Poole, Nicola

Poole, Nicola

Unique reference number (URN): EY425947 Address: 8 Queens Croft, Queen Street, Swinton, Mexborough, S64 8NA Type: Childminder Registered with Ofsted: 22/06/2011 Registers: EYR, CCR, VCR Registered person: Poole, Nicola Louise

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

The childminder has very detailed conversations with parents to gain a full understanding of children's personal care needs, such as their sleep patterns. She meticulously follows routines from home, which helps children to settle very quickly. Behaviour expectations are extremely clear. When children take toys or struggle to wait their turn, the childminder steps in. She sensitively reminds them about kindness, sharing and taking turns, which helps children to develop these new skills. Children are very polite and say 'please' and 'thank you' to each other because the childminder consistently role models the same positive behaviours.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder is an exemplary role model with high expectations for children's behaviour. She fully promotes children's cooperation and friendships throughout the day. Children demonstrate much regard for others and are beginning to manage their feelings, with the childminder's unwavering support. Her consistently kind and sensitive manner helps children to feel safe and secure in her care. The childminder is adept at identifying when a child needs some reassurance or a cuddle. The emotional bonds between the childminder and children are incredibly strong. The childminder works closely with parents to monitor children's attendance and punctuality in readiness for school.

p.2

Children's welfare and wellbeing Strong standard

The childminder works very hard to ensure that all children feel emotionally secure as quickly as possible. As a result, all children are very content in the setting and play happily alongside their peers. Children demonstrate an extremely close bond with the childminder. They express their emotions and have incredibly close emotional attachments with her. The childminder teaches children to manage their care needs from a young age. For example, she encourages them to wash their hands thoroughly and teaches them age-appropriate strategies to put on their coats and shoes independently. This builds their independence and helps them stay clean and healthy.

p.2

Children's welfare and wellbeing Strong standard

The childminder supports children's good health very well. Children thoroughly enjoy the nutritious meals that she plans daily and discuss healthy choices at mealtimes. Children sit together at mealtimes, which are social occasions and are well supervised by the childminder. They rest and sleep according to their personalised routine. Children gain a detailed understanding of the importance of oral health through interactive activities. Children have lots of access to fresh air and physical development. They visit local parks and enjoy walks to feed the ducks and to explore nature and bird watching. The childminder teaches children about road safety and the importance of staying close to her when they are in the local community. This increases children's understanding of risks and how to keep themselves safe.

p.2

Achievement Expected standard

All children, particularly those with special educational needs and/or disabilities, typically make suitable progress from their starting points. Children learn to do things for themselves in preparation for starting school. They are developing effective communication skills. Children are confident to ask for help and have a positive attitude to their learning. Children engage positively in all the activities the childminder plans and confidently select resources during sessions of free play.

p.3

Achievement Expected standard

Children are sociable, cooperate well with their peers and respond to requests from adults appropriately. Children gain a range of physical skills and both large- and small-muscle control. They become increasingly independent in meeting their own personal care needs, including with their toileting. Children show pride in their achievements and demonstrate curiosity and determination as they explore through hands-on experiences.

p.3

Curriculum and teaching Expected standard

The experienced childminder plans her curriculum based on children's interests and what children need to learn next. She provides a range of exciting activities. This enables children to make free choices about what they would like to explore. The curriculum supports children's social, emotional and physical development. Children regularly access the garden, where the equipment is safe and suits their needs.

p.3

Curriculum and teaching Expected standard

The childminder plans trips to local parks, toddler groups and the allotment to support children to learn how fruit and vegetables grow. She prioritises supporting children's communication and language development. The back-and-forth interactions she holds with children help them have confidence in their speaking and listening skills. However, at times, the childminder does not consistently extend vocabulary to broaden children's emerging communication and language skills. Despite this, children are becoming skilful and confident communicators.

p.3

Curriculum and teaching Expected standard

The childminder promotes early mathematical development through counting and conversation. She has an accurate understanding of the curriculum. The childminder provides fun learning opportunities for all children. However, she does not always ensure there is a good balance of adult-led and child-initiated learning experiences that sharply focus on targeted next steps to help close learning gaps quickly.

