Oliver, Julie Anne

Oliver, Julie Anne

Unique reference number (URN): EY290498 Address: 43 Southbourne Grove, WESTCLIFF-ON-SEA, Essex, SS0 9UW Type: Childminder Registered with Ofsted: 07/09/2004 Registers: EYR, CCR, VCR Registered person: Oliver, Julie Anne

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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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Behaviour, attitudes and establishing routines Strong standard

Children show very warm and secure attachments with the childminder. They benefit from sensitive and nurturing care that plays an important part in how safe they feel with the childminder. These positive interactions help to shape children's attitudes to others. Children demonstrate kindness to their friends. Older children act as role models to younger children who are developing their social skills. Children enjoy playing alongside their friends as well as together. They exhibit wonderful manners and respectful relationships with adults and peers alike. This is because the childminder consistently demonstrates her high expectations.

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Behaviour, attitudes and establishing routines Strong standard

Children develop confidence and approach tasks with interest and joy. They show a 'can-do' attitude and sense of achievement as they complete tasks. Children's behaviour is exemplary. They listen well to the childminder. She sets clear and consistent expectations that children follow with evident confidence. The childminder acts as a positive role model and is hugely influential in shaping children's highly positive attitudes.

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Behaviour, attitudes and establishing routines Strong standard

Children show superb levels of concentration and perseverance as they approach their learning and development. They focus entirely on their tasks and show impressive concentration for their young age. The childminder promotes positive attendance and punctuality. She helps parents and carers to understand the importance of attendance. Children, including those with special educational needs or those who face barriers to their learning, benefit greatly from their excellent attendance, and this supports the progress they make.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's wellbeing. She offers security and warm and responsive care and relationships. Children show rapidly emerging independence with personal hygiene. They approach handwashing and intimate hygiene with positivity. The childminder is acutely aware of the need for consent and privacy during children's hygiene routines. She balances this with safeguarding priorities, ensuring that children are constantly supervised.

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Children's welfare and wellbeing Strong standard

The childminder works closely with parents and carers to strengthen their awareness of the importance of healthy diets. She provides tailored support with topics, such as weaning and toilet training. The childminder identifies when children may face barriers to learning, such as when they have inconsistent routines that interrupt learning. This highly responsive approach ensures that children develop the necessary skills to support their future development. Children enjoy healthy snacks and benefit from the frequent outings and access to fresh air. They learn about their bodies and the importance of health and nutrition.

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Children's welfare and wellbeing Strong standard

The childminder recognises local priorities and promotes positive attitudes to oral hygiene and healthy lifestyles. Relationships with children are respectful and caring, especially during intimate hygiene routines. This helps children to develop the essential emotional security that supports learning. Children show increasing awareness of a range of feelings

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Expected standard

and emotions. The childminder skilfully weaves the language of feelings into daily conversations to strengthen children's ability to regulate their behaviour.

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Inclusion Strong standard

Inclusion is a a very positive aspect of the provision. The childminder knows children exceptionally well and swiftly identifies any emerging gaps in development. She delivers targeted activities and her interactions are carefully adapted to meet individual needs. For example, she uses language-rich activities that help children to strengthen their communication and language. The childminder provides a flexible approach to ensure that children receive the personalised care they need. This means that children are fully supported through transitions and changes in routine and can stay engaged in their learning. Children who may be at risk of falling behind, including those with identified special educational needs and/or disabilities, make excellent progress from their starting points. This is due to sharply focused support and close partnership with parents and carers and external professionals.

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Inclusion Strong standard

The childminder has a secure understanding of the graduated approach. She carries out timely and responsive reviews with parents to ensure that children continue to make excellent progress. The childminder demonstrates inclusive practice by recognising that families have differing levels of experience and knowledge around early feeding, routines and development. She provides gentle guidance and practical advice about weaning and the importance of babies learning to chew. The childminder explains to parents how this contributes to babies' physical development and their later communication skills. Her supportive approach strengthens partnership with parents and promotes very positive outcomes for children.

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Achievement Expected standard

Children show great enjoyment in physical play. They show excellent fine motor skills and coordination as they thread hoops to make bracelets. Children enjoy vigorous physical games at the local park and show a growing awareness of the impact of physical activity on their bodies. They follow instructions, such as hopping. All children develop their communication and language in an environment rich in language. They listen with interest to favourite stories and handle books with enjoyment and care. Children show their growing vocabulary and language skills as they engage in meaningful conversation and share their ideas.

