Winstanley, Nicola Lorraine

Winstanley, Nicola Lorraine

Unique reference number (URN): EY411379 Address: Roughwood, School Road, Bursledon, Southampton, SO31 8BU Type: Childminder Registered with Ofsted: 22/11/2010 Registers: EYR, CCR, VCR Registered person: Winstanley, Nicola Lorraine

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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

All children make excellent progress in their learning from their starting points. They learn a wide variety of skills that help to prepare them to move on to the next stage in their education. For instance, children independently take turns as they play games to support their physical development. They listen to what others say and help them to follow rules and boundaries. Children know to tidy away the toys they have finished playing with. Children play cooperatively and share resources. They are very confident communicators, who can ask for help when needed.

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Achievement Strong standard

Children develop a secure foundation for future learning. They count, sequence numbers and recognise the different properties that shapes have. Children know what their written names look like. They can find their own special books to look at and make choices about where to play. All children show they have a 'can-do' attitude to their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder carefully adapts her daily routines to children's needs. For instance, she thoughtfully considers where to take children on outings matched to their need for rest, as well as fresh air and exercise. The childminder is highly tuned in to children's individual needs. She recognises when children may need more support than usual and freely offers this through cuddles and being close by.

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Behaviour, attitudes and establishing routines Strong standard

The childminder places a strong focus on children being kind towards each other. She helps children to recognise what they, and others, are feeling and how to help their friends. Children are extremely caring. For example, older children help younger children to join in, showing them how to use resources and waiting for them to have a turn. They tell each other that 'sharing is caring' and very clearly demonstrate they know what this means. Their behaviour is consistently exemplary.

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Behaviour, attitudes and establishing routines Strong standard

The childminder models to children the high expectations she has for them, such as to consistently use good manners. She promotes a positive and respectful learning environment for everyone. The childminder encourages parents to engage in being punctual so that children benefit from her high-quality teaching and support for their learning.

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Children's welfare and wellbeing Strong standard

The childminder has an excellent knowledge of children's individual needs. She rapidly builds secure bonds with children, supporting their emotional wellbeing very effectively. The childminder effortlessly adapts her care and teaching to ensure all children, including any who may have barriers to their learning, have their needs met.

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Children's welfare and wellbeing Strong standard

The childminder supplies children with a wide variety of nutritious meals and snacks. She teaches children about staying safe and healthy, such as by instilling effective handwashing routines from the earliest days. The childminder promotes very positive attitudes to good oral health. Children take part in lively discussions about toothbrushing and visiting the dentist. The childminder encourages children to be physically active, taking part in energetic games to jump and move in different ways. They learn about being healthy and active, as well as to have rest and drink water after exercise.

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Children's welfare and wellbeing Strong standard

The childminder teaches all children about respecting others and valuing their privacy. Older children are highly independent in managing their personal hygiene. They learn about their own and other's emotions, such as when looking at books. The childminder has well- established routines in place that are very effective in supporting all children's needs.

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Curriculum and teaching Strong standard

The childminder is an excellent teacher. She has an ambitious curriculum, which sets out her very high expectations for all children. The childminder uses children's interests to build on their learning. This approach very effectively motivates children to join in and develop highly positive attitudes to their learning. For example, children take great delight in making marks with writing materials. They show exemplary attention and focus during this activity. The childminder has a very secure understanding of how children learn. She uses this to make regular assessments of children's development and ensure they continue to make excellent progress.

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Curriculum and teaching Strong standard

The childminder very skilfully uses every interaction to teach children, such as by counting and naming colours for younger children. Older children benefit from being challenged to think of different words to describe textures as they share familiar stories. The childminder introduces children to many new words as they play. They develop an extensive vocabulary and use this to very confidently communicate their thoughts and ideas.

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Curriculum and teaching Strong standard

The childminder helps children to make links, very effectively building on their learning. For instance, she supports children to recognise rhythm as they explore musical instruments. She compares their sounds to the woodpeckers that children have heard in the trees. The childminder helps children to develop a secure foundation in mathematical concepts. They learn how to write numbers, and the childminder teaches them about time as they look at dates and recall previous events.

