Pevitt, Natalie Jane

Pevitt, Natalie Jane

Unique reference number (URN): EY339432 Address: 12 Parkham Close, Westhoughton, BOLTON, BL5 2GT Type: Childminder Registered with Ofsted: 25/08/2006 Registers: EYR, CCR, VCR Registered person: Pevitt, Natalie Jane

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

Behaviour, attitudes and establishing routines Strong standard

Children understand the childminder's extremely high expectations for their behaviour and diligently follow well-embedded routines with ease. For example, children as young as 2 years of age do not hesitate to help tidy away toys when they have finished playing. The childminder supports children to recognise their feelings and emotions. She takes time to explain why certain behaviours are favoured more than others and offers an abundance of praise. This helps to develop children's understanding of good behaviour. All children are treated with the utmost kindness and respect. In turn, they play cooperatively together, show empathy towards each other and develop firm friendships.

p.2

Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and children are incredibly strong. The childminder plays with children and is mindful of their individual needs. She interacts with great sensitivity as children play together. Children confidently try new experiences and demonstrate deep levels of concentration during activities of their choosing. They develop great determination and a positive attitude towards their learning. For example, they show great perseverance when threading laces through cotton reels. When complete, they proudly show off their creations and delight in the celebration of their achievement.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of children's regular attendance and the positive impact this has on children's learning and development. She helps parents whenever she can, for example, by collecting children from their parents and dropping them off later. Parents appreciate this extra support when working.

p.2

Children's welfare and wellbeing Strong standard

The childminder gathers a wealth of information about children's individual needs when they first start to attend. She reviews this information with parents regularly to ensure that her care practices meet the needs of all children, including those who have barriers to their learning. For example, discussions about sleep and weaning routines help to develop a consistent approach between parents and the childminder.

p.2

Children's welfare and wellbeing Strong standard

The childminder promotes children's healthy development well. She ensures that they have daily opportunities to play outdoors in the fresh air. Furthermore, the childminder encourages children to eat a range of healthy snacks. Children help to prepare their own snacks and demonstrate a good understanding of risk. For example, they know why it is important to cut bananas into bite-sized pieces before eating. The childminder promotes positive attitudes towards good dental health. She checks that all children are registered with a dentist and teaches them how to brush their teeth properly. Fun activities, such as brushing a giant set of toy teeth and pretending to be a dentist, help to alleviate any anxiety children may have about visiting the dentist.

p.2

Children's welfare and wellbeing Strong standard

The childminder intuitively supports children's emotional needs. She nurtures and helps children to understand and regulate their emotions in a positive way. Children confidently

p.2

Expected standard

express their views. They know that the childminder will listen to them and value what they have to say. This helps to promote confidence and a strong sense of security.

p.3

Achievement Expected standard

All children, including those who have barriers to their learning, make secure progress from their individual starting points. They develop the social, emotional and physical skills that prepare them well for future learning, including school when the time comes. Children develop a good understanding of language and communicate well. They listen carefully to questions and respond appropriately when given the time they need to reply. Children develop a love of books and enjoy sharing stories, songs and rhymes, which supports their early literacy skills. They confidently express their needs. For example, children request a snack when hungry and ask for help when needed.

p.3

Achievement Expected standard

Children develop a range of mathematical skills. They count, weigh and discuss differences in size and shape as they recall and apply their previous knowledge and experiences. They use words such as 'more' and 'less' when comparing quantities. All children form secure relationships and learn to share and take turns. They demonstrate good levels of independence, manage simple tasks for themselves and respond well to routines.

p.3

Curriculum and teaching Expected standard

The childminder provides an effective curriculum and is clear about what children need to learn next. She observes and accurately assesses children's progress. This enables her to adapt and improve the curriculum. Overall, the childminder targets her teaching to ensure the needs of any children with barriers to their learning are addressed successfully.

p.3

Curriculum and teaching Expected standard

The childminder is skilled in identifying potential learning opportunities during children's self- chosen play. Overall, she uses her knowledge of children's next steps to build on their learning. The childminder uses children's interests well to entice them to learn. For example, children who are eager to construct are supported to recognise the different shapes of blocks. They confidently fit blocks together and exclaim that they have made a circle. The childminder plans and provides opportunities to introduce and teach children new skills. Occasionally, however, during some adult-led activities, she introduces too many concepts at the same time. Children sometimes find this distracting.

