Higton-Shirt, Joanne

Higton-Shirt, Joanne

Unique reference number (URN): 503489 Address: 273 Handsworth Road, Handsworth, SHEFFIELD, South Yorkshire, S13 9BN Type: Childminder Registered with Ofsted: 01/08/2001 Registers: EYR, CCR, VCR Registered person: Higton-Shirt, Joanne

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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 make good progress from their individual starting points across all areas of learning. Children communicate with confidence and those with special educational needs and/or disabilities receive targeted help, which supports their achievement. The childminder works closely with parents, the local authority and other professionals to implement strategies to enable children to achieve well. Children develop a secure foundation in the prime areas of learning and develop the skills and knowledge they need to transition to school. They develop independence, manage personal care, cooperate with others and show increasing confidence in social situations.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high and consistent expectations of children. She works hard to support individual children as they learn about self-care and safety. The childminder establishes clear routines for toileting, handwashing and eating together and differentiates so that older children learn to do more for themselves. For example, children are offered responsibilities and use a child-sized dustpan and brush to help clear up after messy play. The childminder is clear, calm and available for children. She listens, gives children time and responds appropriately. As a result, children have a sense of belonging and feel valued. The childminder has positive relationships with children and parents. She spends time developing secure and trusting bonds with children. As a result, children like and trust her. Children are confident, feel safe and develop a positive attitude to exploring and learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages younger children to become involved in story time. Children snuggle together on the sofa and share a story. The childminder recognises the value of modelling engagement and cooperation. Her quality interactions and teaching model positive behaviour to children during activities. However, on a few occasions, younger children are not routinely involved in small-group activities. This means that they do not always benefit from the teaching of clear expectations and are sometimes distracted.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of regular attendance and communicates clearly with parents to ensure that children benefit from continuity of care.

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Children's welfare and wellbeing Expected standard

The childminder provides a warm and nurturing environment where children feel valued and secure. She knows each child well and responds to their individual needs, fostering strong attachments and positive relationships. Children develop confidence, independence and a sense of belonging because of her attentive care. Daily routines support wellbeing and self- care. The childminder encourages children to recognise, name and understand their emotions, for example as they take turns to swing in the garden. Children wash their hands, make choices and share healthy and sociable meals. Children enjoy daily opportunities to play in the garden, where they explore the natural environment, develop physical skills and enhance their communication and language. The childminder engages children in meaningful conversations, models language, extends vocabulary and responds sensitively to their contributions. For example, during story time, children copy phrases, count animals

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Children's welfare and wellbeing Expected standard

and describe pictures. The childminder differentiates her expectations and supports all children to succeed, including those with special educational needs and/or disabilities. Children learn about personal safety and develop social skills as they play alongside one another, sharing resources and cooperating. Close relationships with parents support continuity of care, including attention to children's home experiences, languages and routines. The childminder ensures all children, regardless of background or need, are included and supported to thrive, making secure foundations for their next stage of learning.

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Curriculum and teaching Expected standard

The childminder's curriculum focuses on the prime areas of learning, with a clear emphasis on communication and language, physical development and children's personal, social and emotional wellbeing. She knows children well and adapts interactions and activities to suit the needs of all children, particularly those with special educational needs and/or disabilities. She extends activities and builds on what children know and can do. For example, children listen to stories about Chinese New Year and explore sensory play with noodles.

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Curriculum and teaching Expected standard

The childminder follows children's interests and asks questions so that children are eager to share their ideas and use language. The childminder introduces numeracy as children count the animals in the story. Children press buttons and playfully repeat familiar sounds such as 'cock-a-doodle-doo'. The childminder embeds mathematics into all activities. Children count fruit at snack time and explore patterns and tracks outdoors. On a few occasions, the childminder does not model language correctly, for example using words such as 'horsey'. This does not support the development of correct vocabulary and language construction.

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Curriculum and teaching Expected standard

Children are active in the community. They walk to school each day and visit local parks and woodland. Children enjoy playing in the garden, where they learn to share, play alongside each other, take turns and help each other. Children learn about the natural world and caring for animals as they walk the dog and feed the fish. The childminder has high expectations of children and adapts her interactions to suit different ages and stages so that children learn about safety and self-care. The curriculum promotes independence and prepares children for their next stage of learning, for example, putting on coats and shoes, washing hands and using the toilet independently.

