Cross, Debra Jeanette

Cross, Debra Jeanette

Unique reference number (URN): 111160 Address: 35 Westering, Romsey, Hampshire, SO51 7LX Type: Childminder Registered with Ofsted: 28/10/1992 Registers: EYR, CCR, VCR Registered person: Cross, Debra Jeanette

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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 Expected standard

The children are extremely independent and confidently access their chosen toys. For example, they pull the box of play food out and make lunch for the adults. When children engage in an activity, they show great focus and a love for learning. For example, when they join in with singing nursery rhymes, they do the actions to match the songs. Children are making good progress in their learning, particularly those children who have barriers in their learning. Children achieve well from their starting points and continue to meet their individual next steps in development.

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Achievement Expected standard

Children are developing well. They understand their own wants and needs and express these to the childminder, who is quick to support them. However, the children do not use their language and communication skills to express themselves to their peers. For example, the children struggle to communicate with each other, especially during their play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder constantly encourages good behaviour. She encourages children to be kind, take turns and share. Children have good manners. For example, they say 'please' and 'thank you' and ask to get down from the table. The childminder is always praising the children. She uses positive reinforcement, so the children can learn what is right and what is wrong. The childminder understands each child is unique and caters to their individual needs. For example, she makes reasonable adjustments for younger children. Children follow the routines with ease and generally behave well. However, sometimes, children struggle to resolve conflicts within their play due to not having the language skills to do this. For example, children do not tell their peers if they are upset by their actions.

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Behaviour, attitudes and establishing routines Expected standard

Children build secure bonds with the childminder. They look to her for reassurance, support and care. For example, children approach her for cuddles. Families develop good relationships with the childminder. There is constant communication between them. For example, the childminder shares pictures of their child's learning. The childminder keeps a record of attendance and encourages parents to notify her if they are not attending. This is to ensure that the children are safe. The childminder has built robust partnerships with parents.

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Children's welfare and wellbeing Expected standard

The childminder creates a safe, stimulating environment that allows children to explore and be curious. Children get lots of opportunities to explore outside and in the community. The childminder allows children to take risks but teaches them how to keep themselves safe when doing so. For example, when children want to climb, she teaches them to do so safely. She continuously risk assesses the environments. All children, including those with barriers in their learning, show they feel happy, safe and secure with the childminder. Children follow good hygiene routines. For example, they wash their hands regularly, wipe their noses and notify the childminder if they need a nappy change or the toilet. The childminder provides a healthy range of food, which the children eat. For example, for snack they have a range of fruits, such as strawberries, melon and grapes. The children understand their own wants and needs and express these to the childminder, such as when

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Children's welfare and wellbeing Expected standard

they are tired and hungry. While children's physical wellbeing and safety are well supported, children do not yet consistently have the communication and language skills to fully express their emotional needs to their peers, which means their emotional wellbeing is not yet supported to the same depth across all interactions.

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Curriculum and teaching Expected standard

The childminder has clear intentions of what she wants the children to learn. She teaches them new skills and extends their knowledge further. The childminder's curriculum focuses on personal, social and emotional development. For example, younger children are learning about behaviour, routines and understanding their emotions. The childminder wants all children to be happy, kind and fully prepared for school.

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Curriculum and teaching Expected standard

The childminder teaches all 7 areas of learning. For example, she develops children's physical development. She does this through building with construction toys and mark making with tools. The childminder also uses mathematical language to develop children's skills in mathematics. She teaches children about colour and shape. The childminder also finds opportunities in children's play to count. The childminder continues to develop children's knowledge and understanding on different cultural experiences. For example, she has been teaching children about different festivals and celebrations. Children show to have a love for learning.

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Curriculum and teaching Expected standard

The childminder promotes communication and language development. For example, children join in with singing and access their own stories. The childminder models basic language and uses repetition to help children learn. However, the childminder needs to place more of a focus on vocabulary so children have high-quality interaction, particularly to resolve conflict. For example, children find it difficult to communicate their emotions towards each other.

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Inclusion Expected standard

The childminder is extremely mindful of children who have barriers in their learning. She works closely with parents and external agencies to ensure that the children's needs are being met. The childminder knows who to contact if she has concerns about a child's learning and development, such as the local authority. The childminder leads an inclusive setting that ensures that all children have access to the same opportunities. For example, she differentiates tasks to make them achievable for all. She understands that each child is unique and learns in different ways. While the childminder supports all children effectively, her communication and language strategies are not yet consistently precise enough to fully remove all barriers to children's learning and self-expression. Some children do not yet consistently reach the depth of progress they are capable of.

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Inclusion Expected standard

The childminder knows the children well and has secure relationships with their families. She knows where each child is in their development and what they need to learn to develop further. The childminder allows for children to experience new opportunities. For example, she takes them to 'sensory play' in the local community. Children who have barriers within their learning are valued in this inclusive environment. The childminder uses relevant funding to support children to have access to new opportunities. All children have a positive approach to their learning and enjoy the experiences on offer.

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Leadership and governance Expected standard

The childminder is aware of areas that need improving in her practice and works to achieve these. She regularly asks families for feedback, which is all positive. Parents explain how happy they are with the care that she provides. Most families have used the childminder for many years and have older children. The parents explained how the childminder fully prepares the children for the next stage of their learning, such as school. Parents are impressed with the number of opportunities the children get outdoors. The childminder works alongside families to ensure that the children's needs are always being met, including working with agencies to support them. She uses funding to support the children's needs to develop further. The childminder also works with other settings that the children attend.

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Leadership and governance Expected standard

The childminder accesses relevant training, such as safeguarding, and keeps up to date with what is happening in the community, for example identifying the decrease of crime in the area. However, the childminder does not seek out other professional development opportunities to improve on her expertise and practice. This is to ensure that her standard of teaching is always high and has a positive impact on children.

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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 childminder provides a 'home away from home' for the children in her care. She treats the children like her family, and the children love her. All children show to be happy and safe with the childminder. They are becoming confident and independent learners. For example, they access a range of resources that they are interested in. The young children are showing an interest in playing alongside the older children, and the childminder supports them to do this. The children show a sense of belonging.

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

The childminder understands the importance of being outdoors. She ensures that this happens regularly, as it meets the needs of the children. They relish these opportunities to take risks and learn about the world around them. For example, they grow vegetables and cook meals on the fire. The childminder teaches children how to keep themselves safe. Children enjoy themselves and are thriving in her care.

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

The childminder is aware of where the children are in their development. She sets next steps for the children to help them achieve in their development. The childminder focuses on personal, social and emotional development. She wants all children to be happy and kind and to love learning. The children are progressing in their development.

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

The childminder has built robust partnerships with parents. She provides support for families to ensure continuity for children. For example, she is flexible with their booked hours. She works closely with parents to meet each child's individual needs. Children feel safe, cared for and settled.

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Address:

Registered person: Cross, Debra Jeanette

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Address:

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

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Next steps

The childminder should focus on developing children's vocabulary and communication skills so that they can express themselves confidently to their peers, including during conflict and disagreement. The childminder should continue to seek opportunities to improve on her expertise and practice.

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About this inspection

The inspector spoke with the childminder, children and parents 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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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. 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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