Fillary, Nicola Jane

Fillary, Nicola Jane

Unique reference number (URN): EY420451 Address: 40 Shirley Avenue, BEXLEY, Kent, DA5 3AZ Type: Childminder Registered with Ofsted: 12/01/2011 Registers: EYR, CCR, VCR Registered person: Fillary, Nicola Jane

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

Achievement Expected standard

Children have developed their range of vocabulary through a language-rich environment. They have become confident communicators and hold back-and-forth conversations. All children, including those with special educational needs and/or disabilities, listen and respond to the childminder and their peers. They repeat words they hear and use them in context. Younger children pass cutlery when asked at mealtimes. They use please and thank you naturally in play.

p.2

Achievement Expected standard

Children are consistently supported and encouraged through constant engagement. However, at times, this prevents children from making their own choices in play and developing their curiosity. Children have time to harness their independence skills. For example, they sing while washing their hands and receive praise with toilet training. This boosts their desire to achieve. All children make typical progress from their starting points.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has created a nurturing environment. Children transition smoothly into the setting and become quickly engaged in the variety of activities. Their likes and needs are considered, and the childminder takes these into account when planning activities. This results in children being consistently engaged. Children are prompted to have a go, such as using a water dispenser to fill tubes in the garden. This develops a positive attitude towards their learning from a young age.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children follow the childminder's lead. She is a good role model. The childminder sets simple rules for younger children. She implements a clear routine so they know what is happening next. Older children are supported to manage their feelings and explain what they want. Their behaviour is exemplary. They understand the boundaries, such as waiting for the childminder before they walk down the steps to the garden. Children seek each other out in play. They ask their peers to join them and encourage them to try. The childminder follows procedures for absences and keeps attendance records. She is aware of families' routines and checks in on their wellbeing.

p.2

Children's welfare and wellbeing Expected standard

Children have formed secure attachments with the childminder. They are confident to seek her support. For example, children do not hesitate to ask for help, such as when they need the ride-in car to be held still while they climb in. Younger children comply happily with care practices such as nappy changing and enabling the childminder to wipe their nose, where she then encourages them to try too. She gently talks them through the process. This develops the children's trust in the childminder.

p.2

Children's welfare and wellbeing Expected standard

Children enjoy home-cooked meals provided by the childminder. The childminder joins children at the table, making eating together a social occasion. She talks to children about their food choices and the benefits of eating healthily. For example, they learn bananas will give them energy for when they run outside. Children have opportunities to take managed risks. They cut their fruit at snack time with child-friendly knives. Outside, they climb the steps to the slide. They are reminded to hold on. This supports their understanding of keeping themselves safe.

p.2

Children's welfare and wellbeing Expected standard

Children learn to manage their emotions. The childminder is aware of children's individual needs. She has introduced a 'breathing pal' that focuses children to take part in breathing exercises. This guides children to regulate their feelings. The childminder asks if they are ready to go outside. They can choose freely from resources. Children's opinions are valued and they know their voices matter.

p.3

Curriculum and teaching Expected standard

The childminder plans an engaging curriculum. She thinks about what she wants children to learn and connects this to activities. For example, she plans activities around Valentine's Day that require emotional regulation, such as collaborative play to encourage kindness and sharing. However, she does not always consider what children need to learn next to extend their development further.

p.3

Curriculum and teaching Expected standard

The childminder plans outings that support children's development. For example, regular stay-and-play craft sessions enhance children's social skills. Trips to historical gardens provide opportunities to explore nature. Visits to a care home for singing and music sessions develop children's awareness of their local community.

p.3

Curriculum and teaching Expected standard

The childminder consistently narrates children's play. This means children are exposed to a wide range of words to support their communication skills. The activities the childminder provides support age-appropriate learning opportunities. For example, as children push cars through tubes, they experiment with other objects, such as small-world figures to see if they roll too. The childminder identifies areas for improvement. She has researched and attended sessions for developing mathematics within the setting. This has led to children developing their problem-solving skills through activities, such as pushing balls up ramps fast. Children hear mathematical language. The childminder consistently introduces words relating to shape, numbers and concepts. Children benefit from plenty of physical development, such as running and climbing. Activities such as building with small bricks encourage their small

p.3

Curriculum and teaching Expected standard

hand muscles. The opportunities provided prepare all children for their next stage in learning.

