Green, Joanne

Green, Joanne

Unique reference number (URN): EY318573 Address: 47 Greenacres, Freckleton, PRESTON, PR4 1PS Type: Childminder Registered with Ofsted: 03/03/2006 Registers: EYR, CCR, VCR Registered person: Green, Joanne 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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Achievement Expected standard

Children make progress in their learning and development. They independently engage in their play, express their needs and invite adults into their play. Children make requests, such as their favourite story at story time, and are beginning to understand that their voices are valued. This helps children to gain confidence and supports high levels of self-esteem. Those children who may face barriers to their learning are supported well. For example, children enjoy listening to bird song on an interactive music box as they develop their listening skills. Children who speak English as an additional language benefit from effective support. They have lots of opportunities to recap on their prior learning and use language in context. Children receive support as their interest develops. For example, children who are 3 years of age enjoy mark making as they become confident in holding different pencils and

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Achievement Expected standard

crayons. Children are well prepared for the next stage of their education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive behaviour and is a good role model for children. She encourages children to share, gives gentle reminders and explains the boundaries that she has in place. Children listen well to instructions and are beginning to consider others around them. For example, children show care to the family hamster and learn how to look after stick insects that they carefully observe. Children have built warm attachments with the childminder. They independently go to her for reassurance and delight in involving her in their play as they throw and catch balloons to one another.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to get along with each other through role play and games. She is aware of promoting attendance. If children do not arrive as expected, the childminder will telephone children's homes to ensure that all is well. The childminder considers children's age and stage of development when supporting them to understand expectations. For example, she encourages older children to show younger children how to undertake small tasks as they learn routines and expectations.

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Children's welfare and wellbeing Expected standard

The childminder is very attentive to children's care needs. She is alert to when children may need a drink, require a nappy change or use the bathroom. She encourages children to wash their hands after using the bathroom and to place tissues in the bin after wiping their noses. Children independently access resources, lead their own play and make their needs known. They have built warm attachments with the childminder and demonstrate that they are settled and happy in her care.

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Children's welfare and wellbeing Expected standard

The childminder supports children to understand their personal safety. For example, she models and gives reminders on how to hold and use scissors properly as children take part in a craft activity. Children enjoy lots of activities outside and visit a playgroup every week. The childminder uses these experiences to support children to develop their physical skills and wellbeing. Children receive support to understand their feelings and emotions. For example, the childminder asks children how someone may feel if they do not share resources with one another. This helps children to understand that other children may need support and reduces potential barriers to learning. Routines support children's individual needs. For example, children sit together as they eat lunch and help each other to tidy away resources. Children develop a secure sense of emotional wellbeing.

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Curriculum and teaching Expected standard

The childminder adapts the curriculum and offers themed activities throughout the year to support children's development. She reflects on learning opportunities to ensure that they are incorporating children's natural interests and engaging them in learning. The childminder offers opportunities for children to learn through all areas of the early years foundation stage. For example, children enjoy using their imaginations as they play with dolls, develop literacy skills as they look at books and develop early mathematical awareness as they discuss colours.

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Curriculum and teaching Expected standard

The childminder promotes children's language skills well. She regularly reads to children, talks with them as they play and encourages them to 'use their voices' instead of pointing. The childminder considers children's development stage when supporting children's mathematical knowledge. She offers opportunities for children to identify colours and count objects as they play. The childminder places children's physical, personal, social and emotional development at the centre of her practice. For example, she encourages children to share resources so that they can join in with one another and play cooperatively. The childminder adapts the curriculum and her teaching to support children who may face barriers to their learning and to address any gaps in their learning. For example, she uses visual prompts to support children's understanding.

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Inclusion Expected standard

The childminder identifies and understands children's unique needs well. She observes and assesses their needs regularly so that she can adapt the curriculum to support the individual needs of every child. For example, during their play, children show an interest in horses, so the childminder extends their learning by encouraging children to sing a traditional rhyme about horses. The childminder understands the importance of her role in helping to reduce the barriers that some children may face in their learning. She has supported children who speak English as an additional language through adapting her practices. For example, she uses words from children's home languages in the setting to support children's communication and language skills as they develop their use of English.

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Inclusion Expected standard

The childminder ensures that she adapts her practice to offer an inclusive and accessible environment for all children. She assesses and evaluates the progress that children make to make sure that the curriculum is supporting them to develop and establish new skills. The childminder knows the importance of working alongside other professionals and typically works well alongside parents. The childminder understands the importance of spending any funding that children receive to have the maximum impact on children's learning and development.

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Leadership and governance Expected standard

The childminder is an experienced practitioner and endeavours to offer high-quality care for children. She promotes their learning and development well. Children are supported for the next stage in their learning. The childminder invites parents and carers into the setting when children initially start and shares information about children's development needs on a regular basis. However, the childminder's strategies to consistently engage parents in processes of assessment and strategies to promote their children's learning at home are not fully established. This does not consistently allow the childminder to gain a greater understanding of children's needs and to provide a consistent approach across the setting and home.

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Leadership and governance Expected standard

The childminder takes decisions in the best interests of the children in her care. For example, she shares information about children with other settings when they attend more than one provision. This helps all carers to understand children's needs and work together to remove any potential barriers to learning. The childminder undertakes some evaluation. She considers how she can change the environment to support children's needs, attends training opportunities and liaises with other childminding professionals to share ideas. However, the childminder does not consistently identify targeted and focused areas to further improve her practice and provision.

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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 are motivated learners at this setting. The childminder has a well-thought-out curriculum that supports children with their next stage of learning and development. Children make independent choices, make their needs known and develop high levels of confidence. The childminder observes children as they play and assesses their development stage. She offers learning opportunities that support children to develop and establish new skills from their individual starting points. In addition, the childminder evaluates activities to ensure that children are enjoying their learning and building key skills in preparation for the next stage in their learning.

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

Children play well alongside each other and develop a sense of belonging. They enthusiastically explore resources as they investigate the theme of Chinese New Year. They use different media to colour masks, use their imaginations as they role play being in a restaurant and develop their language skills as they pretend to answer a telephone. The childminder promotes children's emotional wellbeing at all times. She considers changes in children's lives and helps them understand their emotions, for example if a new sibling is born or if a child moves house. The childminder incorporates children's natural interests into activities, which helps children to feel welcomed and valued. The childminder welcomes families and carers into the setting and values their contributions.

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

Children demonstrate they feel safe and secure at this setting. They independently go to the childminder for a reassuring hug or to show her something they are proud of. Children have built warm attachments with the childminder and enjoy involving her in their play. The childminder understands the importance of attendance and will contact parents if children do not arrive as expected. She supports children's unique individual needs. For example, the childminder identifies when children are hungry and need a snack, or when they feel tired and need a warm hug to reassure them.

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Address:

47 Greenacres Freckleton PRESTON PR4 1PS

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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Next steps

The childminder should further develop partnerships with parents and carers to consistently involve them in their children's assessment and promote home learning, in order to support children's learning and development between the setting and home. The childminder should undertake more precise evaluation to identify key priorities in order to further improve outcomes for children's learning and development.

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About this inspection

The inspector spoke with the childminder and children 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

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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