Austin, Mrs Lisa Ann

Austin, Mrs Lisa Ann

Unique reference number (URN): EY380375 Address: 54 Edgeware Road, Southsea, Hampshire, PO4 8PT Type: Childminder Registered with Ofsted: 17/11/2008 Registers: EYR, CCR, VCR Registered person: Austin, Mrs Lisa Ann

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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

Overall, children, including those who face barriers to their learning, make steady progress from their starting points across the areas of learning. They develop the foundational knowledge and skills needed for later learning. Children build physical strength and coordination through regular opportunities for fresh air and exercise, supporting the physical stamina needed for future learning. Younger children demonstrate emerging communication skills. For instance, they copy animal sounds during structured experiences and build their engagement through purposeful activities such as 'What's in the box'. These activities encourage them to listen carefully, take turns and experiment with speech sounds. As a result, children develop the listening, attention and communication skills that help prepare them for the next stage of their learning.

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Achievement Expected standard

The childminder supports children to develop independence skills, such as following familiar routines. For example, they wash their hands before snack, select resources and tidy away toys. They confidently separate from parents and build positive relationships. Additionally, they develop an understanding of healthy lifestyles while enjoying fresh and nutritious food. Children, including very young children, are beginning to understand and regulate their emotions.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a harmonious environment for children, including those who face barriers to their learning. Clear and consistent routines help them to feel safe and secure. Procedures such as tidying away toys and washing hands before snack routines are immersed into daily routines. Children respond well to instructions and follow requests with gentle support. This consistency supports children to understand behavioural expectations. Furthermore, the childminder works closely with parents to promote regular attendance and punctuality. This supports children to attend regularly.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model for children. She effectively promotes a culture of kindness and respect. She interacts with children in a calm and nurturing manner. She celebrates children's successes, such as praising effort and achievement. This helps them to feel valued and accepted. As a result, children are happy and confident and show positive attitudes to their learning.

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Behaviour, attitudes and establishing routines Expected standard

Children, including those that face barriers to their learning, are engaged and motivated. For example, they concentrate during their play and learning. For instance, young children experiment with musical instruments and demonstrate perseverance during problem-solving activities, such as posting balls. The childminder is very aware and attentive to children's emotional needs. She uses a calm and reassuring tone of voice to help settle children. This enables them to regulate their emotions.

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Children's welfare and wellbeing Expected standard

Children's welfare is promoted effectively. The childminder provides secure, responsive and individualised care. She collects detailed information from parents before children start. This helps her to understand children's individual needs, routines and care requirements. Additionally, this provides continuity of care between home and the setting. Children, including those that face barriers to their learning, receive adaptations, including arrangements for sleep and support for walking. This helps children to feel safe and secure.

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Children's welfare and wellbeing Expected standard

Children form warm and positive relationships with the childminder. They confidently separate from their parents. Very young children initiate cuddles and follow her closely. The childminder is attentive and nurturing in her manner. She uses a gentle tone of voice and nurturing approach. Children learn to identify and manage their emotions. The childminder swiftly recognises changes in mood and responds effectively. She uses distraction techniques to help children regulate and re-engage in their learning.

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Children's welfare and wellbeing Expected standard

Children develop an understanding of healthy lifestyles. Children enjoy healthy and nutritious foods. The childminder ensures that children can feed themselves safely. She chops fruit into small, manageable pieces. This helps to minimise choking risks.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that supports all children to learn, including those who face barriers to their learning. There is a focus on children's personal, social and emotional development. The childminder adapts her approach to ensure that children are not overwhelmed. For instance, she provides opportunities for children to lead their own play. She recognises that this supports very young children to be engaged and confident.

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Curriculum and teaching Expected standard

Communication and language is woven into the curriculum. The childminder talks to children and narrates their play. She introduces new words and phrases. She incorporates repetitive language during singing to strengthen young children's developing language skills. However, at times, she moves conversations on quickly and does not consistently allow children enough time to respond or process what has been said and asked. This limits opportunities for children to strengthen their understanding and experiment with language.

