Mace, Julie Carol

Mace, Julie Carol

Unique reference number (URN): EY458674 Address: 16 Kestrel Way, Northway, TEWKESBURY, Gloucestershire, GL20 8SY Type: Childminder Registered with Ofsted: 06/03/2013 Registers: EYR, CCR, VCR Registered person: Mace, Julie Carol

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 display high levels of thoughtfulness and positive behaviour. The childminder teaches children the rules, routines and expectations for their behaviour. For instance, children learn how to walk safely in pairs and stop at roads on the journey to and from nursery and school. Older children explain that younger children need to 'go on the inside' when walking to keep them safe. They follow these rules without reminders, showing well- established routines.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder builds highly respectful, caring relationships with children and is a positive role model. She sits with children, plays alongside them and shows genuine interest in their lives. She offers cuddles and reassurance when younger children are tired and adapts her care to the individual needs of the children. Children enjoy the attention and reassurance and quickly return to their play. The childminder teaches children to play alongside each other and share. Children enjoy interacting with their peers. They laugh and show funny pictures they have drawn and invite peers to play a game of cards. They work together to pick out certain cards, with each child being included and having a role in preparing the game.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder informs parents of the importance of arriving on time and has procedures in place to monitor attendance. Children attend regularly and benefit from the positive care and regular routines offered.

p.2

Children's welfare and wellbeing Expected standard

The childminder teaches children to assess risks for themselves. Children learn about road safety and how to be safe in the childminder's home. For example, young children are taught not to stand on chairs to reach things on the table but to get down and walk around to the object, or ask someone to pass it to them. The childminder finds out about children's dietary and medical needs before they start and has procedures in place to safely support these needs.

p.2

Children's welfare and wellbeing Expected standard

Children learn to discuss how they are feeling and share their emotions. The childminder gets to know the children well, builds caring relationships and offers a safe space to talk. For instance, children tell the childminder about their day and talk through any problems they have encountered. The childminder passes information between parents and any other settings the children attend. However, she sometimes does not use this established communication channel fully to share information to support continuity in her care of the children.

p.2

Children's welfare and wellbeing Expected standard

Mealtimes promote children's health and social skills. The childminder and children sit together and have conversations. The childminder promotes healthy eating through discussing which foods are good for us and which are 'treats'. She talks to children about how they can support their oral health and offers advice. Children talk about how often they brush their teeth and how to floss to help keep their teeth and gums healthy. However, the childminder does not fully promote healthy drinks, such as drinking water instead of juice, to fully support children's ability to make healthy choices.

p.2

Inclusion Expected standard

The childminder promotes inclusivity in her setting. She has an understanding of how to support children with special educational needs and/or disabilities. She identifies when children may need additional support. She works with parents to decide on effective adaptations to her care that children may require. The childminder is able to support children so they are able to benefit from the experiences she offers to build their personal and physical skills. She shares effective strategies with parents to support consistency at home. She asks parents for regular updates about the progress their children have made to ensure that her knowledge and support is accurate. However, although the childminder passes on important care information from parents, she does not always share successful strategies directly with other settings that children attend, to further support children's needs. The childminder knows how to effectively use any additional funding for the children it is intended

p.3

Inclusion Expected standard

for. She explains how she would seek advice from parents and expert professionals to identify relevant resources for children.

p.3

Inclusion Expected standard

The childminder gets to know the children and families well. She signposts parents to support and offers additional help. For example, she helps children with homework and works on areas that children are struggling with in school to support their learning and confidence in the subjects.

p.3

Leadership and governance Expected standard

The childminder keeps her knowledge of the requirements for the early years foundation stage up to date. For instance, she has completed training on recent changes to the weaning and safe eating procedures. She knows to keep young children in sight and facing her when they are eating. She updates her paediatric first-aid training and can explain how to administer care to children in an appropriate way for their age. The childminder prioritises the safety of the children in her care. She discusses safe uses of technology with children and parents. For example, when children start with her, she informs parents of the importance of monitoring the programmes and films that children have access to in order to ensure that they are age-appropriate, so they are aware of potential risks.

p.3

Leadership and governance Expected standard

The childminder asks parents and children for regular feedback on her care and uses discussions to look at how she can adapt her offer and provide resources and activities that children will enjoy. She has an appropriate understanding of the strengths of her provision, although self-evaluation has not identified all areas for further development.

p.3

Leadership and governance Expected standard

She builds positive relationships with parents and works closely with parents of children who require additional support. The childminder understands the importance of working with outside agencies and professionals for children with special educational needs and/or disabilities.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children are happy and settled in the childminder's nurturing care. They greet the childminder and other children warmly and show excitement to see them. For example, children ask each other how their day has been and give younger children affectionate

p.4

Inspector:

'squeezes'. Children are confident to share information about their day and display high- level social skills. They explain what they have been doing in school and nursery. The childminder and children demonstrate that they value others by listening, taking an interest when they talk and asking questions. Children build positive relationships and a strong sense of belonging. They feel at home at the childminder's setting and proudly show the individual boxes of the items the childminder has provided for them, such as their own pens, pencils and other resources.

p.5

Inspector:

Children enjoy a range of activities they are interested in. The childminder asks them what they want to do and prepares resources that she knows the children will engage with. She encourages children to choose activities independently and builds their confidence to care for their own needs. Older children learn to manage their own belongings, and early years children learn to take themselves to the toilet and wash their own hands. Children's views are valued and children are keen to share their interests with others. For instance, children teach the childminder and other children how to 'finger knit'. The childminder skilfully adapts activities so that children of all ages and abilities can join in and receive appropriate support and challenge. She identifies any barriers to children's inclusion and plans how she can overcome these so all children can enjoy the play. Children say they 'love coming to the

p.5

Inspector:

Children learn important skills, such as tidying up after themselves and perseverance when they find things hard. For instance, younger children independently find toys that need to be put away and keep trying when they have to rearrange items to fit in the box. The childminder reinforces positive behaviours through praise for children's efforts.

p.5

Next steps

The childminder should strengthen relationships with other settings that children attend, to fully support children's needs and further promote consistency of care. The childminder should develop children's understanding of healthy drink choices.

p.5

About this inspection

The inspector spoke with the childminder and children during the inspection. She viewed written testimonials from parents.

p.5

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. Rebecca Martin

p.5

Address:

16 Kestrel Way Northway TEWKESBURY Gloucestershire GL20 8SY

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 16:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.7

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.7

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.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8