Shepherd, Rachel Debra

Shepherd, Rachel Debra

Unique reference number (URN): 2742727 Address: 38 Rufford Road, Mansfield, NG21 9HY Type: Childminder Registered with Ofsted: 07/09/2023 Registers: EYR, CCR, VCR Registered person: Shepherd, Rachel Debra

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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 become increasingly confident to manage their own personal care needs. They learn techniques to put on their own coats and understand why they need to keep warm when outdoors. Children show rising independence skills. For example, they self-serve during snack time and take their drinks to the table.

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Achievement Expected standard

Children share and take turns and are developing the necessary social skills to build positive relationships with others. Children are caring and considerate of their friends and the childminder. For example, they remind the childminder to be careful when she gets the hose pipe out.

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Achievement Expected standard

Children's communication skills are growing. They enjoy listening and joining in with stories and familiar songs. Children are supported by the childminder to make positive progress relevant to their starting points. Children with special educational needs and/or disabilities receive targeted support and strategies to support their progress.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes children's positive behaviours well. She encourages children to use their manners. For example, when gently reminded by the childminder, children say 'pardon' when they have burped. The childminder is nurturing and encouraging. For instance, when children attempt to put on their own shoes, she urges children to keep on trying until they are on, correctly praising them when they are successful. This helps children to develop positive attitudes towards potential challenges. Children's self-esteem is boosted, and they smile, proud of their achievements.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has effective systems in place to promote and monitor children's attendance. This includes taking appropriate action to ensure the safety of children should she have any concerns about a child's absence from the setting.

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Behaviour, attitudes and establishing routines Expected standard

Children know the routines and expectations set out by the childminder. When the childminder plays a tidy-up song, children happily help the childminder to put the activities away. Children show care and respect for one another and celebrate each other's achievements. For example, children clap their hands and shout 'yeah', when younger children successfully place their name on the registration tree.

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Behaviour, attitudes and establishing routines Expected standard

Children have secure attachments with the childminder. The childminder is responsive to children's needs, and they seek comfort from her when tired or upset. The childminder provides opportunities for children to play collaboratively. She sensitively supports children's behaviour, and, overall, children play and learn together harmoniously.

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Children's welfare and wellbeing Expected standard

The childminder helps children to identify and understand their feelings and emotions. During planned activities, she encourages children to think about how they feel and select an appropriate image that reflects this. She promotes wellbeing through a balance of activities, allowing children to be physically active. In addition, she considers quiet time for rest and relaxation, safely supporting younger children to sleep.

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Children's welfare and wellbeing Expected standard

Children are supported well by the childminder to manage their personal needs and become increasingly independent in using the toilet. The childminder implements effective hygiene practices and teaches children how to wash their hands independently, helping to prevent illnesses and infections. Children know the handwashing routine well and confidently tell the childminder when they must do this, such as before eating.

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Children's welfare and wellbeing Expected standard

Children are provided with healthy snacks by the childminder. She helps children to understand the health benefits of certain foods. Children enjoy these conversations and giggle as they tell the childminder that strong cheese makes them strong. However, drink and food choices within children's packed lunches are not always healthy. The childminder has not yet shared with parents how they can support children's oral health, including through food and drink choices, to further promote children's health and wellbeing.

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Curriculum and teaching Expected standard

Overall, the childminder uses observations and assessments well. This helps to build an accurate picture of the progress and development of all children, including those with special educational needs and/or disabilities or those who face barriers to learning. However, there is scope to further strengthen the information shared with parents and other professionals through statutory assessments, such as the progress check at age 2. This will help to fully capture the support that the childminder has in place for children and provide clarity on children's next steps in all relevant areas.

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Curriculum and teaching Expected standard

The childminder provides open-ended activities to help children to explore and use their imagination, while sensitively supporting play and children's next steps. Routines and focused activities are used well by the childminder to help children prepare for their next stage in learning.

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Curriculum and teaching Expected standard

The childminder helps children to learn about the world around them. They explore cultural celebrations, such as Chinese New Year. She shares age-appropriate books to ignite children's interest and support their understanding. The childminder promotes children's communication and language through modelling words, simple signs and frequent conversations. She widens children's vocabulary and introduces them to new words such as 'pagoda'.