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Curriculum and teaching Strong standard

Children learn about feelings and emotions, such as through favourite stories and by exploring facial expressions. The childminder is an excellent role model for children, and she offers them an abundance of warm praise. Children are extremely kind to one another, offering their friends toys as well as praise. The learning environment is very nurturing and all children thrive.

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Curriculum and teaching Strong standard

Children take part in being physically active, such as during yoga sessions. They are extremely confident and tell the childminder how to place her arms for some poses. Children clearly enjoy mindful breathing activities and develop an excellent attitude to their physical health.

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Inclusion Strong standard

The childminder has a very secure understanding of when children may need additional help with their learning. She rapidly forms bonds with children when they first start in her care, helping them to feel emotionally secure. The childminder has an excellent knowledge of child development. This supports her to readily identify if children have any gaps in their learning. The childminder is extremely proactive in ensuring children have the right support at the right time. She works closely in partnership with other professionals, who are involved in children's care. This provides children with a very high level of continuity and consistency for their care and learning. Children make excellent progress with this thoughtful and well- developed support.

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Inclusion Strong standard

The childminder takes part in regular professional development and training to support her to improve her knowledge even further. She is highly reflective and adapts her routines and teaching to support children's individual needs. The childminder knows how to include all children, including any who may face barriers to their learning, in her teaching at their own level. She supports children very effectively and they flourish in her care.

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Leadership and governance Strong standard

The childminder is highly reflective of her practice. She has an excellent understanding of her strengths and what areas to develop and improve further. For instance, the childminder is very proactive in seeking out further opportunities to develop her skills and knowledge, specifically around how to support children who may face barriers to their learning. She readily shares this knowledge and inspires any assistants that she works with through her dedication to continual development. The childminder is very aware of emotional wellbeing. She is highly supportive to any assistants she may work with.

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Leadership and governance Strong standard

The childminder builds strong working relationships with other professionals and parents. Her partnership working is exemplary and supports children, not just when in her care, but also when attending other settings. This approach is very well established and parents comment how effective the childminder is in her communication to keep them informed.

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Leadership and governance Strong standard

The childminder is highly professional in all she does to support children's learning. She builds an extremely strong foundation for future learning for all children in her care.

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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 very confident and settle swiftly. They are eager to see the childminder, and any assistants she works with, and show they feel extremely safe in their care. Children play together cooperatively. They are exceptionally kind and caring, offering each other praise and encouragement. Children show they know the high expectations the childminder has for them and help their friends follow the boundaries. For instance, children tell one another they need to tidy away resources they have finished with before they get more out. They show very high levels of motivation and engagement in their learning. All children make excellent progress from their individual starting points.

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

All children are welcomed warmly. The childminder knows their individual needs extremely well and adapts her routines to meet these. For instance, younger children who are unsettled have plenty of time for cuddles and reassurance until they are ready to play independently. Children are very keen to talk to the childminder about previous experiences. They are very confident to share their memories and listen to each other as they talk. The childminder supports and encourages children to get involved in lively discussions, reminding them to respect and value what everyone has to say. This supports all children to have a voice and develop a sense of belonging.

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

The childminder forms very positive partnerships with parents, which supports children's regular attendance. Children benefit from taking part in many outings with the childminder. For example, they visit local country parks and farms. Children see and experience many different aspects of the local and wider community. This supports them very effectively to learn about different people and different places. Children thrive in the childminder's care.

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Address:

Roughwood, School Road Bursledon Southampton SO31 8BU

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Address:

Registered person: Winstanley, Nicola Lorraine

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00 They have excellent support from the childminder to develop into well-rounded individuals, who are curious, confident and independent learners.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of all children, including those who may face barriers to their learning.

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About this inspection

The inspector spoke with the childminder, assistants, parents 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. Local authority: Hampshire

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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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