Parker, Zoe Christine

Parker, Zoe Christine

Unique reference number (URN): 2775961 Address: 1 Colin Avenue, Ripley, DE5 9QQ Type: Childminder Registered with Ofsted: 08/02/2024 Registers: EYR, CCR, VCR Registered person: Parker, Zoe Christine

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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 are developing the skills that they need to progress ready for their next stage in learning. Children hold back-and-forth conversations with adults about the different things that they are playing with. They have a love of books and are keen for adults to read to them. They remember key parts from familiar books and say the words out loud. Children understand emotions and recognise how others might feel. They focus for considerable amounts of time and remain engaged in activities. Children persevere when things might be a little hard at first. For example, they keep trying as they successfully manipulate small toys into a space. Children understand what is being asked of them and follow instructions well, for example when it is time to help during routines. They are beginning to learn about how to manage their own personal needs, which will help them as they move on to their next stage in learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for behaviour. She is an excellent role model and leads by example. She reminds children of their manners both during play and routines. When needed, she reminds children of the expectations, such as sitting appropriately and safely on a chair. The childminder asks children to take responsibility and help put resources away before new ones are played with and supports them as they help tidy up. Children take care of the resources that are available to them and play with them respectfully. The childminder recognises when children are reluctant to help, particularly around their own care needs. She adapts her interactions to encourage children to have a go and help her. The childminder has routines in place for the children, which they know well. Children say that they want a book read to them as they know that this happens before they go home.

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Behaviour, attitudes and establishing routines Expected standard

The childminder praises children throughout their day. She is clear with her praise, so children know what it is that they have done. This helps build their self-esteem and gives them the confidence to have a go at new things. The childminder understands the importance of children attending her provision and how not attending can impact negatively on children's learning. She is flexible and works with parents to promote attendance.

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Children's welfare and wellbeing Expected standard

The childminder has a lovely relationship with the children. She is calm and nurturing. Children enjoy her company as they play alongside her during activities. She gathers information from parents about children's individual needs and uses this to support children's wellbeing. She teaches children about road safety and how to keep safe when they are on outings. The childminder has ensured that the environment is arranged in a way that is safe and allows children to choose what they want to play with.

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Children's welfare and wellbeing Expected standard

The childminder has regular daily routines so that children understand what is happening next. The childminder encourages children to help when it is time to tidy away resources, and children are supported to become independent, particularly with self-care needs. The childminder gives children lots of opportunities to have a go themselves. For example, children prepare their own snack of fruit, washing and cutting strawberries and apples by themselves but with supervision from the childminder. She has ensured that children understand how to keep healthy as daily routines, such as washing hands, support this. Children know that they wash hands to remove germs before they eat. The childminder talks to children about different emotions that they might feel and what might make them feel this way. The childminder includes outdoor activities daily in her curriculum so that children can develop the skills they need to ride bicycles and jump, which helps to build their physical

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Curriculum and teaching Expected standard

The childminder has taken effective action since her last inspection to improve the curriculum for children. Her assessments of children help her design a curriculum that focuses on what children need to learn next. She uses this information and what she knows about children to plan enjoyable and engaging activities. For example, she tailors sensory activities for children, which sparks their imagination but also provides lots of opportunity for them to practise fine motor skills in preparation for future learning.

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Curriculum and teaching Expected standard

The childminder skilfully incorporates mathematical language into play and routines so that children gain confidence and knowledge in this area. Communication and language development is weaved throughout all activities and interactions. The childminder reads books to the children that they are familiar with. She then asks questions and pauses to allow children to recall and talk about the book they enjoy. She speaks with children about different emotions and asks if they would feel angry like a character in the book. At times, the childminder asks questions of children quickly and changes topic before children can catch up with her thinking. This means that children do not always have the time to consider and respond to the childminder. She is aware that she does this and is undertaking training in this area, however the progress with this has not been swift enough. The childminder understands the importance of children's physical development and considers ways in which

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Curriculum and teaching Expected standard

she can teach this. For example, children are taken on outings to jump in puddles.

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Inclusion Expected standard

The childminder knows the children in her care very well. She has recently updated her assessment procedures to enable her to complete more detailed assessments of the children. Her assessment of children helps her to identify any gaps in learning. If gaps are identified, she has clear systems in place to address these, which involves speaking with parents and referrals being made to other professionals if required. She values children's individuality and tailors her practice to meet the needs of all children. For example, she knows children's interest and makes sure on arrival they have access to resources that interest them. These resources help children develop the skills that the childminder has identified that they need to learn next. This helps children feel comfortable and engage in learning straight away. She knows that some children might need her to lead play on arrival before they feel comfortable enough to join in.

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Inclusion Expected standard

While the childminder has no children on roll with special educational needs and/or disabilities (SEND), she understands the purpose of additional funding and would spend this appropriately in line with the needs of the individual children. The childminder demonstrates a knowledge of how she would support children with SEND and make adaptions to support their individual needs. For example, she recognises that a child could have a disability, which could require her to have additional furniture so that they could engage in learning alongside their peers.

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Leadership and governance Expected standard

The childminder has taken positive action to address the weaknesses identified at her last inspection. She has accessed training and support, which have had a positive impact on the quality of the provision that is being offered. The childminder has changed her assessment process so that she understands better what children need to learn next. With this more detailed knowledge, she plans a curriculum that meets the needs of the individual children. She is a reflective practitioner and knows what she wants to continue working on to help improve her service even further. Despite the improvements she has made, the childminder needs to continue with her professional development to raise the quality of teaching and increase children's learning opportunities.

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Leadership and governance Expected standard

The childminder has established strong partnerships with the parents of the children who access her service. She shares daily information about children, which includes not only details abut their care but their learning. The childminder has started to share information with other childcare provisions that children attend, however this is in its infancy. She has not got procedures in place regarding the frequency of information-sharing or the detail of what to share.

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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 enjoy being in the care of the childminder. They settle quickly on arrival engaging with the resources that match their interests right from the start. The resources that are available have been purposefully chosen for the children to help engage them in their learning on arrival. Children are comfortable to explore what is on offer and make choices with what they want to play with next. The resources that they do access help them develop the skills that they need to learn next.

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

Children are becoming independent during routines and play. For example, when given an apple and cutting equipment at snack time, they immediately start cutting the fruit into bite- sized pieces without needing any instruction. When needed to they lead their own play and make decisions about how they use the resources. These skills help prepare children for later learning.

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

Children's ideas are valued, and children are praised throughout the day. This builds children's self-esteem and confidence and allows them to be themselves. For example, they know how diggers work and when asked to help tidy up, they use their imagination and pretend their hands are the digger and scoup and pour materials into containers.

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

Children are keen learners and enjoy reading with the childminder. Children choose the books that they want to read together with the childminder and concentrate and listen carefully as the story is read. They sit next to her enjoying her company and giggle and smile during parts of the story. They repeat parts of the story when asked to fill in the gaps. It is clear that they understand the book as they talk about different emotions the characters from the book might feel.

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Address:

Registered person: Parker, Zoe Christine The childminder is an excellent role model and demonstrates through her teaching and interactions how to behave appropriately. Children are praised for their achievements during the day and behave consistently well.

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Next steps

The childminder should develop teaching practice to allow children the time to process information. The childminder should continue with their professional development to enhance the quality of teaching even further. The childminder should enhance systems so that they know what information to share and when with other childcare provisions that children attend.

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About this inspection

The inspector spoke with the childminder 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. Register(s): EYR, CCR, VCR

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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

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