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Curriculum and teaching Expected standard

The childminder plans time for daily outdoor play. She helps children to develop their large muscles as they throw and roll footballs down slides. Children practise their small motor skills and playfully giggle as they squirt water from pipettes. The childminder skilfully helps children learn about mathematical concepts, numbers and shapes through fun and engaging activities. Children learn about emptying and filling as they concentrate while pouring water from one container to another.

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Inclusion Expected standard

The childminder provides a welcoming and inclusive environment for all children. She works closely with parents to understand children's individual needs, including special educational needs and/or disabilities, or who face barriers to learning. The childminder promptly identifies where children may have gaps in learning or emerging needs. She takes appropriate action to help children and families access further support. The childminder seeks advice from other professionals and implements strategies to support children's development. For example, the childminder uses simple signs and visual aids to help children's understanding.

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Inclusion Expected standard

The childminder completes statutory assessments, such as the progress check at age 2, and encourages parents to share these with health visitors. At times, these written statutory assessments do not always clearly reflect the childminder's detailed knowledge of children's next steps and identified strategies in all areas where they may need additional support.

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Inclusion Expected standard

The childminder understands how to use funding, such as the early years pupil premium, to support positive outcomes for children. She has effective systems in place to ensure that all eligible children receive this funding. The childminder is knowledgeable and experienced in supporting children who are known or have been previously known to children's social care.

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Leadership and governance Expected standard

The childminder is passionate about promoting positive outcomes for children. She seeks support from the local authority and attends networks and training to help the continuous improvement of her provision and practice. The childminder draws upon her experience and previous training to identify potential gaps in children's development and implements appropriate support strategies. Additionally, she has identified training to further enhance children's learning through outdoor play.

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Leadership and governance Expected standard

The childminder works closely with parents and regularly shares children's developmental information and next steps. Parents speak positively about the childminder and are grateful for the ideas she shares to support learning at home. Overall, partnership working with parents is effective. However, the systems to support parents' understanding about food and drink choices for children and the impact on oral health should be further strengthened. The childminder communicates with other settings that children attend. Nevertheless, this partnership working is not yet fully developed to help provide an effective and consistent approach to children's care, learning and development.

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Leadership and governance Expected standard

The childminder organises her environment well, providing safe and secure spaces, helping children to feel comfortable to play and explore. She implements effective supervision of children to ensure their safety while facilitating learning through her quality interactions.

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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 are inquisitive and eager to take part in the interesting activities and experiences provided by the childminder. Children relish their time outdoors and show high levels of concentration and enjoyment when learning in this environment. The childminder promotes children's all round physical development through a range of activities. For example, they use the strength in their hands to spray water from bottles and reach up high with brushes to paint water on the wooden equipment outdoors.

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About this setting

Children feel safe and comfortable in the care of the childminder. The childminder implements secure routines, which children know well, helping them understand what is coming next and the childminder's expectations. Children enjoy the childminder's focused interactions and participation in play. Children, including those with special educational needs and/or disabilities, are supported well by the childminder to make progress against their starting points across the areas of learning. Children are developing the necessary skills to support them for their next transition.

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About this setting

Children develop positive friendships with one another. For instance, during mealtimes, they eagerly help their friends by collecting their plates and drinks for them. Mealtimes are used effectively by the childminder to encourage children to have meaningful conversations, supporting their communication and social skills.

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About this setting

The childminder displays photos of children within the home, helping to provide them with a sense of belonging. The childminder helps children to understand similarities and differences when they discuss heights and compare how tall they are. Children enjoy looking in mirrors, examining their faces and developing a sense of self.

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Next steps

The childminder should further strengthen the completion of statutory assessments to reflect clear and robust information around children's next steps and identified strategies. The childminder should further support parents around promoting children's oral health through healthy food and drink choices. The childminder should consider ways to strengthen partnership working with other settings that children attend to provide consistency in children's care and learning.

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About this inspection

The inspector spoke with the childminder, children and a parent 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): 2742727

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Address:

Registered person: Shepherd, Rachel Debra

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Address:

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

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Address:

Local authority: Nottinghamshire County Council

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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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