Busby, Nannette

Busby, Nannette

Unique reference number (URN): EY360425 Address: 68 Josephine Avenue, Lower Kingswood, Tadworth, Surrey, KT20 7AQ Type: Childminder Registered with Ofsted: 18/09/2007 Registers: EYR, CCR, VCR Registered person: Busby, Nannette

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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 develop their independence skills and make excellent progress. They know the childminder's rules and boundaries and follow them to ensure that everyone is safe. For example, children are aware of road safety and hold the childminder's hand on walks. Children benefit from high-quality learning experiences that help them progress through the curriculum. They develop their speech and language skills extremely well. All children have the chance to talk and communicate effectively. This ensures that children with special educational needs and/or disabilities and those who may face other barriers to learning can become very confident communicators. Children have opportunities to develop the physical skills they will need for future learning. For example, they visit parks and open spaces to climb and run to develop their balance and coordination. They use malleable materials, such as play dough, to strengthen their hand muscles and develop their fine motor skills.

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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well. They consistently follow the clear rules and boundaries the childminder has in place. The childminder has high expectations for children's behaviour and is an extremely positive role model. For example, she plays alongside children during role- play games, demonstrating how to care for babies. Young children copy the childminder's actions to carefully dress and feed their dolls. This helps children learn to be gentle and caring.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a calm approach and creates a very pleasant atmosphere where children are happy and content. She knows children well and has built positive relationships with them. Children listen carefully and keenly follow simple instructions to complete tasks, such as helping to tidy their toys away.

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Behaviour, attitudes and establishing routines Strong standard

The childminder reinforces children's positive behaviour with praise, which helps to boost their confidence and self-esteem. The childminder promotes kindness and encourages children to share and take turns. This helps children learn to consider other people's feelings and emotions. The childminder knows that children have different levels of understanding due to their ages and stages of development. She carefully adapts her expectations to meet all children's needs. The childminder has policies in place to ensure that children have regular attendance so they can fully benefit from their education.

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Children's welfare and wellbeing Strong standard

The childminder knows children well and has excellent bonds with them. She follows their individual routines carefully to ensure that their specific needs are met. For example, the childminder knows which food children can eat and provides a safe place for them to rest and sleep. She closely supervises children at mealtimes and follows guidelines to ensure that they are safe. The childminder uses cooking activities to teach children about healthy eating. For example, children have the opportunity to buy a variety of fruit to make smoothies. The childminder uses these experiences to help children to learn to make healthy choices and decisions about food.

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Children's welfare and wellbeing Strong standard

The childminder has policies and procedures in place that she rigorously reviews and updates to meet statutory requirements and guidelines. This includes nutritional guidance to keep children of all ages safe. The childminder is highly responsive to the varying needs and changing circumstances of individual children and their families to ensure that she can meet their needs. Parents are very appreciative of the support and advice the childminder provides.

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Children's welfare and wellbeing Strong standard

The childminder encourages children to be independent and build important life skills. This includes supporting children to gain the ability to take care of their personal needs. For example, children learn to master toileting skills, wash their hands and know where to get their drink when they are thirsty. The childminder teaches children about oral health using books and props. She shares this information with parents and carers to help children adopt excellent health and hygiene routines and support their learning at home.

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Children's welfare and wellbeing Strong standard

The childminder helps children to understand their feelings and emotions using stories and books to develop their understanding. During role play, she provides items for children to practise dressing themselves. For example, children learn about keeping warm in cold weather and enjoy putting on big gloves and hats. The childminder completes risk assessments to ensure that her setting and places they visit are safe.

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Curriculum and teaching Strong standard

The childminder consistently provides a curriculum to prepare children for their journey through education. They learn to be independent and tackle tasks such as getting themselves dressed. Through ongoing assessments, the childminder identifies gaps in children's learning precisely and works with professionals to provide children with specific support. For example, she uses strategies to support children's speech and language skills. This includes repeating words clearly that children say and introducing new words to extend their vocabulary. This particularly helps children with special educational needs and/or disabilities and those who may face other barriers to learning make rapid progress. As a result, children become excellent communicators.

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Curriculum and teaching Strong standard

There is a high focus on outdoor play in the curriculum. The childminder plans lots of opportunities for children to develop their physical skills. This includes going on walks and visiting parks so children can benefit from fresh air and exercise. Children enjoy playing in the garden, digging in the sandpit and exploring the mud kitchen. They have opportunities to grow plants and learn about nature. For example, the childminder teaches children about wild birds. They make bird feeders with the childminder and know how to spot a robin with a red breast. This helps children gain a deep understanding about the world around them.

