Proud, Keeley Anne

Proud, Keeley Anne

Unique reference number (URN): EY363585 Address: 32 Totland Road, BRIGHTON, BN2 3EN Type: Childminder Registered with Ofsted: 20/11/2007 Registers: EYR, CCR, VCR Registered person: Proud, Keeley Anne

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 Strong standard

The childminder ensures that all children make rapid progress in their learning. This includes children who might face barriers in their learning and are at risk of falling behind. She provides the necessary support to enable children to achieve their goals from their starting points.

p.2

Achievement Strong standard

The childminder is extremely creative and uses her skills to strongly support children in their communication and language skills. She uses a large variety of activities, such as stories, singing and rhymes, to promote language development. The childminder then skilfully takes children's emerging interests to further extend learning. For example, the children and the childminder recreated an African village in the childminder's home after the children had enjoyed an African drumming workshop. Children's imagination, creativity and language skills excel as they hear about and then build large models of pirate ships and space rockets.

p.2

Achievement Strong standard

Children are strongly encouraged to persevere during their play and are rewarded with plenty of praise and encouragement from the childminder. For example, the childminder shows children how to manipulate a tap to collect water in a small cup. She does not interfere and gives enthusiastic praise, when children are successful for the first time.

p.2

Children's welfare and wellbeing Strong standard

The childminder places children's wellbeing at the heart of everything that she does. Children are nurtured in a very safe and welcoming environment in which they thrive. The childminder teaches children about the importance of healthy lifestyles and why and how to make positive choices. She talks about the benefits of fruits and vegetables in an age- appropriate way, and parents know that they must provide their child with nutritious and balanced lunches to help keep children physically and mentally focused throughout the day.

p.2

Children's welfare and wellbeing Strong standard

The childminder places a strong emphasis on supporting children's emotional health. She is tactile in her approach and children readily approach her for cuddles when they need reassurances, are tired or are hungry. The childminder is extremely sensitive to children's individual needs and plans her environment to prevent children becoming overstimulated, which she knows can affect their ability to manage their emotions and engage in learning.

p.2

Children's welfare and wellbeing Strong standard

Children are taught to wash hands regularly and the childminder approaches this in an age- appropriate way, such as singing children's favourite nursery rhymes. This helps children to make positive links with important self-care routines. Children's sleep times are sensitively arranged to consider parents preferences and safety. The childminder is scrupulous in her supervision of children, including mealtimes and sleeping. Children have daily opportunities for outside play and exercise. The childminder provides a large range of equipment that supports children to be physically active.

p.2

Curriculum and teaching Strong standard

The childminder has developed a well-sequenced curriculum that is highly ambitious and precisely meets the needs of the children she cares for. Her expert knowledge of child development enables her to ensure that activities are highly engaging and purposeful. For example, children's daily routines, such as snack time, are used to support independence and language development. The childminder narrates what children are doing, providing them with plenty of time to process both what has been said and the time to respond. Children hear and attempt to copy new vocabulary, such as 'crunch'.

p.3

Curriculum and teaching Strong standard

The childminder expertly tunes into children's responses during activities. She consistently extends children's learning and builds on what they already know and can do. For example, when children fill and empty containers the childminder encourages both physical and mathematical skills, as children grip small cups and hear language to describe size, such as 'more' and 'less'.

p.3

Curriculum and teaching Strong standard

The childminder has highly effective interactions with children that strongly support their social skills and understanding. She relates to children at their level, repeats words that children say and sings songs to support this. Children delight and join in as the childminder sings 'Row your boat', which helps them connect to a joyful time when a parent sang this song to them earlier.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder forms secure relationships with children. She provides a tactile approach and gives cuddles and reassurances when needed. Children quickly develop an understanding of the boundaries that the childminder sets, such as sitting safely when eating. The daily routines help children to understand what is coming next. For example, children are learning that they need to help tidy away the toys that they are playing with.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder is an exemplary role model and has high expectations for children's behaviour. She is kind and gentle and always provides children with the utmost respect. This has a positive influence on the way children behave and treat the resources. Children learn how to respect the environment and look after the childminder's home and garden.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children are motivated in their learning and demonstrate their curiosity and excitement as they play alongside the childminder. Parents are aware that they their children need to be punctual and attend the provision regularly. This contributes to consistently high levels of learning, which helps to prepare children well for school and later life.

p.3

Inclusion Expected standard

The childminder tracks children's development. She monitors changes so that she can identify where she may be able to support children's individual needs to enable them to make progress in their development and learning. Her strong curriculum ensures that children can take an active part in their learning, regardless of their age and stage of development. For example, the childminder expertly weaves new vocabulary to support children's emerging language skills. She learns a range of key words in the languages that children speak in their homes. This approach enables children to feel a connection between the home and the setting and fosters a sense of belonging.

p.3

Inclusion Expected standard

The childminder understands the importance of working alongside parents and outside agencies if any children have delays in their learning and development. This helps to ensure that she can make the necessary adaptations so that children receive a coordinated approach to their learning.

p.4

Leadership and governance Expected standard

Partnerships with parents are very effective. Parents feedback that they value how quickly their children settle and the high importance that is given to children's safety. The childminder provides daily updates so that parents can understand what their children are learning and how this can be supported in the home.

p.4

Leadership and governance Expected standard

The childminder networks with other childminders to share good practice. This helps her to share and receive good practice and further enhance children's needs and play opportunities, including meeting up with a larger and more diverse group of children. Regular arrangements are made for children to gain experience that they may not have previously had, such as visiting an allotment or collecting 'treasures' from nearby parks and woodlands.

p.4

Leadership and governance Expected standard

The childminder shares information with other early years staff in settings where children attend. This helps with smooth transitions, when children move on to the next stage in their education, such as going to school. She has a full understanding on how to seek out advice and guidance to support children who need additional support, such as children with special educational needs and/or disabilities. The childminder keeps up to date with changes in the early years foundation stage and is beginning to engage in webinars to support her own professional development.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

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 develop strong bonds with the caring and nurturing childminder. Their wellbeing is a priority at this warm and friendly setting. The childminder finds out about children's interests and needs so that she can fully support the children in their development and learning. Consequently, children develop strong bonds with the childminder. They feel safe, secure and valued. The childminder purposely gets to know children very well so that she can plan a curriculum to meet their individual learning needs. She uses her in-depth knowledge of the children to support their independence. For instance, very young children are supported to safely climb steps in the garden. The childminder knows that children's repetition and enjoyment in this task helps them to develop strength in their muscles and confidence in their movements.

p.5

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

The childminder establishes highly professional relationships with parents. She provides ongoing information on children's development and how learning can be supported in the home environment. Parents are given information on the strong link between children's attendance and positive future outcomes. She works well with parents to ensure that children attend regularly and on time.

p.5

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

Children thrive through a range of well-thought-out activities. Their engagement in their learning is consistently high. The childminder constantly observes what children are capable of and what they enjoy. She uses this information to adapt her planning and provide a bespoke curriculum that precisely suits children's age and stage of development, including those children who have gaps in their learning, such as children with special educational

p.5

Address:

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

p.6

Address:

Local authority: Brighton and Hove needs and/or disabilities. Children's uniqueness is thoroughly celebrated, which allows them to make excellent progress from their starting points.

p.6

Next steps

The childminder should continue to focus on high-quality training that focuses on updating skills and areas that need development to further enhance the quality of care and teaching for children.

p.6

About this inspection

The inspector spoke to the childminder, children and parents during the inspection.

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.

p.6

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.7

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.7

Needs attention

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

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. 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.7

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