Sherratt, Victoria Ann

Sherratt, Victoria Ann

Unique reference number (URN): EY343184 Address: 17 Kashmir Road, LONDON, SE7 8QN Type: Childminder Registered with Ofsted: 27/11/2006 Registers: EYR, CCR, VCR Registered person: Sherratt, Victoria Ann

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

The childminder creates an extremely inspiring environment for children that is filled with an abundance of learning opportunities. She has clear expectations for children's behaviour. Children demonstrate a willingness to share with others without prompt. They understand the importance of taking turns and being kind to others. In the play kitchen, children make plates of food for others, leading to conversations about healthy eating, helping children to understand.

p.2

Behaviour, attitudes and establishing routines Strong standard

Overall, children have a highly positive attitude to learning. They are eager to take part and have a curiosity to explore and find out what might happen next. The childminder is an excellent role model to children. She promotes good manners, and children understand the importance of saying 'please' and 'thank you' throughout the day.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has taken a very innovative and decisive approach to anticipating, identifying and tackling barriers to attendance. She collects children from their home address and takes them home in the evening. This has a significant impact on creating an effective routine for children where they are ready to begin their day straight away as opposed to waiting for children to arrive throughout the morning. Children benefit from a well-structured day that enables them to have a wide range of opportunities for trips, both near and far, that build on their learning and enhance the overall curriculum delivered.

p.2

Leadership and governance Strong standard

The childminder has an extremely perceptive understanding of the strengths of her setting. She regularly seeks feedback from others and is reflective as to how she can further improve practice. For example, the childminder is very interested in taking a course in Makaton to further support children who are pre-verbal when they start her setting.

p.2

Leadership and governance Strong standard

The childminder develops excellent links with other professionals. As part of a larger childminding network, she helps to run a weekly childminding group. This not only supports the children in her care to socialise and develop confidence in larger groups, but it also allows her to lead sessions, sharing her knowledge and experience with other childminders.

p.2

Leadership and governance Strong standard

The childminder has developed supportive and positive relationships with parents. She offers a wealth of advice and guidance for parents about various developmental stages, such as toilet training and supporting emotional literacy. This partnership and consistent approach ensure that children thrive in all areas of their development.

p.2

Leadership and governance Strong standard

The childminder ensures that where children are transitioning to school or another pre- school setting, that she works alongside parents to build children's independence and confidence to ensure they are well prepared for that next stage of learning.

p.2

Achievement Expected standard

Children generally make progress through the curriculum, particularly regarding communication and language. Children confidently and articulately share their views and opinions. Children show they enjoy familiar stories. They join in with familiar refrains and anticipate what might happen next. The childminder is skilled at promoting language. She carefully repeats back to children the words they may occasionally mispronounce without drawing attention to this, allowing children to hear the correct words and use them back to her.

p.3

Achievement Expected standard

Children have developed a strong foundation in mathematics. They line up all the tambourines and count them confidently one by one all the way up to 9. Children can sort objects according to colour and size. Children recognise shapes within the environment, holding up a circle and then finding other circle-shaped things, such as the wheel on a bus or a snowman's head.

p.3

Children's welfare and wellbeing Expected standard

The childminder has established a warm and nurturing relationship with children. They are comfortable in her presence and delight in her taking part in activities with them. Children laugh with joy when, during a counting activity, the childminder tickles their stomach when they get to a certain number.

p.3

Children's welfare and wellbeing Expected standard

The childminder helps children to become increasingly independent in managing their personal needs. They wash their own hands before snack time and peel their own oranges, persevering when it might be a bit tricky. Children recognise the childminder is there for support if they need it but are encouraged to try first. This helps them to feel secure and supports them to manage their feelings and emotions. Children show that they are aware of their own needs and that they understand the routine of the day. For example, they communicate with the childminder that they are not yet ready for a nap or do not need their nappy changed now. Children's voices are heard and respected.