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Curriculum and teaching Strong standard

Children thoroughly enjoy listening to stories with the childminder. They choose a book and listen intently as the childminder reads the story with an animated voice. Children enthusiastically finish the last word in the sentence of a familiar story. This helps foster a love of books in children. Children relish singing their favourite songs and enthusiastically follow actions. The childminder introduces numbers and counting through games, songs and rhymes to support children's early mathematical skills.

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Inclusion Strong standard

The childminder uses a rigorous cycle of observation and assessment to identify gaps in children's learning and plan for their next steps. For instance, she uses a speech and language tool to highlight when children need support to develop their communication and language skills. She puts strategies in place to reduce barriers to learning and adapts activities for children's ages and stages of development. For example, the childminder uses simple instructions that young children can understand and follow. This ensures that children with special educational needs and/or disabilities and those who may face other barriers to learning are included. The childminder closely monitors children's progress to ensure that she meets their changing needs effectively. For example, the childminder provides low equipment to help children develop their muscles to move from crawling to walking. She knows how to seek help from professionals and outside agencies, such as speech

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Inclusion Strong standard

therapists and the local authority, to support all children to make secure progress.

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Inclusion Strong standard

When available, the childminder uses extra funding, such as the early years pupil premium, to provide specific resources to support individual children's learning and development. She seeks professional development opportunities, such as speech and language training, to learn strategies to support children's learning needs. The childminder understands children are at different ages and stages of development and adapts her expectations accordingly. She ensures that activities are achievable for all children so they get the most out of each learning experience. For example, she introduces low numbers and small amounts for young children who are learning to count. The childminder liaises with other settings children attend and shares information, such as children's next steps, to provide a continuity of learning. She prepares children for transition to nursery or school by building their independence skills and sharing information with teachers to help them settle. The

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Inclusion Strong standard

childminder consistently provides parents and carers with information about their child's progress through regular updates and reports. She provides activities and strategies, such as speech and language games, to support children's learning at home.

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Leadership and governance Strong standard

The childminder has excellent partnerships with parents and carers and shares her policies and procedures effectively. She gives parents daily feedback through an online app and at pick-up time. The childminder completes statutory assessments, such as the progress check when children are between the ages of 2 and 3 years, and shares the information with parents and professionals. Through these assessments, she identifies gaps in children's learning and seeks professional support when necessary. This ensures that children with special educational needs and/or disabilities and those who may face other barriers to learning receive help so they can make effective progress.

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Leadership and governance Strong standard

The childminder is highly reflective and identifies opportunities for professional development. She routinely completes training to develop her knowledge and understanding to enhance her practice. This includes observation techniques and speech and language strategies. The childminder takes children on exciting trips to help them to learn about the world around them. For example, they enjoy going swimming and visiting the aquarium and parks. The childminder has procedures in place and completes risk assessments to ensure that children are safe when out of the setting. This includes children wearing high-visibility vests and teaching children to follow road safety rules.

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Leadership and governance Strong standard

The childminder completes a detailed and thoughtful analysis of the setting's strengths and areas for improvement and seeks high-quality professional learning opportunities to develop these areas. For example, she enjoys providing outdoor learning opportunities and intends to develop this area of her practice further. For example, the childminder plans to complete forest school training to deliver even more wonderful learning experiences for children to enjoy.

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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

The childminder offers a home-from-home environment, where children are content and flourish. Children are familiar with the play environment and confidently select their favourite toys to play with. The childminder gathers information prior to children joining and identifies their starting points in learning and development. Through observations and assessments, she identifies any gaps in children's learning and puts plans in place to help them make excellent progress. This helps children with special educational needs and/or disabilities and those who may face other barriers to learning have opportunities to achieve well.

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

The childminder knows children well and has a close bond with them. She plays alongside children and supports their learning by offering prompts and suggestions to extend play. For example, the childminder introduces new props during role play to help children sustain their concentration and engagement. She skilfully uses questioning techniques to support children's thinking skills and gives them time to process the words and think of a reply. During play, the childminder introduces new words to extend children's vocabulary. This helps to develop children's speech and language skills. The childminder teaches children about healthy eating and making positive choices. For example, she takes children to a farmers' market to buy vegetables for a cooking activity. She uses these experiences to help to promote a healthy relationship with food and teach children where food originates.

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

The childminder promotes positive behaviour and teaches children to be polite. For example, she encourages children to say 'please' and 'thank you' and praises them for positive behaviour. The childminder has procedures in place to ensure that children are safe and secure in the setting and that their personal needs are met. Children learn to be independent in preparation for the next stage of their education. For example, the childminder encourages children to practise putting on their own coats and shoes. This helps children to develop the skills they will need for the future.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of those who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder 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

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Address:

68 Josephine Avenue Lower Kingswood Tadworth Surrey KT20 7AQ

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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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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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

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

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

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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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