Gardiner, Jodie Anne

Gardiner, Jodie Anne

Unique reference number (URN): 2742923 Address: 130 Beechwood Close, Colchester, CO2 9QT Type: Childminder Registered with Ofsted: 23/08/2023 Registers: EYR, CCR, VCR Registered person: Gardiner, Jodie Anne

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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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Inclusion Strong standard

The knowledgeable and experienced childminder demonstrates a solid commitment to inclusion. She is highly effective in identifying children who may face barriers to their learning. Robust observations and assessments detail ongoing progress and development, enabling swift identification of emerging gaps and targeted support to remove barriers to learning. The childminder is confident in her approach to supporting all children. She ensures that activities are thoughtfully adapted so every child can participate fully. Activities are meticulously planned so that all children can access and enjoy them, with a focused learning intention for each child.

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Inclusion Strong standard

Positive, trusting and well-established partnerships with parents and carers ensure that children receive continuity of care and the best possible start to their learning. The childminder consistently puts in extra effort to guide families, ensuring they are well supported in their individual circumstances. This includes sharing independent research and focused training opportunities with the parents to ensure a consistent approach. Her proactive communication and empathetic approach help parents feel fully involved in their children's progress. The childminder has excellent knowledge and experience of how to access appropriate support. She works closely with other professionals to ensure timely intervention and a positive impact on children's development. Consequently, children with any barriers to their learning are extremely well supported to make rapid progress.

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Achievement Expected standard

All children enjoy a wide variety of learning experiences and typically make steady progress. They make decisions for themselves. For example, they confidently self-select easily accessible resources to initiate their own games and learning. Children develop their language skills, becoming confident in their communication. However, on occasion, they do not receive all the support they need to problem-solve for themselves. All children show curiosity and an enthusiasm to learn. Those who have barriers to learning make consistent progress and achieve well from their starting points. Children develop independence skills, such as washing hands and opening packaging at lunchtime. This helps children to prepare for their next stage of learning, such as for school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has appropriate expectations for the children in her care. Children generally understand the childminder's rules and boundaries. Familiar routines in place help children feel safe and emotionally secure within their environment. The childminder supports children of all ages to understand how to manage their behaviour. She is very respectful and calm in her approach. Children typically play well together, and there is a happy atmosphere. They are supported through the childminder's modelling of expectations. For example, when taking turns using resources, the childminder plays alongside and explains how children can share toys, promoting positive behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children of all ages react positively to the childminder's clear instructions. For example, when it is time to prepare for lunch, children are asked to help tidy away toys. Children happily respond and take great pride in tidying away resources they have used. The childminder provides encouragement and praise as she acknowledges children's achievements and thanks them for their efforts. Children demonstrate that they are confident, familiar with routines and self-assured. The childminder works closely with parents and carers to ensure regular attendance, which helps children settle quickly, feel a sense of belonging and benefit from the play and learning opportunities provided.

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Children's welfare and wellbeing Expected standard

Through initial and ongoing communication with parents and carers, the childminder ensures she is aware of children's individual care needs. This enables her to provide a considered and familiar approach and helps children feel comfortable and confident in her care. The childminder is kind, attentive and nurturing and has established close and trusting bonds with children. Children, including those with barriers to learning, are beginning to recognise their own feelings. They seek cuddles and reassurance when needed.

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Children's welfare and wellbeing Expected standard

The childminder is skilful in recognising changes in behaviour and responds appropriately to support each child. For example, the childminder is mindful and responsive when children become tired or need a drink. Children snuggle with the childminder and enjoy cuddles as they relax to drink their milk. Children typically develop a sense of emotional wellbeing. Regular opportunities are planned to provide daily physical activities and fresh air. Children make obstacle courses indoors using stepping stones. They carefully balance, counting and naming the colours of stones as they go. They walk in the local community and play in a park. Children learn about road safety on outings and how to stay safe outdoors. However, on occasion, the childminder does not encourage children to think more deeply or consider why some activities are not safe, such as jumping on furniture. The childminder supports parents and carers to provide healthy food for their children and to develop their knowledge

