Cox, Rachel Lindsey

Cox, Rachel Lindsey

Unique reference number (URN): EY431952 Address: 1 Green Oak Road, Sheffield, S17 4FP Type: Childminder Registered with Ofsted: 07/10/2011 Registers: EYR, CCR, VCR Registered person: Cox, Rachel Lindsey

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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, including those with barriers to their learning, are making excellent progress from their starting points, particularly in communication and language. Children feel secure and have a sense of belonging. They are appreciated as individuals and become highly engaged and playful learners. Children enjoy opportunities that build on what they know and can do now and what they need to know next. For example, some children learn to point and count while toddlers learn the 'oneness' of one before moving on. Children develop a love of books and learning. Children enjoy books and stories on their own and in groups. They eagerly contribute and speculate about what might happen. Even the very youngest children aspire to be readers. They choose books and take them to a comfortable place to turn pages and narrate their play.

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Curriculum and teaching Strong standard

The childminder enjoys the company of children and is attentive and responsive to their needs. She has a deep knowledge of child development and of the children in her care. The childminder has high expectations of all children and has embedded an ambitious curriculum that is adapted to suit the needs of each child. The curriculum purposefully supports the development of communication and language, physical skills and personal, social and emotional development. The childminder is active and playful in her approach. She recognises the value of children becoming active and engaged learners in preparation for future learning, including their eventual move to school. Children, including those with special educational needs and/or disabilities, benefit from the childminder's highly effective teaching in all areas.

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Curriculum and teaching Strong standard

The childminder uses carefully chosen books and develops themed activities that relate to stories, seasons and the weather. She knows children well and observes their progress so that she builds on what they already know and can do. The childminder listens to children and differentiates activities and interactions so that they are challenged and can achieve. She gives children time to think, process information and respond using their ideas and language. For example, children point and count. They respond to questions, thoughtfully saying, 'It's a tricky one.' The childminder promotes the development of language and communication in conversations with children and as they repeat, practise and experiment with new vocabulary. She constantly reviews children's progress and plans precise next steps that lead to children's excellent achievements. She shares ideas and information with parents in daily conversations and on an app.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear expectations of behaviour. She supports children to develop a positive attitude towards each other and to learning. Children benefit from clear routines and follow instructions. The childminder has created a calm and unhurried environment where children have time to listen, process information and respond. Consequently, children are eager to learn, participate and join in. Children know what is expected of them and relish opportunities to have more responsibility as they learn to do things for themselves. Children have opportunities to revisit activities so that they can explore, practise and refine their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes warm, trusting relationships with children. Children learn to respect others and be kind. The childminder skilfully adapts and differentiates her expectations so that all children are included and achieve. The childminder sits among children. She supports them effectively as they learn to resolve minor disputes such as sharing resources, taking turns and finding alternatives.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises children's achievements and gives specific praise so that they understand what is expected. As a result, children are confident, capable and active learners who are ready for the transition to school or nursery. The childminder understands the importance of consistent attendance. She monitors the attendance of children to ensure that they are maximising their early years education.

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Children's welfare and wellbeing Expected standard

The childminder creates a safe and welcoming 'home-from-home' environment. She nurtures children and delights in their progress. As a result, children are flourishing. They develop close bonds with the childminder, with whom they feel safe and valued. Children develop physical skills and mathematics as they chop fruit for snacks. They have responsibilities, help to tidy up and have places for their personal items. As a result, all children, including those with special educational needs and/or disabilities, have a sense of belonging.

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Children's welfare and wellbeing Expected standard

The childminder has a clear routine so that children know what to expect. For example, children start the day by taking it in turns to wash their hands and sit together to sing songs. They benefit from a mixture of activities, play and real-life experiences. Children enjoy daily walks to school, opportunities to socialise in larger groups at the library and visits to natural areas such as parks and woodland. Children learn about personal safety as they walk together and cross roads. They are attentive, make choices and learn to follow instructions. Children sit together at the table to share healthy meals and snacks. The childminder promotes children's emotional wellbeing. She sensitively engages with children as she manages their personal care. For example, she chats and sings as she changes children's nappies so that all children are included and valued.

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Inclusion Expected standard

The childminder has an ethos of inclusion. She builds close relationships with children and their families and shares information with parents in daily conversations. She prioritises children's wellbeing so that they feel safe and secure. The childminder gives children time to settle, observes development and monitors their progress.

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Inclusion Expected standard

The childminder swiftly identifies delays or changes in children's learning. She works collaboratively and has close links with other professionals and school staff who can offer further guidance and support. She is creative, implements strategies, monitors progress and supports all children to achieve. The childminder regularly attends training to further support her role. This commitment means that all children are enjoying learning and making progress from their starting points.

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Inclusion Expected standard

The childminder gets to know children and families well. Children learn to recognise difference and similarities. They respect each other and show kindness. The childminder ensures that books and resources represent a range of different people, families and cultures. She is aware of stereotypical gender roles and challenges these through interactions and through representing different jobs and people. The childminder teaches children about some cultural festivals. However, she could further extend their understanding by introducing them to a broader range of cultures and communities.

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Leadership and governance Expected standard

The childminder responds empathetically to support the welfare, safety, education and care of children. She gives high priority to working in partnership with parents and shares information each day in conversations and on an app. Parents say that they deeply appreciate the childminder's ethos of caring and communication and how she supports families.

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Leadership and governance Expected standard

The childminder works closely with other professionals and the staff at schools that children will eventually attend so that she understands how she can best prepare children for the next stage in their learning. The childminder is dedicated and extremely well organised. She gathers information about children and monitors their progress effectively. The childminder reflects on her practice, recognising her strengths and identifying any areas for further development. She makes changes and adapts to suit the needs of individual children. She regularly undertakes training to maintain her high standards of knowledge and understanding.

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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 has created a calm and welcoming homely environment where children settle well and feel safe. Children demonstrate that they feel happy, playful and engaged. Children enjoy a wide range of activities, including walking to school each day and visiting local farms, parks and woodland. Children socialise in larger groups at the library and develop physical and communication skills through song, dance and movement.

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

Children enjoy a sense of security from the well-known routines. They know what is happening now and next. As a result, children are unhurried and show a keen interest in

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About this setting

Unique reference number (URN): EY431952 doing things for themselves and trying new things. They follow instructions. The childminder gives children time to think and respond. Children develop high levels of independence. For example, they learn to take off their shoes and coats and manage their own belongings as they put their shoes away. The childminder adapts her expectations. Younger children wriggle out of their loosened shoes and delight in their achievements. Children are active learners who have a strong sense of belonging and are flourishing in all areas of the curriculum.

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About this setting

The childminder promotes a love of books and reading so that children develop their language and communication skills. Even very young children choose books and find cosy places to settle. They turn the pages, narrate their play and use language to explain what they have learned. The childminder reads a favourite story and invites children to take turns and add to the storyboard. The childminder skilfully adapts activities so that children of all ages, including those with special educational needs and/or disabilities, are included. The childminder targets questions so that children can choose, name or count items from the story. The childminder narrates children's learning, celebrates achievements and gives specific praise so that children feel valued and understood. Children remember what they have learned and retell the story. The childminder recognises that consistent attendance has an impact on learning, and the childminder promotes this with parents.

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Next steps

The childminder should explore even more opportunities to develop and extend children's knowledge of diversity and different cultures so that they learn more about different communities outside their own.

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About this inspection

The inspector spoke with the childminder and 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.

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 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

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 .

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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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