Adams, Hayley

Adams, Hayley

Unique reference number (URN): EY402257 Address: 6A The Slack, Crowle, Scunthorpe, DN17 4LZ Type: Childminder Registered with Ofsted: 15/01/2010 Registers: EYR, CCR, VCR Registered person: Adams, Hayley

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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 Expected standard

Older children speak in sentences and ask lots of questions. For example, they ask where the worm they found in the garden will burrow to and how fast it could move through the earth. They speak with enthusiasm about experiences they have had. Some children have the confidence to sing songs in front of a larger group.

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Achievement Expected standard

Babies build their physical skills as they play outdoors. They develop strength in their legs as they attempt to climb steps and get onto equipment. However, they are not always fully supported to maintain their attention on activities for a short period. Older children develop spatial awareness. They whizz around on bikes, negotiating the garden area. They quickly turn and stop, demonstrating competent control.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those that face disadvantage achieve well. Children facing disadvantage demonstrate competent language skills, listen well and follow complex instructions.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. They listen to instructions, and older children pay attention during group work. The childminder reminds children about sharing. She uses simple songs to remind them about having 'gentle hands' as they play with others. Children listen to the childminder very well. They immediately respond to instructions and know the routines in place. They generally behave sensibly and any minor conflicts are dealt with swiftly. Children generally look after the resources well. They attempt to tidy up at the end of play and know where resources belong. This helps them to learn how to care for their environment and take pride in this. The childminder frequently praises children for being helpful, and this supports them to care for resources without being prompted. The childminder behaves as a positive role model, and because of this, children generally behave in a similar, positive way. Babies do not yet consistently demonstrate an interest in learning, as some activities are not

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Behaviour, attitudes and establishing routines Expected standard

adapted to support their focus and engagement.

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Behaviour, attitudes and establishing routines Expected standard

Children attend regularly. The childminder communicates quickly with parents if their children do not arrive at the expected time.

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Children's welfare and wellbeing Expected standard

The childminder gives children roles of responsibility. This boosts their confidence and helps them to learn how to be kind to others. For example, children hold the door open for others. They are learning good manners, and the childminder reminds them to say please and thank you when they forget. Children begin to learn how to take care of their own personal hygiene. Older children wash their hands and use the toilet independently. They learn about cleaning their teeth and sometimes discuss eating healthy foods. Children generally manage their emotions well for their age. For example, when younger children begin to play with exuberance at a water activity, older children tolerate this well. Children generally express themselves freely. They enjoy their time spent in the setting and seek out the childminder when they need reassurance and support. Children from disadvantaged backgrounds gain a great deal of comfort and encouragement from the close

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Children's welfare and wellbeing Expected standard

attachments with the childminder. This helps them to feel safe. The childminder supports healthy sleep and feeding patterns for babies. This ensures babies feel secure and emotionally supported.

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Curriculum and teaching Expected standard

The childminder plans daily singing sessions that help children to learn a range of nursery rhymes. Although the childminder encourages children to talk about a range of topics, her questioning techniques sometimes reduce the amount of language children use. She often asks questions that require only one- or two-word answers. This limits extended conversation. When children speak more than one language, the childminder uses familiar words in English and their other spoken language to embed understanding.

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Curriculum and teaching Expected standard

The childminder uses numbers and mathematical language as children play with toys. For example, she relates the long neck of a dinosaur to the long neck on a giraffe so that children have opportunities to compare length.

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Curriculum and teaching Expected standard

The childminder provides activities that support children to develop control over their hands and fingers, such as when they use large tweezers to select items. She is sensitive to each individual child's particular needs, adapting her interactions to match their ability. She assesses children's skills regularly.

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Curriculum and teaching Expected standard

The childminder plans activities that capture the interest of toddlers and older children. However, she does not consistently ensure that activities are planned to capture babies' interests, and some activities are not adapted to their level of ability, which means that babies are not fully supported to develop their attention and listening skills and focus for short periods.

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Inclusion Expected standard

The childminder identifies children's needs by observing children closely. She speaks to parents about any concerns and makes necessary referrals. The childminder works in conjunction with external agencies, such as the local speech and language team. She invites professionals to see children in the setting and meet with parents. When the childminder identifies gaps in children's language and communication development, she uses her experience to put language interventions in place. This means gaps in learning begin to be addressed as soon as they are identified. In addition, the childminder uses the knowledge she has gained from attending communication courses to provide effective support for children. The childminder focuses on building children's confidence, especially when they face barriers to their learning. This helps children to make swift progress. The childminder uses any additional funding for disadvantaged children to purchase resources

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Inclusion Expected standard

they may benefit from, although the impact of the use of funding is not typically closely monitored. The childminder has purchased resources that promote communication and physical development, such as props to go alongside rhyming books, which are used to help increase children's recall of familiar rhymes,

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Leadership and governance Expected standard

The childminder forms close relationships with parents. She provides additional support when they need it. She gives information leaflets to parents on topics such as toilet training and communication. Parents say how pleased they are with the rate of progress their children make. They receive daily messages and photos about the activities their children are doing. The childminder explains the learning taking place in each activity. The childminder regularly provides parents with detailed reports on their child's progress. These reports detail children's next steps of learning and provide suggestions for parents to work on at home. The childminder creates home learning packs. Parents can use these with children to continue to develop their learning and interests in the home environment. These activities, such as jigsaws and books, develop a range of skills and support communication between the childminder and parents.

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Leadership and governance Expected standard

Since the last inspection, the childminder has enhanced opportunities for parents to give feedback on her service, and she has implemented a training schedule so that she continues to develop her knowledge and raise the quality of teaching further. Although the childminder reviews the quality of her provision, she has not identified that questioning techniques could be further improved.

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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 demonstrate close attachments with the childminder, who sensitively supports their needs. They enter the setting calmly and separate from parents happily. As they do this, the childminder and parents share information, discussing children's sleep patterns, feeding routines and general wellbeing. Children are supported by the childminder to take off their coats and shoes and transition to the play area. This effective communication and well- structured start to the day ensures children quickly settle in and readily commence play. The established, consistent routines help babies to thrive and feel secure.

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

The childminder closely observes children's interactions and commends children for being kind to each other. For example, when children blow a kiss to each other, she recognises this as a symbol of their friendship. She enables children to socially engage with each other, encouraging them to talk to one another and recognise each other's achievements. The childminder supports children to develop turn-taking conversational skills by leading discussions as children work in small groups, and she models expectations. She encourages children to think about previous learning and recall prior knowledge. This really supports children to connect ideas and concepts, which helps them to make sense of the world.

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

Children listen to familiar stories attentively. They demonstrate skill in reciting some of the repeated refrains and key vocabulary. They handle books independently. They know how to turn the pages carefully as they look at the images, talking about what they can see. These early-stage reading skills support children to gain a love of books. All children, including those with special educational needs and/or disabilities, are well prepared for the next stage in their learning, including school.

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 08:30 - 16:00

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Next steps

The childminder should refine questioning techniques in order to extend children's conversational skills to the highest level. The childminder should review the interests of babies and ensure planned activities precisely meet their interests and capabilities so that babies spend more time engaged in learning.

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About this inspection

The inspector spoke with parents, children, the childminder and her co-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 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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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. 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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