Pepper, Karen Anne

Pepper, Karen Anne

Unique reference number (URN): EY424667 Address: 23 Limes Avenue, LONDON, SW13 0HG Type: Childminder Registered with Ofsted: 21/09/2011 Registers: EYR, CCR, VCR Registered person: Pepper, Karen Anne

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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 show huge amounts of affection for the childminder and regularly go to her for comfort and cuddles as they need. Their very secure attachments are evident. For example, children show concern for the childminder when she was beginning to lose her voice, offering to try and help her to find it. Care practices are excellent. The childminder has very high expectations for manners and safety during mealtimes. She provides safe spaces for children to have time to rest. The childminder works closely with families to ensure that children have access to a healthy diet through her freshly cooked meals and the snacks on offer. Children understand where their food comes from and the childminder has regular discussions on healthy eating.

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Children's welfare and wellbeing Strong standard

Children demonstrate they understand the importance of oral hygiene and brush their teeth after mealtimes at the setting. The childminder has visual steps so the children can check they are doing all they need to maintain high levels of hygiene practices. Children know how to keep themselves safe. They carefully follow the childminder's instructions at her home and while out and about.

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Children's welfare and wellbeing Strong standard

Children are excellent at expressing to the childminder how they are feeling, in particular, when they are tired and need a rest. The childminder responds by offering them soothing activities and a cosy place to rest to support their individual needs. Children enjoy the 'emotions book' in the reading corner and enjoy looking at it and discussing different emotions. The childminder is extremely knowledgeable of how best to support children to regulate their emotions. She talks calmly to children and gives them the space they need to navigate their feelings. The childminder makes sure that is fully available as and when children need her.

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Achievement Expected standard

Children show they ready for their next steps and have made visible progress from their starting points in a number of the areas of learning. In particular, children achieve well in their control of fine motor development, their understanding of numbers and counting and in their understanding of socially acceptable ways to behave.

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Achievement Expected standard

Children regulate their emotions well. They engage in two-way conversations, communicating that they are 'happy' after rest and cuddles. They respond to questions about stories they are listening to. Children show their understanding by pointing at pictures. They make comments about different things they have noticed from their understanding of the text and the illustrations in books.

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Behaviour, attitudes and establishing routines Expected standard

Children are keen to please the childminder. They fully understand her high expectations for their behaviour. For example, they happily use the dustpan and brush, alongside the childminder, to tidy away the rice that has fallen from the tray during a sensory activity. The childminder approaches managing children's behaviour positively. She talks to children calmly and explains the importance of sharing. Children show respect for their friends, taking on board her advice, and offering their friends the choice of which car they would like to play with.

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Behaviour, attitudes and establishing routines Expected standard

Children respond well to the high praise on offer from the childminder, when they succeed in achieving their goals. The childminder's clear motivational systems of 'stars in the jar' and 'stickers' give children an incentive to act on her requests. She shares 'wow cards' with children and parents and carers to highlight their individual achievements. Children show great enthusiasm for these acknowledgements.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is attentive and immediately responds to individual children's wants and needs. However, on occasion, this takes her time away from supporting other children's learning. The childminder does not consistently teach children the importance of being patient and waiting, such as for an adult to be free, to further support them as they transition to their next stages in learning. The childminder closely monitors children's punctuality and attendance to ensure children have continuity in their learning.

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Curriculum and teaching Expected standard

The experienced childminder's daily observations of children allow her to plan an exciting curriculum for children that typically meets their individual learning needs. The childminder has a clear knowledge of what children know and can do. She plans activities to extend and support children's learning. For example, she supports children's physical development as they stir and mix rice, adding it to bowls to make chocolate cake. There are numerous activities on offer for children to run, jump and balance in the outdoor area. The childminder's interactions support children to engage in two-way conversations as they enjoy telling her about their play.