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Inclusion Expected standard

The childminder creates an inclusive and welcoming environment where children feel valued and secure. She gets to know children well and identifies starting points and next steps in learning for each child. She focuses on the prime areas of learning to support children's ongoing development. The childminder monitors children's progress and carries out assessments such as the 2-year progress check. She recognises gaps or delays in learning and works closely with parents and other professionals to implement strategies to support learning. For example, she is calm, listens carefully to children, gives them time to speak and interprets their emerging language. She repeats back words and phrases so that children feel valued and develop confidence. As a result, children are enthusiastic and eager to use language. The childminder adapts activities effectively to meet the individual needs of children, particularly those with special educational needs and/or disabilities. Children of different

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Inclusion Expected standard

ages and stages learn together successfully, taking turns, helping one another and developing positive relationships. The childminder promotes inclusion and diversity throughout her provision. She cares for families from a diverse community, including children who speak more than one language at home. The childminder builds close relationships with families in daily conversations. She learns about children's backgrounds and beliefs so that she can reflect these in engaging learning experiences for all children. For example, children learn about religions by visiting a mosque and a church. The childminder undertakes training to support the needs of children in her care.

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Leadership and governance Expected standard

The childminder is well organised and offers quality education and care. The curriculum is embedded and effective. She has developed secure routines and a safe environment, which supports children's learning, wellbeing and independence. Children benefit from strong relationships with the childminder and assistants who work with her. The childminder works closely with other professionals, including schools, playgroups and the local library, which supports transitions to school. The childminder works closely with parents to support individual needs, particularly for children with special educational needs and/or disabilities (SEND). She identifies starting points accurately, monitors children's progress carefully and adapts interactions and activities so that children achieve well. She networks with other professionals, groups and school to develop good practice, and she participates in training to develop her knowledge of SEND. Parents speak very highly of the childminder. They say

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Leadership and governance Expected standard

that children are thriving and that they develop good social skills and communication and language. Parents say that children are able to transfer things they have learned between setting and home. Examples include sequences and routines. Self-evaluation is developing. The childminder recognises areas for improvement, such as adapting the outdoor provision and focusing on her strengths in communication, language and relationships to engage younger children more fully in group activities such as storytelling. Strengthening systems for evaluating practice will support her in identifying her own strengths and areas for further development. Overall, leadership and governance ensure children receive consistent, personalised care and learning experiences, enabling them to thrive and prepare for their next stage of education.

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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 at this setting are happy, confident and well settled. They form close bonds with the childminder. She nurtures each child and engages with them attentively as they play, explore and learn. Children make choices in their play, participate actively in daily routines and enjoy a wide range of experiences, including visits to local parks, playgroups and the library, and daily walks to school. These activities support children's physical development, curiosity and understanding of the world.

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Inspector:

Caroline Brooks Children make good progress from their starting points, particularly in communication and language. The childminder models language well, extends vocabulary during story time and conversations, and adapts activities to support all children, including those with special educational needs and/or disabilities. Physical skills, independence and social development are nurtured through outdoor play and self-care. Children learn to do things for themselves and are helpful. For example, they help to sweep up after messy activities. Children are confident to express themselves, listen to others and participate in shared activities. As a result, children develop positive relationships with adults and children.

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Inspector:

Children have a sense of belonging and are eager to engage, learn and communicate. Children learn about a variety of cultural backgrounds, languages and experiences, and learning is enhanced as children explore themed activities about celebrations such as Chinese New Year. Children feel safe, secure and included, and their emotional wellbeing is supported through consistent routines and responsive care. The childminder is experienced, dedicated and well organised. She monitors children's progress and shares information with parents. She networks with other professionals and schools to support children, and she participates in training to enhance her practice.

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Inspector:

Children are thriving in this safe, inclusive environment. They enjoy their learning and achieve well from their starting points. Overall, they develop skills and independence ready for transition to the next stage of their education.

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Next steps

The childminder should use correct and complete words when interacting with children to support the development of their vocabulary. The childminder should develop a system of evaluation so that she can identify her own strengths and areas of development more effectively.

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About this inspection

The inspector spoke with parents and assistants 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.

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Address:

273 Handsworth Road Handsworth SHEFFIELD South Yorkshire S13 9BN

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:00

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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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