Lelliott-Berry, Camilla

Lelliott-Berry, Camilla

Unique reference number (URN): 114573 Address: 21 Westbourne Avenue, Worthing, West Sussex, BN14 8DE Type: Childminder Registered with Ofsted: 01/12/1993 Registers: EYR, CCR, VCR Registered person: Lelliott-Berry, Camilla

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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, including those who face possible barriers to their learning, develop an extensive range of skills that build the foundations for future development. From a young age, children become extremely independent. They learn how to dress and undress and make confident choices about what they would like to do. Children develop excellent levels of self-esteem and approach new opportunities with excitement and confidence.

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Achievement Strong standard

Children display a mature level of understanding and knowledge for their age, and their thirst for knowledge is obvious. For instance, children naturally ask questions and easily recall previous events. They animatedly talk about activities they have experienced before and confidently explain what they have learned and remembered.

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Achievement Strong standard

Children demonstrate intrigue, curiosity and a natural inquisitiveness to find out more and deepen their understanding. For example, children excitedly recall how they planted their own vegetables and watched them grow. They confidently explain how to handle tools safely and understand what the possible risks are.

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Behaviour, attitudes and establishing routines Strong standard

Children behave with kindness and respect. They respond exceptionally well to the clear expectations the childminder sets. The childminder teaches children how to share, take turns and be tolerant of others from a very young age. Consequently, 2- and 3-year-old children play together happily. Children are excited to greet their friends from the moment they arrive and are eager to immediately engage in play. Their interest and enthusiasm for play and learning are clearly reflected in their behaviours and actions.

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Behaviour, attitudes and establishing routines Strong standard

Children use their extremely well-developed language skills to talk to one another, listen and negotiate together as they play. For instance, children ask each other, 'Can I build with you?' and other children willingly respond. Any minor disagreements are managed by the children themselves, as they have clearly learned how to accept other people's feelings and emotions. When children accidentally knock the tower down, they immediately say 'sorry', and all children quickly and calmly help to re-build it.

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Behaviour, attitudes and establishing routines Strong standard

Children attend regularly. Parents and carers fully understand the importance of regular attendance and the positive impact this has on their child's development. The childminder works very closely with parents to fully involve them in their children's learning.

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Children's welfare and wellbeing Strong standard

The childminder provides a very homely and nurturing environment. She is especially caring and forms close and trusting relationships with children. The childminder works closely with parents and carers to fully understand each child's needs. She precisely plans sleep, feeding and care routines to match those followed at home to help children feel emotionally secure. The childminder values the impact of being outdoors on children's wellbeing and incorporates this fully into her daily routine. She provides ample opportunities for children to be physically active to support their healthy development. Children frequently visit the woodland and beach for specialist activities. They handle tools as part of woodwork activities and know how to use knives skilfully to cut their foods at snack time. The childminder empowers children to manage these tasks independently. She teaches them about possible risks and takes time to ensure that children learn how to do this safely.

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Children's welfare and wellbeing Strong standard

Children have excellent opportunities to learn where food comes from. They benefit from hands-on experiences, such as gardening and growing their own fruits and vegetables. Children become extremely familiar with a wide range of foods and fully understand why they are healthy and nutritious. For example, children correctly name vegetables, such as red cabbage and broccoli. They confidently explain how they are grown and why they are good for them.

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Curriculum and teaching Strong standard

The childminder has a particular passion for extending children's learning in the outdoor environment. She ensures that children have frequent opportunities to learn in the woodland, on the beach and in the garden.

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Curriculum and teaching Strong standard

The childminder places a high priority on supporting children's language development. She uses every opportunity to promote babies' and younger children's communication skills. The childminder frequently introduces new words through conversation, books and songs. She skilfully links mathematical knowledge into all activities so that children have ample opportunities to use numbers, solve problems and develop awareness of colour, shape and size.

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Curriculum and teaching Strong standard

The childminder has studied children's emotional development in detail and recognises the solid foundation this provides for children's ongoing learning. She sensitively builds children's confidence by offering relevant levels of support that enable children to try new things and develop new skills.