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Achievement Expected standard

Children show they are developing mathematical skills as they count with confidence and name colours and shapes. They continue their interest of counting and numbers as they explore books with the childminder and show their emerging confidence in applying numbers to their learning. Children show growing confidence and resilience as they approach learning with positivity and focus. They show their secure attachments to the childminder. Children become deeply engaged in their play and learning, often finishing what they set out to do. They are polite, and they display excellent manners in all situations, including mealtimes. Children manage their emotions well and are developing important social skills, such as sharing and taking turns. While children make steady progress across the curriculum, they do not have consistent opportunities to deepen and extend their learning.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that supports children to make consistent progress in their learning and development. She tailors learning experiences to match children's ages and stages of development. The childminder considers the interests that children have and the things they need to learn next. Children benefit from clear and effective language that supports their developing communication. The childminder uses stories and songs to engage children in early language and literacy experiences that help them to develop a love of books. The childminder uses explicit teaching to support children with concepts such as sharing and taking turns. She offers praise to children when they show kindness and help their peers. This helps children recognise their positive choices and develop important personal, social and emotional skills.

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Curriculum and teaching Expected standard

Children thoroughly enjoy activities that promote their fine motor skills. For example, they use a range of tools to transfer pom-poms between containers and hook wire fish onto pipe cleaners. Children develop a confident understanding of colour and number. They successfully post coloured sticks into matching holes and sort and count objects into colours. The childminder narrates as she plays alongside children to promote vocabulary. She models clear and consistent language for children who have communication delays. This helps them to express their ideas and ask questions. However, the childminder does not consistently use effective questions to extend children's thinking. As a result, children do not consistently have enough time to respond to her questions. This means that opportunities to consistently deepen and consolidate children's learning are not consistent.

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Leadership and governance Expected standard

The childminder understands the importance of partnership working. She works diligently to strengthen the relationships with parents and carers and professionals. The childminder uses her assessments to identify the progress children make. This helps her to plan effective next steps. She uses her knowledge of children and child development to recognise if children are making progress and swiftly identify where children may be at risk of falling behind. The childminder applies her knowledge of supporting children with special educational need and/or disabilities (SEND) and working with local authority partners to identify the most appropriate support for children with SEND.

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Leadership and governance Expected standard

The childminder works closely with parents and carers. She gathers a great deal of information about the family circumstances and how she can best support them. The childminder attends training to further develop her knowledge and skills. She completes some evaluation of her provision, including the progress children make because of her curriculum and teaching, and seeks feedback from parents and the local authority. The childminder reflects on her practice. However, self-evaluation is not yet sharply focused on identifying precise priorities for improvement. This means that some aspects of teaching, including the consistent use of questions to deepen children's learning, are not yet fully developed.

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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 achieve well from their starting points. Children with special educational needs and/or disabilities and those who face barriers to their learning receive timely and accurate intervention that has a profound impact on their progress. The childminder prepares children well for the next stage in their education. Children show boundless enthusiasm to their learning and radiate joy as they explore and learn. Children engage in activities that the childminder plans with secure knowledge of what they already know and can do and what they need to learn next. The childminder places a high priority on children's wellbeing. She ensures that children have positive emotional security as a foundation to flourish.

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

Children demonstrate a sense of belonging at this home-from-home setting. They demonstrate that they feel safe and secure as they snuggle in for cuddles with the childminder. Children spend time together playing in harmony. They share their toys and show patience as they wait for their turn. Children are fiercely independent and show their confidence as they move around the childminder's home using all available spaces. They manage their personal hygiene, showing a sense of pride and achievement as they wash their hands and clean their faces.

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

Children look forward to attending their session with the childminder. They interact warmly with the childminder and show their affection towards her. This sense of security and trust means that children are ready to learn and apply themselves positively to the many activities on offer. The childminder promotes the importance of attendance with parents and carers. She works in partnership to overcome any barriers families may face in accessing their sessions. Children develop a positive sense of identity. The childminder frequently praises children and supports their 'can-do' attitude to learning. As a result, children are highly motivated to engage in the learning opportunities that the childminder provides.

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Next steps

The childminder should further develop her use of questions and allow children sufficient time to respond, in order to extend their thinking, support their problem-solving and maximise learning opportunities across all areas of development. The childminder should strengthen professional reflection to support a more ambitious culture of continuous improvement and ensure that practice consistently maximises learning opportunities for all children.

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About this inspection

The inspector spoke with the childminder and the children during the inspection and took account of the written views of parents.

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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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Address:

43 Southbourne Grove WESTCLIFF-ON-SEA Essex SS0 9UW

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:30

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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

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