Watson, Helen

Watson, Helen

Unique reference number (URN): EY376037 Address: 8 Hambledon Avenue, Chester le Street, County Durham, DH2 3BG Type: Childminder Registered with Ofsted: 24/06/2008 Registers: EYR, CCR, VCR Registered person: Watson, Helen

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder has developed fantastic relationships with the children in her care. She has very high expectations for children's behaviour. She provides a warm, reassuring and nurturing environment, where children are treated with the utmost care and respect. Older children are positive role models for their younger friends and enjoy supporting them in their play. For instance, when younger children are looking for a piece of equipment, older children offer to help. The childminder is an excellent role model. She encourages children to learn to share and take turns with each other.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides gentle guidance when needed, explaining behavioural expectations clearly and with children's age and stage of understanding in mind. The childminder is polite and courteous and encourages children to always use good manners. Daily routines are extremely well established. Children complete simple tasks, such as taking off their shoes and tidying away toys, without prompting from the childminder. Children play games collaboratively and work very well together. They choose which music to dance to and follow simple instructions. Children giggle and laugh as they express themselves through physical movement. The childminder gives explicit praise to reinforce their positive behaviour. The childminder consistently includes all children in daily routines that help to promote independence. For example, children lay the table for snack and then, afterwards, help carry plates back to the kitchen. Attendance is promoted well with parents

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Behaviour, attitudes and establishing routines Strong standard

and carers. The childminder is highly responsive to the changing circumstances of individual children and families. She has acted on changes extremely well to help children attend consistently. The childminder works closely with parents to support understanding that regular attendance and punctuality promote secure habits for future learning.

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Children's welfare and wellbeing Strong standard

The childminder forms solid attachments with the children in her care. Children show high levels of confidence and motivation, and they feel valued and secure. She is calm, supportive and reassuring, providing praise and encouragement. The childminder is responsive to each child's individual needs, helping to secure solid relationships and supporting a deep sense of belonging. The childminder is responsive to the varying needs and changing circumstances of individual children and families. For example, parents and carers regularly seek advice and support from the childminder about how to support wellbeing and routines at home.

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Children's welfare and wellbeing Strong standard

The childminder promotes healthy lifestyles through providing nutritious snacks and healthy drinks, for example. She supports parents and carers with healthy eating, providing advice and working with them to meet dietary requirements. Mealtimes are a sociable experience where children discuss their favourite fruits. The childminder explains the importance of washing hands before mealtimes. Routines are well established and embedded. Children know routines extremely well and know what comes next in their day. The childminder promotes children's health and wellbeing extremely well. During dance sessions, children recognise that their hearts beating faster shows that their bodies are moving and exercising. This helps children to develop a greater understanding of how their bodies work.

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Expected standard

The childminder encourages children to become increasingly independent. They hand out plates to their friends and manage their own lunch boxes at lunchtime. Children from the youngest age wash their own face and hands after meals. The childminder carefully adapts her routines to support children's individual needs. For example, children have their own blankets and comforters at nap times. Babies sleep peacefully with regular checks to keep them safe. The childminder considers children's emotional wellbeing at every opportunity. She continually checks how children feel and supports them sensitively by naming feelings and emotions. This helps children to develop their self-regulation skills and to understand their emotions.

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Achievement Expected standard

All children, including those with barriers to learning or wellbeing, typically make appropriate progress from their starting points. They develop the skills needed for their next stage of learning, including for their move on to school. Children are polite and considerate of each other as they engage in imaginative play. They learn to take turns, play well together and develop independence skills. They enter the childminder's home and take off their shoes and coats without support. Children manage their personal-care needs, including washing their hands and using the toilet. They learn how to put on their coat and enjoy praise and encouragement as they become increasingly competent. Children develop well in their communication skills. They express their needs and ask for support. For example, children ask for a tissue and then wipe their own nose and dispose of the tissue.

