Harvey, Jade Louise

Harvey, Jade Louise

Unique reference number (URN): 2742630 Address: 65 Juno Crescent, Brackley, NN13 6GN Type: Childminder Registered with Ofsted: 13/10/2023 Registers: EYR Registered person: Harvey, Jade Louise

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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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Children's welfare and wellbeing Strong standard

Children develop secure attachments to the childminder. The childminder knows each child as an individual, and therefore children's needs are well met, including those who face barriers to learning. When children feel sad, they approach the childminder and cuddle up to her. Flexible routines support children's health and wellbeing. When younger children begin to show signs of tiredness, the environment is planned to allow them to go for a nap while other children continue to play. The childminder shows a comprehensive understanding of safe-sleeping guidance and has robust procedures in place. Consistent sleep routines mean that children go to sleep quickly and peacefully at nap time.

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Children's welfare and wellbeing Strong standard

The childminder supports all children in enjoying healthy, balanced meals. Younger children are taught how to wash their hands before mealtimes. Children who face barriers to participation, such as reluctance to try new foods, receive thoughtfully planned snacks. Children are given the freedom to explore a wide range of foods and decide what they would like to eat. The childminder models trying these different foods herself, and children copy.

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Children's welfare and wellbeing Strong standard

Children benefit from having clear expectations for their behaviour during play. When younger children begin to get overexcited, the childminder intervenes with distractions to prevent this behaviour from escalating. The childminder resolves minor conflicts during play effectively. Children learn which behaviours are acceptable and which are not. They are taught to consider how to do tasks safely. Outside, younger children learn to go up and down the step slowly to prevent falls.

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Achievement Expected standard

Children show that they are confident learners. They make choices about which resources to play with, and they use them in their own way. They challenge themselves and show perseverance in achieving their goals. For example, in the garden, younger children choose to take toys into the playhouse. When they struggle to fit bigger toys through the door, they calmly lift and rotate them until they fit. Children are generally well prepared for their next stage of learning. Children who face barriers to learning make progress from their starting points. They develop the skills to have a go at activities and play alongside other children.

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Achievement Expected standard

Children develop their communication and language skills. Younger children confidently attempt to say words that they hear. They successfully use pointing, gestures and eye- contact to make their needs known. For example, when they want more water in the garden, children take the cup to the tap and look for help to turn the tap on.

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Behaviour, attitudes and establishing routines Expected standard

Children show that they enjoy spending time with the caring childminder. They seek activities and join in with her as they play. While playing at the mark-making area outside, children copy the marks that the childminder makes. Attendance is monitored and promoted effectively. The childminder regularly consults parents and carers to ensure that her provision is appropriate for their needs. This helps families maintain high levels of attendance.

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Behaviour, attitudes and establishing routines Expected standard

There are clear expectations for children's behaviour. When younger children disagree over a toy, age-appropriate boundaries are discussed and encouraged. Resources are well placed to encourage younger children to learn to play together. In the play kitchen, multiple versions of the same cup are on offer to encourage children to learn to share. Children laugh as they work collaboratively to tap their cups together to make a loud noise.

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Behaviour, attitudes and establishing routines Expected standard

Occasionally, expectations for daily routines lack consistency and ambition for the children. When it is time to come inside from the garden, younger children watch the childminder tidy away toys. They are not always encouraged to help tidy up in an age-appropriate way, so they do not regularly practise or develop this skill.

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Curriculum and teaching Expected standard

The childminder understands what children already know and can do and what they need to learn next. Regular assessment helps the childminder reflect on children's progress and implement improvements and adaptations to the provision in line with children's needs. Children make appropriate progress across all areas.

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Curriculum and teaching Expected standard

The childminder considers children's home experiences and uses them when planning activities. Teaching prioritises children's physical and personal, social and emotional skills. Children have access to regular time outside. The garden space is thoughtfully planned in a way that provides opportunities for children to run and jump, along with space for messy and water play activities. When children face barriers to participation, well-considered adaptations allow them to have the same experience in a way that supports them. For example, the childminder provides large-scale messy play activities in individual containers to assist children who find it challenging to participate in this type of play.