p.3

Curriculum and teaching Expected standard

The childminder gives high priority to the development of children's physical, social and communication skills. She immerses children in language. The childminder talks to children about what they are doing and introduces new words. Children demonstrate impressive communication skills for their age and engage in conversations with enthusiasm. The childminder asks questions to enhance children's learning and to provoke curiosity. That said, there are times when the childminder does not provide children with enough time to think, respond and demonstrate their thinking to extend their learning further.

p.3

Inclusion Expected standard

The childminder provides an inclusive environment in which every child is recognised as an individual and their needs are typically considered. She recognises that children prefer to learn in different ways. She is sensitive to children's unique styles of learning and takes account of these. For example, she knows that some children like to engage in learning opportunities from the outset, while some prefer to observe what is happening before they join in. Recognition of children's preferred ways of learning helps children to feel understood and valued.

p.4

Inclusion Expected standard

The childminder monitors children's progress carefully. This enables the early identification of any emerging needs so that children do not fall behind in their learning. Should gaps arise, the childminder takes steps to ensure that targeted support is put in place swiftly. She adopts a collaborative approach to working in partnership with parents and others who may be involved in a child's care, including other professionals when required. The childminder has, in the past, attended training to enhance her professional knowledge and skills in support of children's individual needs. More recently, however, this has been limited. As a result, on occasion, children's learning is not supported as precisely as possible. That said, should children be in receipt of additional funding, the childminder understands the importance of using the funding effectively to help children to make the progress they are

p.4

Leadership and governance Expected standard

The childminder reviews the effectiveness of her setting regularly and identifies areas of practice that she wishes to enhance. She makes decisions to enhance the experiences of all children, including those who may have barriers to their learning. For example, she has identified aspects of outdoor play that she intends to enhance further to help support children's physical development. The childminder has a range of policies and procedures that underpin her effective practice. The setting is well organised, safe and focused firmly on supporting children's learning and development. A review of the records maintained has helped the childminder to successfully reduce her workload and dedicate her time to best benefit the children she cares for.

p.4

Leadership and governance Expected standard

The childminder ensures that mandatory training, such as safeguarding and paediatric first aid, is completed in a timely manner to help to ensure children's welfare. This helps to ensure that her vital knowledge remains up to date. However, opportunities to target her further professional development are not consistently identified in a precise way to help build upon her effective teaching skills, for example to refine her teaching to enhance her support for children's critical thinking and problem-solving skills.

p.4

Leadership and governance Expected standard

Partnerships with parents are a strength of the childminder's practice. She works closely with parents to support them, offering advice and guidance when requested. The childminder shares regular updates about each child's progress with their parents. She offers ideas that help parents to contribute to their child's learning at home. This promotes a consistent approach to children's learning and experiences.

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 enjoy attending this homely setting. They are cared for well and demonstrate that they feel safe in the childminder's care. Children gain a strong sense of security from the childminder's familiar presence. They develop positive relationships with her and form close friendships with each other. This contributes to the harmonious learning environment provided. The childminder understands that every child is unique and skilfully supports their individual needs. For example, she encourages young children to identify the different colours of cotton reels, while more able children construct patterns. The childminder considers the care and development needs of all children and helps them to flourish and thrive.

p.5

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

Children are active learners and enjoy the time they spend with the childminder. They develop positive attitudes towards their learning. Children make choices about what they would like to play with and eagerly engage with the exciting opportunities available. The childminder recognises children's individual starting points, observes them as they play and identifies their next steps in learning. She uses children's interests to motivate, excite and engage them as they take their next steps. For example, children who are interested in toy diggers scoop dried pasta and count how many pieces are left. This helps to make learning fun. Children value each other's contributions and help each other to solve simple problems. They develop important independence skills and confidence in their own abilities.

p.6

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

The childminder welcomes families into the setting and values their contributions. She regularly communicates with parents about their child's progress, and parents share information from home. This helps to provide a consistent approach for children. The childminder understands the importance of regular attendance and will make contact with parents if children do not arrive as expected. This helps to ensure children's welfare and safety. The childminder works hard to alleviate any possible barriers to children's learning and wellbeing. For example, she makes adjustments to activities to help ensure that all children, including those with special educational needs and/or disabilities, can benefit from the intended learning.

p.6

Next steps

The childminder should reduce the number of concepts she introduces during group activities so that children remain engaged and do not become distracted. The childminder should consistently give children time to think and respond when asking questions so that she can extend their learning. The childminder should target further professional development opportunities precisely to help to further build on her knowledge and skills to enhance her support for children's critical thinking and problem-solving skills.

p.6

About this inspection

The inspector spoke with the childminder and children 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

Address:

12 Parkham Close Westhoughton BOLTON BL5 2GT

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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.8

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.9