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Curriculum and teaching Expected standard

The childminder knows children in her care very well and uses observation and assessment to understand what they need to learn next. She plans an ambitious curriculum, and generally adapts her teaching to meet the differing abilities of children. For instance, as children sort animals the childminder is aware that some children need support to count to 5 and that others can count to 10 and beyond.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of the quality of the curriculum and the teaching she provides. She has a clear action plan to help her to improve her practice. For instance, the childminder identifies that she could attend further training to support her practice. The childminder has high expectations for all children. She understands how to identify and support the needs of children who face barriers to learning. The childminder typically teaches children well and places a focus on supporting communication and language development. She talks to children throughout the day and asks age-appropriate questions to extend conversations. The childminder allows children time to think and develop their own thoughts and ideas. Children enjoy exploring books and stories. They enthusiastically talk about their favourite stories and discuss how the book makes them feel. For example, when talking about a favourite book, children discuss that they feel sad at the

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Curriculum and teaching Expected standard

end of the story. Physical development is a clear priority. Children go for long walks in the local community with the childminder, access local parks and attend playgroups. The childminder encourages development of coordination and control. For instance, children use tongs and the childminder demonstrates how to use tools during imaginative play. This supports children's motor skills and dexterity.

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Inclusion Expected standard

The childminder has a clear understanding of how to identify children who may need extra support with their learning or wellbeing. She identifies where children are in their learning and what they need to help them move forward. She closely monitors children's progress. This enables her to recognise promptly if there are any gaps in their learning and implement strategies to ensure that these gaps are swiftly closed. Regular review of strategies used helps the childminder to amend practice as children's needs and abilities change over time. The childminder has initial discussions with parents and carers to ensure they are fully included in decision-making about support for their children. The childminder liaises with other professionals involved in children's care and learning to help her support children's development. She is clear about how to use and monitor additional funding to support children's progress appropriately. The childminder has high expectations for all children. She

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Inclusion Expected standard

understands how to identify and support the needs of disadvantaged children.

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Leadership and governance Expected standard

The childminder is enthusiastic and passionate about her role. She is reflective and evaluates her practice regularly. She has addressed the recommendations set at her last inspection effectively. The childminder has a general understanding of the strengths of the provision and identifies areas for development. She attends webinars and engages with forums for training purposes. The childminder regularly meets with other childminders for support and to share good practice and ideas. However, she does not always focus her professional development sharply to enhance children's learning and progress even further.

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Leadership and governance Expected standard

Partnerships with parents and carers are effective. The childminder shares clear information about children's learning through daily conversations. This helps parents understand what their children are learning and how they can support this at home. Parents speak very highly of the childminder and value the positive impact she has on their children. They welcome her support and advice around behaviour and toilet training, for example. Parents comment that their children have developed their independence and communication skills since they started at the setting. The childminder has developed positive relationships with other settings children attend. She shares important information to ensure that children's transitions are effective and smooth. The childminder has high expectations for all children. She demonstrates confident understanding of how to identify and support the needs of children who face barriers to learning.

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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 secure and settled and feel safe in the childminder's care. The childminder is warm, kind and attentive. She knows children incredibly well and plans activities that motivate and ignite their enthusiasm for learning. Daily routines are well established and children seek reassurance or assistance when they need it. For example, children confidently approach the childminder to ask to play some music. Children are happy and thrive in the nurturing environment. They have opportunities to make independent choices in

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About this setting

Unique reference number (URN): EY376037 their play as they select from a wide range of resources. They enjoy pretending to cook in the play kitchen and use pretend tools to fix items around the childminder's home.

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About this setting

Children are very well behaved. The childminder has high behavioural expectations. Children share resources and take turns effectively. The childminder praises children in a consistent and meaningful way. Children make steady progress from their starting points. The childminder identifies and supports children who may need extra help in their learning and plans effective activities and experiences to help narrow gaps in learning. The childminder teaches early literacy and mathematical skills through activities and routines. For instance, as children climb the stairs, the childminder supports them to count. Children enjoy books and recall key parts of their favourite stories. Children gain the skills and knowledge needed for the next stage of their learning.

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About this setting

Partnerships with parents and carers are positive from the outset. The childminder gathers detailed information about children's routines, likes and dislikes before they start. Parents are very complimentary about the childminder and engage well with her around attendance and as she supports further learning at home.

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Next steps

The childminder should source continued professional development opportunities to enhance her knowledge and skills to promote children's learning and progress to the highest possible standard.

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About this inspection

The inspector spoke with the childminder, parents, carers and children 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:

8 Hambledon Avenue Chester le Street County Durham DH2 3BG

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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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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

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

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