Mrs Nicola Cannons

Mrs Nicola Cannons

Unique reference number (URN): 110974 Address: 11 Roselands Close, Fair Oak, Eastleigh, Hampshire, SO50 8GN Type: Childminder Registered with Ofsted: 19/11/1999 Registers: EYR, CCR, VCR Registered person: Cannons, Nicola

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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 Strong standard

Children make excellent progress from their starting points. They gain very secure skills that prepare them for the next stage of their learning. Children demonstrate a robust understanding of numbers and counting. They easily count to, and beyond, 10, using their fingers to correctly represent the amount. Children use mathematical language during their play. They recognise different shapes and use the language of measure and comparison as they look at pictures in books.

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Achievement Strong standard

Children are highly independent. They manage their hygiene routines by themselves. Children also recognise practices that keep them safe. For example, they talk about keeping away from the oven during cooking activities. Children speak knowledgeably about keeping safe near the roads on the walk to school.

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Achievement Strong standard

Children are remarkably confident communicators. They excitedly converse with one another, reflecting on their experiences and discussing different animals and their habitats. Children also use a range of language in their favourite songs. They sing them with words and actions excitedly.

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Behaviour, attitudes and establishing routines Strong standard

Children have highly positive attitudes to their learning and play. The childminder is an excellent role model, and her teaching of behaviour and routines is remarkably impactful. She builds positive relationships with children and implements clear expectations for how children should treat others. As as result, children are very thoughtful, kind and respectful as they play collaboratively with one another.

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Behaviour, attitudes and establishing routines Strong standard

The childminder presents her expectations for children's behaviour and rules in a clear and consistent way. Children therefore know what is expected of them. For example, they have an excellent sense of responsibility. Children know that they should tidy their toys away when they have finished playing with them and support their friends to do the same. The childminder offers children explicit praise for their behaviour to support their understanding of positive conduct.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a clear attendance policy that she shares with parents and carers. She supports families to understand the importance of punctuality and regular attendance. Children develop an excellent understanding of routines and look forward to what comes next. For example, they excitedly talk about going on the afternoon school run to collect older children.

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Children's welfare and wellbeing Strong standard

The childminder has a very secure approach to supporting children's health and wellbeing. She takes account of expert-led guidance to inform her teaching around nutrition and healthy living. Children gain experiences that teach them about important elements of oral

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Expected standard

health, for instance. Together, they discuss the impact of sugar on their teeth and the importance of a healthy diet. This enables children to begin to make healthy independent decisions for themselves. Routines are well structured and embedded. Children gain an excellent understanding of hygiene routines, such as handwashing and the importance of rest and exercise.

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Expected standard

The childminder builds very secure attachments with all children that attend her setting and is highly responsive to their individual needs. She gets to know them remarkably well and recognises different approaches to support children to consistently feel safe and settled in her home. The childminder converses with children regularly about their interests, and children feel confident to express themselves freely.

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Expected standard

Children have regular access to outdoor activities. They often visit parks and go on exciting walks with the childminder. Children develop an excellent understanding of how to keep themselves safe. They identify key elements of road safety as they recall their knowledge with the childminder.

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Curriculum and teaching Strong standard

The childminder has a robust and very well-sequenced curriculum. She makes excellent use of ongoing assessment to decide what children need to know next. The childminder knows children extremely well and maintains high expectations for all children. She recognises how to adapt teaching for children's stage of development, including those who may be learning 2 languages or those with special educational needs and/or disabilities, for example.

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Curriculum and teaching Strong standard

The childminder uses mathematical teaching throughout her interactions with children. For example, during exciting cooking activities, she teaches children about repeating patterns as they arrange different pieces of fruit. Furthermore, the childminder supports children to consistently gain a secure understanding of numbers and how to represent them.

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Curriculum and teaching Strong standard

The childminder supports children to gain excellent communication skills. She converses with them regularly and uses new language. The childminder encourages children to build their confidence as they talk about their preferences, families and experiences. Her interactions are purposeful and consistently of high quality.

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Curriculum and teaching Strong standard

The childminder's curriculum consistently supports children to consider differences and similarities to promote equality throughout her curriculum. For example, children engage in conversations about different cultures and about how to value each person's unique character. Furthermore, children learn the language of emotions and the importance of recognising the impact of their actions on others.

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Inclusion Expected standard

The childminder uses assessments of children's starting points to identify children's stages of development effectively. This also supports her to recognise any gaps in children's knowledge and establish how to support different groups of children, for example children with special educational needs and/or disabilities (SEND). The childminder recognises how to liaise with parents and carers and other professionals who may be involved in children's care.

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Inclusion Expected standard

The childminder knows how to use additional funding effectively, such as funding for children who may be disadvantaged. She also identifies how to support children who may face other barriers to their learning, such as those who speak English as an additional language. The childminder maintains high expectations and provides tailored support. For example, she uses interactions to talk about what words sound and look like in different languages.

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Inclusion Expected standard

The childminder recognises how to support families who may face barriers to regular attendance. She knows how to use any additional funding she might receive for children who may face other barriers to their learning, such as those who may be disadvantaged.

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Inclusion Expected standard

The childminder has previously engaged in some training to support her knowledge of working with children with SEND. She has a confident understanding of how to access appropriate training aligned with the changing needs of those children currently in her care.

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Leadership and governance Expected standard

The childminder works closely with parents and carers to support children's ongoing education and care. She liaises with them about their children's progress. The childminder keeps parents informed about what she is working on with children next. She also has some communication with other early years settings that children attend, to develop a shared approach to their education.

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Leadership and governance Expected standard

The childminder uses some ongoing evaluation of her setting. She does not yet use specific analysis to understand the effectiveness of her provision or to identify any areas where professional knowledge could be strengthened even further. Training is therefore not consistently aligned with the childminder's priorities for improvement. However, the childminder does complete a wide range of professional development training to continually refresh her knowledge and raise the standard of her teaching for children in her care.

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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 thrive in the care of the nurturing childminder. They make excellent progress from their starting points and develop skills that prepare them for their transition to school. Children develop secure relationships with the childminder. They feel safe and settled in her home-from-home setting. Children are happy and excited to converse with others about their games and activities.

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

The childminder develops an environment that is welcoming and inclusive. She recognises how to adapt her activities for children of different ages so that they can all gain

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Address:

11 Roselands Close Fair Oak personalised learning from her teaching. The childminder is also aware of different barriers that children may face to their learning, such as those who may be at a disadvantage. She recognises how to collaborate with parents and carers to ensure that all children are supported to make continued progress.

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Address:

The childminder promotes a positive attitude to attendance, and children have a secure understanding of the embedded routines in place. Children know what comes next and have a secure understanding of the expectations of their behaviour.

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Address:

Children talk with excitement about different activities that they get to enjoy with the childminder, such as cooking and visiting the local zoo. The childminder plans these activities to follow children's interests and build on their understanding. Children reflect on their previous knowledge as they bake crumble with the childminder. Together, they discuss which fruits grow on trees and bushes.

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Next steps

The childminder should reflect on her setting's strengths to understand the effectiveness of her provision and identify professional development opportunities more precisely to secure a continued focus on excellence for all children.

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About this inspection

The inspector spoke to the childminder and children and took account of written views provided by parents and carers.

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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. Eastleigh Hampshire SO50 8GN Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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