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Curriculum and teaching Expected standard

The childminder supports children well as they build on their mathematical understanding of number recognition and use one-one correspondence to practise counting. Children enjoy adding pom-poms to numbered boxes and counting the number of fingers on both their hands. The childminder uses the mathematical language of 'altogether' to support children to understand the vocabulary of combining 2 amounts.

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Curriculum and teaching Expected standard

The childminder supports children's emotional development by encouraging them to 'keep on trying'. She is incredibly attentive and ever present to offer guidance and support. However, there are times when children over rely on the individual support she offers. At times, the childminder does not consistently take a step back and provide children with the space they need to develop their skills in problem-solving. This does not further support children's independence as they prepare for their next stages, including starting school.

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Inclusion Expected standard

The childminder typically plans a fully inclusive curriculum that meets the needs of the children in her care. She plans 'in the moment' and swiftly adapts activities to ensure they are accessible for all. The childminder knows children well and is very much in tune with their ever-changing emotional needs. Her assessments feed directly into her planning, so the activities on offer are generally purposeful with clear and achievable learning intentions.

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Inclusion Expected standard

The childminder offers children strategic support, when she has identified their individual needs. For example, she supports the development of children's small-muscle skills in their hands. She provides them with regular opportunities to pull and stretch elastic bands, thread large strings through holes and use pencil grips to support them in their control as they begin to explore colouring.

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Inclusion Expected standard

The childminder works closely with parents and carers and other settings children attend, to review the targets set and celebrate achievements before building on children's newly learned skills. She is aware of the need to have individual support plans for children with special educational needs and/or disabilities. She knows how to use the support of her local authority inclusion officer in making timely referrals to external agencies as needed. The childminder works closely with parents, directing them to local services on offer, such as the family information service and their local health visiting team.

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Leadership and governance Expected standard

The childminder values opportunities to develop professionally and plans to engage in more face-to-face training in the future. She regularly engages in online webinars and meets other childminders to share and further develop her practice. She continually evaluates her practice and shows passion for strengthening and enhancing her knowledge and curriculum offering. The childminder works closely with other settings that children attend, to ensure that her teaching and target setting are closely matched to children's individual needs. She meets with parents and carers regularly and provides ideas to help at home.

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Leadership and governance Expected standard

The childminder has a clear vision for her setting. She places a great emphasis on the importance of children feeling valued and safe and secure in her care. The childminder knows she can seek the advice of her local authority inclusion partner and other external agencies to support children and their families. She speaks confidently about the adaptations she would make to her curriculum in order to meet the needs of all children, including children from disadvantaged backgrounds and children with special educational needs and/or disabilities.

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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

The high levels of nurture the childminder offers children is clearly evidenced by the huge amount of affection they show for her. Children regularly check in for cuddles with the childminder. They communicate when they are feeling tired and need some time out. The childminder responds by offering children time to relax as she reads them a story in the cosy reading area. Children demonstrate they feel safe and emotionally supported in the childminder's home-from-home setting.

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Address:

23 Limes Avenue The childminder sets clear boundaries for children. She ensures that when she gives them an instruction, for example, to return the resources to the correct place, they respond by carrying out her request. Children demonstrate that they fully understand the childminder's high expectations for their behaviour. Mealtimes are a social occasion and an opportunity for the childminder to model manners and socially acceptable ways to behave. The childminder sits and eats with children and discusses the importance of sitting for mealtimes in order to keep themselves safe.

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Address:

Children show high levels of respect for each other and the childminder. They enjoy learning about different religions and cultural celebrations around the world. For example, children share their knowledge of the Year of the Horse as they learn about Lunar New Year celebrations. They show respect for the different ways their cultural friends address their parents and grandparents. The childminder adapts her recipes to ensure her meals show respect for children's different religions and cultures.

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Next steps

The childminder should support children further in understanding the importance of being patient and waiting for an adult to be free to engage with them. The childminder should provide children with the space they need to develop their skills in problem-solving to further support their independence.

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About this inspection

The inspector spoke with the childminder and looked at parents' testimonies 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. LONDON SW13 0HG Type: Childminder

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About this inspection

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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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

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 .

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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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