p.3

Children's welfare and wellbeing Expected standard

The childminder provides children with the knowledge they need to stay safe and healthy, for example that they must sit down when they are eating or not to climb on chairs. However, the childminder does not always provide children with the explanations as to why these are the rules to help them understand what the consequence could be, to help them make better choices moving forward.

p.3

Curriculum and teaching Expected standard

The childminder accurately records the starting points of all children. Children's progress is regularly reviewed and monitored so the childminder has a clear overview of what it is children know and can do and what it is she would like them to learn next. The childminder is quick to identify where there may be gaps in children's learning. She works in partnership with parents to bridge these where necessary. The childminder is purposeful in her interactions with children. She provides them with an environment that is rich in language. There are stories shared, songs sung and discussions had, all of which build children's vocabulary and give them the skills needed to communicate with others. The childminder ensures that for children whose language is still developing, they still have opportunities to communicate and have choice in their learning, using 'now and next' boards and nursery rhyme cards.

p.3

Curriculum and teaching Expected standard

Children's physical development is prioritised. The childminder takes children out daily on long nature walks, to parks, farms and soft-play centres, where they can strengthen their physical abilities on larger equipment and begin to learn about negotiating risk. Children demonstrate excellent coordination and negotiation of space.

p.4

Curriculum and teaching Expected standard

There are occasions, however, during activities that are adult led, where the childminder has too many intentions for learning all at once. This can be overwhelming for children, causing them to be unsure about what it is they are supposed to be doing. This has some impact on the progress children make.

p.4

Inclusion Expected standard

The childminder is rigorous in the information she collects from parents and carers when children first join the setting. This allows opportunities for open communication and allows the childminder to understand any emerging concerns parents may already have. As children settle, the childminder works in partnership with parents, sharing her observations and putting strategies in place to support any identified gaps. The childminder understands the graduated approach to supporting children with special educational needs and/or disabilities. She has recently attended training around adapting her curriculum for inclusion and is confident to discuss how she would do this. The childminder discusses where she previously worked in partnership with parents to support children who had barriers to their learning access additional professional support where needed.

p.4

Inclusion Expected standard

For children who speak English as an additional language, the childminder learns key words in their home language to support a smooth transition and to be able to communicate and understand their basic care needs. The childminder is skilful in weaving both the home language and the introduction of English into the routine of the day to support and build on children's communication and language skills.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

The childminder promotes a safe, warm and comfortable environment for children. Children show that they are secure within the setting as they ask confidently if they can get other resources out and gather them themselves. Children show respect and care for the environment; they help to carefully put away toys before moving on to something else. They show pride in being able to lift the box of musical instruments and put it back on the shelf. They give themselves a clap and come and 'high five' the childminder.

p.5

About this setting

Unique reference number (URN): EY343184 Children are confident storytellers. They delight in talking about a recent visit to a garden centre where they saw a large koi fish and bought seeds to plant. Children talk about how their plants are growing at home and tell the childminder proudly that they have been watering them. The childminder recognises how much children enjoyed this visit and plans to build on this experience by taking the children to a local allotment in the coming weeks. This demonstrates, overall, how responsive the childminder is in promoting children's emerging interests.

p.6

About this setting

Overall, children are confident to use tools for a purpose. They concentrate intensely as they use rollers to smooth out dough and then scissors to make simple cuts as they mould the dough into shapes. Children carefully hold tweezers to pick up small coloured fruits as they sort them into the correct coloured bowls. Children are quick to identify when fruits fall into the wrong bowl and rectify the error.

p.6

About this setting

Through the childminder's dedication to providing a wealth of opportunities for children, all children make steady progress from their starting points and are well prepared for the next stage of their learning.

p.6

Next steps

The childminder should consider how adult-led activities are delivered to children to ensure consistently clear learning intentions. The childminder should further support children to understand the consequences of why safety measures are in place to enable them to negotiate risk safely.

p.6

About this inspection

The inspector spoke with the childminder and children and received feedback from parents during the inspection.

p.6

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.

p.6

Address:

Registered person: Sherratt, Victoria Ann

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 17:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8