p.3

Inclusion Expected standard

The childminder has created an inclusive setting. She works in partnership with parents to support children from the start. Information is collected from parents to enable her to understand individual capabilities. She provides time for children to settle at their own pace. Children with special educational needs and/or disabilities (SEND) are swiftly identified. Strategies that improve learning outcomes are implemented. For example, the childminder works in partnership with her local authority. She has attended specific training to implement a programme that focuses on children's language development. She shares the results of the programme with professionals to monitor its success. The childminder has high expectations for all children. The use of monitoring and assessment means intervention is targeted. The impact of this on all children is evident as they benefit from the additional communication input and make notable improvement.

p.3

Inclusion Expected standard

Strategies are shared with parents. This enables them to continue supporting children's learning at home. Parents appreciate the support and note the overall benefit that working together has had on their children. The childminder has formed links with other professionals, such as health visitors. This shared partnership is effective in supporting referrals for children with SEND. Relationships with the local school are effective. Detailed reports supply information that support children's transitions. This provides all children with continuity as they move on to their next stage of learning. There are no children in receipt of early years pupil premium funding; however, the childminder knows the requirements of accessing additional funding and using it to benefit children's outcomes.

p.4

Leadership and governance Expected standard

The childminder has developed an environment where all children can flourish. She knows what is typical of the children in her care, such as identifying individual children's capabilities. The partnerships formed with other professionals, such as other childminders, provide an opportunity to share knowledge and ideas. The partnership with the early years adviser influences her practice and decision-making as they monitor what is successful. For example, speech and language development is tracked to provide progress data. The use of intervention to ensure all children make progress is evident.

p.4

Leadership and governance Expected standard

Training courses attended by the childminder provide opportunities to further her knowledge. She has recently attended a session to improve road safety awareness. This has improved children's understanding of keeping safe when they are out. The childminder reflects on her practice and identifies areas for improvement. She has identified additional training to further her understanding of children with special educational needs and/or disabilities. This will enhance her knowledge and practice to support the best outcomes for all children.

p.4

Leadership and governance Expected standard

Partnerships with parents are effective. The childminder provides regular updates on children's learning and development. Parents comment on the valuable opportunities their children experience while attending the setting. They credit the childminder with improving children's overall development.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children are welcomed into a safe and inviting setting. They develop warm and secure relationships with the childminder. Children enjoy attending the setting. The childminder knows the families well and is aware of their needs. She promotes children's attendance through supportive partnerships with parents.

p.5

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

Activities capture children's attention. For example, children spend long periods scooping and pouring coloured dried chickpeas to support their physical skills. Outside, they explore petals in water. They fill containers and pour. At the sand tray, they shovel and scoop, filling

p.5

Inspector:

Karen Wells buckets. Children and the childminder talk about their visit to the beach, and they find hidden shells. These opportunities enable children to consolidate their learning.

p.6

Inspector:

The childminder introduces language during play, such as 'bigger', 'more' and 'less'. Children enjoy singing number-related rhymes such as, '1, 2, 3, 4, 5, once I caught a fish alive'. The childminder uses her fingers to represent amounts. This supports children's understanding of mathematical concepts. There is a focus on developing a love of books. Younger children display excitement as they share their favourite story with the childminder. They squeal with delight and join in with the repeated refrains. Children with special educational needs and/or disabilities make progress alongside their peers. The childminder identifies barriers to learning early on and implements strategies, such as language programmes, to ensure every child reaches their potential.

p.6

Inspector:

Children work together to construct. They build tunnels for the trains using magnetic tiles to create a structure. They use words such as 'long' and 'dark' to describe it. Children are kind to their peers. They encourage each other in play, saying, 'You can do it.' Children are increasingly independent from a young age. They learn to put their coats on and take their wellington boots off themselves. Children know the routine. They follow it well. This supports their understanding of what is coming next. They know the behaviour expectations and instinctively act on instructions. For example, they happily help to tidy up before going outside.

p.6

Next steps

The childminder should consider ways to enrich learning opportunities that enable children to develop their own exploration and natural curiosity. The childminder should plan and implement her curriculum more effectively to help children build on what they already know and can do.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.6

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.

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.8

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.8

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.8

Urgent improvement

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

p.8

Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8