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Curriculum and teaching Expected standard

The childminder has a clear understanding of what she wants children to learn. She is committed to continuous professional development to strengthen her knowledge. The childminder has a culture of evaluation and self-reflection to ensure that areas to develop are identified and that changes implemented improve outcomes for children. The childminder typically provides children with a broad and ambitious curriculum that covers all areas of learning and development. Accurate assessments are completed routinely, and the childminder understands children's abilities well and highlights any barriers to learning. This means all children are supported effectively. There is a sharp focus on developing children's speech and language skills. The use of signing also supports children to communicate in different ways. The childminder actively promotes singing, dancing and a love of books. This supports and enhances children's listening skills and understanding of language, sounds

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Curriculum and teaching Expected standard

and rhythm. However, while the childminder does engage children in meaningful conversations, she does not consistently encourage children to think and solve problems for themselves, and therefore, this does not fully extend their learning. Simple mathematical concepts are woven through all activities. For example, children confidently and spontaneously count during play and recognise shape and size. Mathematical and positional language is introduced. For example, the childminder suggests younger children use smaller pipettes when playing with water and larger ones for older children.

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Curriculum and teaching Expected standard

Children unique backgrounds are respected and celebrated. The childminder recognises the importance of children being emotionally secure to enable them to learn. For example, she places a focus on personal and emotional development. She supports children, including those with barriers to learning and wellbeing, to understand more about different family dynamics, and she helps them through difficult circumstances. Conversations about feelings and emotions, alongside resources and books, help children learn the language they need to express how they feel.

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Leadership and governance Expected standard

The childminder ensures that children benefit from an inviting, organised and stimulating play environment. The childminder plans meaningful activities and an environment with purpose, with individual children in mind. She routinely evaluates her care practices, routines and the quality of teaching and generally identifies realistic areas for development. The childminder typically completes and maintains accurate observations of children and uses her knowledge of how children develop to identify appropriate next steps in learning and ensure their emotional wellbeing. She has a secure knowledge of how to identify and support children with barriers to learning effectively and enable them to reach their full potential. Communication with parents and carers is well established. The childminder welcomes their contributions when planning children's learning. Parents value the support, updates and guidance provided by the childminder.

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Leadership and governance Expected standard

The childminder has sound knowledge of how to access advice and guidance from local services when needed. This strengthens the support available for children who may require additional help to participate fully. The childminder is fully committed to helping children enjoy their learning, develop the skills they need to be independent and be prepared for their next stage, such as school.

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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 settled and confident in the childminder's welcoming home. They have formed warm and trusting relationships with her, which supports them to feel safe and secure. The childminder understands children's needs well. She spends time nurturing and engaging with children and families as they settle. Initial assessments indicate starting points, and the childminder observes children as they play, identifying their individual next steps in learning. This helps her to plan effectively for what children need to learn, based on their existing

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About this setting

Unique reference number (URN): 2742923 knowledge and skills. There is a focus on supporting speech and language development so that children become confident communicators.

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About this setting

Children are happy and have positive attitudes to learning. They thoroughly enjoy their time with the childminder. They show curiosity as they confidently explore resources available to them. The childminder provides varied and age-appropriate toys and resources in the cosy, homely and inclusive environment. All children make continued progress in their learning in preparation for their move on to the next stages of their education.

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About this setting

The childminder supports children's developing social skills through modelling and gentle guidance, promoting sharing and kind behaviour. Regular visits to local parks and toddler groups provide further opportunities for children to mix with others and practise these skills. All children, including those with barriers to learning, are encouraged to learn skills to promote independence. For example, children help themselves to a drink when they are thirsty and manage their personal needs. This helps children feel confident when they move on to pre-school or school. The childminder communicates with parents and carers about the importance of regular attendance and explains how consistent routines support children's security and ongoing development. This partnership approach encourages families to prioritise attendance.

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Next steps

The childminder should strengthen teaching further to provide more consistent support for children to develop their problem-solving and thinking skills.

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About this inspection

The inspector spoke with the childminder 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:

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