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Curriculum and teaching Strong standard

The daily programme of learning provides extensive opportunities for children to be physically active. The childminder plans her activities carefully to ensure that younger children develop the muscle strength and coordination they need to support their future healthy development.

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Curriculum and teaching Strong standard

The childminder is particularly skilled in adapting her teaching to take account of all children's needs, including those with special educational needs and/or disabilities. She uses her assessment process with precision to check the levels of progress each child makes. The childminder adapts her teaching accordingly to ensure that every child reaches their full potential.

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Inclusion Strong standard

The childminder provides a fully inclusive service. She forms extremely positive relationships with parents and carers to make sure she gets to know every child well. For instance, she finds out personal information about what makes each child unique. The childminder then uses this information exceedingly well to offer a personalised level of care.

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Inclusion Strong standard

The childminder is not currently caring for children with special educational needs and/or disabilities. However, she uses her knowledge of how children learn and her ongoing detailed observations to quickly and precisely identify if any child needs some extra support. The childminder works closely with speech and language therapists. This means that any child who requires additional help with their communication skills gets the help they need without delay.

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Inclusion Strong standard

The childminder makes sure that all aspects of her curriculum are fully inclusive. She teaches children about different cultural events and helps children to value and respect each child's family heritage. Books and stories are used well to enrich these learning experiences. Children routinely celebrate what makes them special, and the childminder works hard to help children learn respect for others. This is reflected in how well young children play harmoniously and respectfully together.

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Leadership and governance Strong standard

The childminder is particularly dedicated and passionate about giving children the very best possible start to their learning. She analyses her practice incisively and consistently seeks out further ways to improve and develop her practice. The childminder carefully researches new information and uses her in-depth knowledge of how children learn to support the delivery of her curriculum and programme of activities. She is skilled in teaching children and knows exactly how and when to interact with them to extend and enrich children's play, without interrupting their creativity and exploration.

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Leadership and governance Strong standard

The childminder prioritises her own professional development extremely well. She frequently undertakes relevant training to enhance her knowledge and practice. For instance, she has increased her skills in understanding the needs of children who may require some additional help with their learning, or those who may be more disadvantaged, so that she is ready to adapt her provision accordingly.

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Leadership and governance Strong standard

The childminder is highly regarded by parents and carers and other professionals. Teachers praise the way in which the childminder prepares children so well for starting school. Speech and language therapists commend the way in which the childminder seeks out help at the earliest stage. They confirm that any emerging gaps in children's communication skills close rapidly.

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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 arrive at the childminder's home with excitement, eagerness and anticipation for the day ahead. They greet the childminder and their friends enthusiastically and quickly engage in activities. Children benefit from an excellent start to their learning. The childminder plans for their individual needs and interests extremely well. Children become deeply involved in their play and concentrate for sustained periods. They are confident to ask for their favourite things, and the childminder responds willingly, valuing the choices children make.

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Inspector:

Jo Caswell Children show how safe and secure they feel. They form trusting relationships with the childminder and know she will instantly offer comfort and reassurance if they need it. The childminder fully understands the importance of building children's emotional security from a young age. She makes sure babies and younger children can always see her, so they feel safe. The childminder is mindful not to suddenly leave the room and cause them to become upset. She always places children's emotional development at the heart of all she does.

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Inspector:

Every child is valued for their unique character and qualities. Children excitedly bring items from home to share with the childminder, and she actively encourages this deep link with home. Children delight in sharing their special items, and this helps to build their self- confidence.

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Inspector:

Children attend regularly. The childminder works closely with parents and carers to help them understand the importance of regular attendance. Parents commend the childminder for the quality of her provision. They recognise the positive impact she has on children's development and the fast rates of progress they make in their learning. Any gaps in children's development are quickly identified and planned for.

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Inspector:

All children are included in all aspects of the provision. The childminder observes children carefully and ensures that every child's learning is extended according to their needs and abilities.

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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 particular groups of children, such as disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke to the 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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Address:

21 Westbourne Avenue Worthing West Sussex BN14 8DE

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Address:

Registered person: Lelliott-Berry, Camilla

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Address:

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

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Urgent improvement

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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

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