speaking skills are developed through numerous conversations and interactions every day. Children enjoy participating in singing and reading activities and benefit from the childminder's high-quality teaching and interactions as they learn and repeat clear English words. Children who face barriers to their learning, such as a disability or those who speak English as an additional language, make excellent progress from their starting points, speaking fluent English in a short amount of time.

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Achievement Strong standard

Children understand mathematical language, such as the names of different shapes and colours. They demonstrate their understanding of numbers as they count the bricks they use for building and recognise numerals around the setting.

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Achievement Strong standard

Children are extremely well prepared for school, as they develop high levels of confidence and social skills in preparation for a larger learning environment. Children are confident to share their ideas, ask for help and interaction and learn as part of a group. Learning opportunities extend children's knowledge and skills in all areas of their development, helping them to gain the foundations for future learning.

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Children's welfare and wellbeing Strong standard

The childminder works in close partnership with parents to ensure that children's care needs are met to a high standard. For example, where other professionals are involved, the childminder takes on board their guidance and advice and works with parents to ensure that the care provided for children is accurate and effective. This helps keep children safe and healthy.

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Children's welfare and wellbeing Strong standard

Children learn about keeping themselves healthy throughout their play and during conversations. For example, when children have a drink of water, the childminder reminds them that it is important to drink water as it keeps their bodies healthy and hydrated. The childminder shares guidance and works in partnership with parents to ensure that children receive healthy meals through each day. She talks to children and teaches them about healthy options during mealtimes, and children demonstrate how well embedded this learning is, as they choose healthy snacks and meals from their lunch box.

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Children's welfare and wellbeing Strong standard

Children learn about emotions through general conversations and interactions. The childminder names feelings and uses visual aids to help children recognise facial expressions. Consequently, children begin to understand their own emotions and those of others. This helps children develop a secure sense of emotional wellbeing.

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Curriculum and teaching Strong standard

The childminder is reflective and adapts her curriculum to meet the needs of all children. She listens to children and implements ideas based on their interests and learning needs. For example, she has recently extended her curriculum to enhance children's knowledge

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Expected standard

and understanding of phonics, following on from their interests. Children are beginning to recognise a range of familiar sounds and letters. The childminder tracks children's learning closely, prioritising children's next steps to help them make excellent progress. She plans opportunities to extend children's vocabulary through reading, singing and general conversations. The childminder introduces mathematical language from a young age. For example, children learn new concepts such as 'on top of' and 'next to', and they learn the names of colours, and they begin to understand and use patterns during play. The childminder extends children's learning at every opportunity. For example, when they collect and recognise numbered blocks, she encourages and teaches children how to order them.

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Expected standard

The childminder offers a wide curriculum, and children learn about the world around them. She teaches children about a range of cultures and events, specific to the children attending the setting. Additionally, well-embedded practice means children gain an understanding of their local community and the different people they meet. They begin to learn about the similarities and differences between them and recognise that everyone is unique.

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Expected standard

The childminder prioritises children's physical development and social skills, providing a range of outings to meet new people. Children develop their social interactions, greeting others and engaging in conversation. They begin to form strong friendships with peers.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides clear and consistent boundaries for children, helping them to understand the expectations of the setting and what is right and wrong. Gentle reminders help children to remember the rules, and this is demonstrated throughout their play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder offers settling-in sessions for all children and families, and this supports highly effective and responsive relationships between the children and the childminder. Children look to the childminder for support and reassurance when needed. They cuddle up to her for comfort if they hurt themselves and show trust in her care.

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Behaviour, attitudes and establishing routines Expected standard

Children play together in the group well, with the support of the childminder. Her gentle reminders help children develop their social skills and understand what is expected of them. The childminder promotes attendance, helping families to understand the importance of attendance and the impact this has on children's development. All children attend the setting frequently.

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Inclusion Expected standard

The childminder identifies children's additional needs and barriers to learning very swiftly, often during settling-in visits, prior to children starting. In-depth conversations and effective partnership working with parents provide her with information to enable her to support children's learning and care needs effectively. The childminder is not yet working consistently with other professionals to support children through transitions, particularly those who face barriers to their learning. Children facing barriers to their learning, particularly those who speak English as an additional language, receive effective support throughout their learning within the setting. The childminder monitors learning closely and implements strategic support and adaptations to help children gain the most from every learning opportunity. Reflective practice ensures the childminder provides high standards of learning opportunities for children, specifically

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Inclusion Expected standard

The childminder has attended training to keep her knowledge up to date of local procedures. She has an awareness of the graduated approach and how to implement this, should she need to. Additionally, the childminder is aware of how additional funding should be spent effectively to support children's learning and care needs.

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Leadership and governance Expected standard

The childminder sometimes shares information with other early years settings that children attend. That said, this is not consistent for all children, particularly those facing barriers to their learning. The childminder works closely with parents to ensure that they are kept well informed of children's learning, as well as ensuring that their care needs are met effectively.

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Leadership and governance Expected standard

Training opportunities are attended regularly and are specific to the needs of the children. For example, training has been attended to support the children in her care, who speak English as an additional language. The childminder is reflective of her practice and is confident to highlight where improvement may be needed. She has made recent changes and improvements to her curriculum, such as introducing more opportunities for children to develop and learn about letters and sounds in preparation for school. Additionally, the childminder has begun to tailor her training more specifically. She regularly accesses a wide range of professional development opportunities and uses these to implement changes and improvements to the setting. For instance, she has recently attended training around wellbeing and has strengthened this area for children attending the setting and herself.

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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 happy and settled at the setting and demonstrate their confidence as they talk and interact with the childminder. Children develop a sense of belonging at the setting, where they celebrate and learn about festivals and events that are relevant to them. They learn about similarities and differences between them and begin to recognise how people live differently within their local community. Attendance is promoted, and families understand the positive impact regular attendance to the setting can have on children's steady progress.

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

Children develop the skills and knowledge they need to prepare them very well for their next stage of learning. They access a wide curriculum that teaches them a range of skills and knowledge. This builds on what they already know and can do, providing well-sequenced learning. Children recall past learning experiences. For example, they talk about friends they have met at local playgroups and each other's family members.

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

The childminder implements tailored support for children, specific to their needs. This ensures that children receive targeted learning opportunities that extend their current skills and knowledge and help them make continual progress from their starting points. Children demonstrate excellent perseverance during their play. When blocks are knocked down, they pick them up and try again. They demonstrate resilience and patience throughout their play, helping them to keep trying and showing determination to challenge themselves and complete their own challenges.

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Address:

2 Butler Walk Great Cambourne CAMBRIDGE CB23 6HP

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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Next steps

The childminder should strengthen partnership working with other professionals and to support children during transitions, with particular regard to children who face barriers to their learning.

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About this inspection

The inspector spoke with the childminder, the children and the 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. 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. 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 .

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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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