p.3

Curriculum and teaching Expected standard

Overall, the childminder identifies the key developmental milestones that children have mastered and what they need to learn next. She works closely with parents to enhance children's learning between home and her setting. The childminder has high aspirations for all children.

p.3

Inclusion Expected standard

The childminder uses information gained from parents to adapt her practice to individual children's needs, including for children with special educational needs and/or disabilities (SEND). Consequently, all children settle well in the childminder's care and make steady progress from their starting points. The childminder works well with other agencies and professionals to provide the appropriate support and adaptations that children need to access the provision and achieve their outcomes. She has accessed some training and support to understand the graduated approach. However, the childminder could benefit from accessing further training to deepen her knowledge on how to better support and meet the needs of children who may be disadvantaged or those with SEND.

p.3

Inclusion Expected standard

Generally, the childminder implements individualised strategies to help each child make steady progress. This helps all children to make the progress they are capable of in their learning and development. The childminder has high expectations for all children. She uses additional funding well to meet the unique needs of all children. The childminder monitors progress and reviews support plans regularly, alongside parents, to ensure that all children make steady progress in their learning and development.

p.4

Leadership and governance Expected standard

The childminder works closely with other professionals and agencies. This helps her to ensure that she has the knowledge she needs to support children's individual needs, including children with special educational needs and/or disabilities. The childminder is reflective in her work and wants to achieve the best outcomes for all children. She accesses training events and liaises with other local childminders to develop her knowledge and skills further. However, the childminder has not targeted her training to raise the quality of education to the highest levels possible.

p.4

Leadership and governance Expected standard

Partnerships with parents are a key strength. The childminder shares meaningful updates daily. Parents speak highly about the childminder. They say, 'Children are confident and are making excellent progress in the setting.' They appreciate the positive partnership with the childminder. Parents feel very supported, and these partnerships provide a consistency of care for children.

p.4

Leadership and governance Expected standard

The childminder has regular meetings with any assistants she works with to check on their wellbeing and to discuss any areas for further development. They hold conversations about any positive changes that they want to make to the provision to support children's development and individual needs. They are currently working on their self-evaluation to ensure that they are developing the curriculum and provision even further.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

The childminder provides a safe and welcoming environment for children. She supports children who are new to the setting to settle into their environment. The childminder knows the children very well. She highly values their individual personalities and nurtures these, strongly promoting children's confidence and self-esteem. Children with special educational needs and/or disabilities are well supported, and the childminder works hard with other professionals to ensure that their individual needs are fully met. This helps to ensure that all children make progress and achieve.

p.5

About this setting

Unique reference number (URN): EY425947 Children demonstrate that they feel confident and safe. They are very settled in the childminder's homely and inviting setting. The quality and range of resources, both inside and outside, foster children's curiosity and creativity. Children are immersed in play and often invite adults to join them. For example, when playing with sensory balls, children delight as they roll and throw the flashing balls back and forth to the childminder. Children show delight and excitement and giggle as they catch the ball. Children are full of joy and laughter as they play together. Children watch and identify birds in the garden. They wait to see the squirrel eating his food they have laid out for him in the morning. Children independently choose books they enjoy exploring alongside the childminder. They confidently identify diggers, excavators and low loaders in the story, which are a particular

p.6

About this setting

interest to them. The childminder responds to children who identify an aeroplane in the book. She recalls a recent trip that a child has experienced with their family. Children delight as they recall their experience on an aeroplane. This helps children to feel a sense of belonging and gives them the opportunity to express themselves.

p.6

Next steps

The childminder should provide a balance of both adult-led and child-initiated learning experiences to ensure that children's individual next steps are more closely targeted. The childminder should access further training and development opportunities which have a positive impact on quality improvement and further developing her teaching skills.

p.6

About this inspection

The inspector spoke with the childminder, her assistant and the children during the inspection.

p.6

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.

p.6

Address:

8 Queens Croft Queen Street Swinton Mexborough S64 8NA

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8