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Curriculum and teaching Expected standard

The childminder provides opportunities for children to develop an understanding of mathematics. For example, she encourages children to count objects in sequence and use mathematical language related to positioning. Children's physical development is promoted through movement to music. This helps children to build their gross motor skills and coordination.

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Curriculum and teaching Expected standard

Assessment is well embedded. The childminder collects information from parents and uses her observations to design a curriculum that reflects next steps based on children's ages and stages of development.

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Inclusion Expected standard

The childminder has created an inclusive setting for children, including those that face barriers to their learning. She identifies children's needs and provides appropriate support. The childminder meets with parents and collects information before children start at the setting. This helps her to identify children's starting points. She uses this information, alongside her own observations, to identify and plan for their next steps in learning, which are tailored to their individual needs, ages and stages of development.

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Inclusion Expected standard

The childminder is committed to the graduated approach. She gradually collects evidence, assesses children's progress and makes appropriate adaptations to her provision where required. For instance, young children benefit from adjustments such as sleeping arrangements, getting down to the child's level during play and using non-verbal communication. This supports them to access learning comfortably and confidently. Additionally, this helps to reduce barriers to learning and supports them to make steady progress.

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Inclusion Expected standard

The childminder has established positive relationships with parents. She values their contributions and maintains open communication about children's experiences and development. Furthermore, she understands the importance of working collaboratively with external agencies if required.

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Inclusion Expected standard

The childminder is committed to ensuring that all children's needs are met. She has recently undertaken training to strengthen her knowledge of planning an effective curriculum to support all children, including those who face barriers to their learning. This has enhanced her understanding of inclusion and how to support children to feel valued.

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Leadership and governance Expected standard

The childminder is committed to providing high-quality education and care. She completes mandatory training. She reflects on her practice and identifies training opportunities to strengthen her practice. For instance, recent curriculum training has improved her understanding of how very young children benefit from child-initiated play. Furthermore, she has recently attended training to support children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder has established close working relationships with other local childminders. They meet up regularly and share ideas about good practice. The childminder maintains some links with the local school, for example through informal discussions with staff at drop- off and collection and by completing transition reports when children move on. However, partnerships with all schools that children transfer to are not yet fully established. The childminder recognises this as an area for development to help strengthen continuity in children's learning and care.

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Leadership and governance Expected standard

Partnerships with parents are strong. The childminder ensures they are kept fully up to date with children's progress and daily experiences. She also provides guidance to support routines at home, such as potty training.

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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 arrive happily. They are greeted warmly by the friendly childminder. As a result, they confidently separate from parents. This demonstrates they feel safe and secure. Children benefit from a calm environment. For example, the childminder plays soothing nursery rhymes, which helps them to relax and settle swiftly.

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

Children form positive relationships with the childminder, who is caring and attentive to their needs. Young children seek her out for reassurance when required. These close

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About this setting

attachments help them to feel supported and valued. Additionally, the childminder has developed strong relationships with families. She welcomes them into the setting and chats to them about care practices. Furthermore, she ensures parents understand the setting's policies and procedures around attendance and punctuality. This promotes children's regular attendance and continuity between home and the setting.

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About this setting

Children benefit from opportunities to lead their own play. They explore the well-stocked toys and resources. Younger children confidently choose activities that interest them. For example, they experiment with a variety of musical instruments. They enjoy exploring the unique sounds they make, such as banging wooden claves together. The childminder follows children's interests well. She joins in and chats to them as they play. As a result, children are engaged and develop positive attitudes towards their learning.

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About this setting

The childminder provides opportunities for young children to develop emerging independence skills and follow routines and procedures. They make choices about their play and are beginning to manage simple tasks with growing confidence. For example, young children are supported to stand and wash their hands. Furthermore, they feed themselves during snack routines. These opportunities help them to look after their own needs. The childminder knows children well and adapts activities to meet their individual requirements. This helps children to make steady progress from their starting points.

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Next steps

The childminder should ensure that children have enough time to process what is being discussed so that they benefit fully from the learning. The childminder should strengthen partnerships with other schools that children attend to improve continuity of care for all children.

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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. Unique reference number (URN): EY380375

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Address:

54 Edgeware Road Southsea Hampshire PO4 8PT

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30

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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

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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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