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Curriculum and teaching Expected standard

Clear language is regularly modelled for children. Prompts for further thinking are embedded in age-appropriate ways. Mathematical language, in the form of counting, is evident in everyday interactions. The childminder regularly models counting objects and uses countdowns for younger children. However, sometimes, teaching of mathematical concepts, such as shape, space and measure, is limited. Children do not always access the activities that have been planned to include these concepts, and so they do not consistently have the same level of exposure to wider mathematical concepts as they do to counting and numbers.

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Inclusion Expected standard

The childminder implements effective processes for identifying and monitoring children's progress. Thoughtful, ongoing observation and assessment support the early identification of areas that may require further support. The childminder demonstrates an understanding of how to monitor and support children with specific needs and how to access support from external professionals. The childminder has plans underway to further her training in this area to enhance her ability to identify more specific areas of need and implement targeted support techniques quickly and effectively.

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Inclusion Expected standard

The childminder takes steps to share information and work alongside other professionals, including staff at other settings children attend. At times, the childminder encounters challenges in reaching other professionals, which limits this two-way communication. This means that other professionals may not have all the evidence and knowledge from the childminder to inform referrals and interventions for children.

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Inclusion Expected standard

Inclusive practices are generally promoted well. Children with more complex individual needs are encouraged to be involved in all aspects of the daily routine. Where appropriate, children are encouraged to be present and ask questions around each other's care routines. This creates a culture of acceptance and inclusivity. Parents and carers praise the inclusive nature of this setting. They comment that their children are well supported, and they feel reassured by the childminder's positive approach to inclusion.

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Leadership and governance Expected standard

The childminder regularly reflects on her practice and has plans in place to strengthen it further. Areas for improvement have been identified, such as further training on early intervention to support children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder is mindful of her workload and wellbeing. She plans her time effectively to meet the needs of the children she cares for. She uses days off to complete paperwork and refresh her training and knowledge in key areas, such as supporting children with medical needs. Partnership working with parents and carers is effective. The childminder employs various communication methods to help parents understand the purpose of activities and maintain their involvement in their children's education.

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Leadership and governance Expected standard

The childminder attempts to work with a range of other professionals, including staff at other settings the children attend. Sometimes, other professionals are difficult to reach, so the flow of information becomes less effective. The childminder recognises the need to further develop methods of sharing information with other professionals to ensure the best outcomes for the children in her care.

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

Children show that they feel safe with this friendly childminder. Children from the youngest age show confidence and independence and happily move between different activities based on their interests. Children who face barriers to learning benefit from well-considered interventions, which allows them to participate in all available activities in a way that suits them. The childminder works closely with parents to maintain high levels of attendance and to ensure that all children feel included at her setting.

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

Children become curious learners. Younger children show focus and concentration as they 'rescue' animals from dough. They use their fine motor skills to pinch and pull the dough and celebrate when they release the animal. They take the dough to the childminder and watch in anticipation to see what she does next.

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

Communication and language are well modelled. Children benefit from a language-rich environment where the childminder narrates, comments and questions during play. Prompts to extend children's thinking are regularly embedded into conversation. For example, while playing with the dough, the childminder encourages exploration by commenting, 'I can see an animal. What can you see?'

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

Children enjoy many opportunities to play and learn outside. They enjoy walks to the library and spend time on nature trails. In the garden, children enjoy freedom and space to develop their motor skills and muscles. They wheel toy pushchairs around and enjoy propelling themselves around on bicycles and scooters.

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

The childminder prioritises and supports children's interests effectively. Younger children show that they want to go out for a walk by standing by their coats and shoes. Wherever possible, the childminder facilitates these outings or suggests time in the garden instead. Children show that they are happy with this compromise and get ready to go into the garden.

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Next steps

The childminder should consistently weave mathematical concepts, such as shape, space, and measure, into everyday practice to deepen children's understanding. The childminder should review arrangements with other settings to ensure that information is available to inform referrals and interventions appropriately. The childminder should increase opportunities for younger children to be involved in simple routines, such as tidying up, to help them develop positive habits for the future.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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About this inspection

The inspector spoke with the childminder and children during the inspection and reviewed the views of parents and carers.

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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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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

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

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