Speed, Teresa Frances

Speed, Teresa Frances

Unique reference number (URN): EY411841 Address: 4 Daws Avenue, Bournemouth, Dorset, BH11 8SD Type: Childminder Registered with Ofsted: 02/09/2010 Registers: EYR, CCR, VCR Registered person: Speed, Teresa Frances

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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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Children's welfare and wellbeing Strong standard

The childminder builds close and trusting bonds with children and their families. She displays family photos to help children develop a secure sense of belonging. The childminder implements robust processes when settling children, providing extra opportunities for families to visit the setting. This supports children who may find the transition a challenge. The childminder adjusts processes from the start to suit the needs of all children, demonstrating her commitment and care. The childminder has thorough knowledge of children and their routines. She plans her routines carefully, ensuring that children can rest and sleep safely. Consequently, children feel valued and respected, and they develop their self-worth and confidence quickly. Older children confidently share how they are feeling as they begin to label and understand their emotions, building on their emotional wellbeing. The childminder is responsive to children's needs, and parents

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Children's welfare and wellbeing Strong standard

comment that they feel heard and valued.

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Children's welfare and wellbeing Strong standard

The childminder helps children begin to make healthy choices. They explore various activities related to oral hygiene, and the childminder uses mealtimes to promote healthy eating. For example, children explore a pomelo and dragon fruit during snack time and enjoy freshly cooked lunches. Parents discuss the impact of this and how it has supported children in trying new foods. The childminder incorporates foods from other cultures into her menus, expanding children's knowledge and tastes. Children benefit from fresh air daily, supporting their wellbeing and physical development.

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Children's welfare and wellbeing Strong standard

The childminder helps children learn about their safety, such as road safety. Children take immense pride in their emerging self-care skills and proudly explain how well they have done with toileting. The childminder and her assistants use lots of positive praise to celebrate.

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Achievement Expected standard

Typically, all children make progress across all areas of learning in preparation for their future learning. Children compare the weights of fruits and explore different textures during snack time, using language such as 'heavier' and 'lighter'. Younger children use language of size and enjoy number rhymes, holding up their fingers to begin to represent numbers. Children independently choose various books. They focus well and listen intently.

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Achievement Expected standard

Children confidently explore the various learning environments the childminder has created, helping them sustain their focus, motivation and engagement in their learning. Older children participate in the story sequencing board and retell simple stories, expanding their vocabulary and comprehension. Outside, children confidently ride bikes and negotiate the space around them. Younger children run and climb, and they have fun developing their large-muscle skills. Children play alongside each other, independently and collaboratively.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for behaviour and implements clear boundaries. She shares these with parents, who use them at home, providing consistency between home and the setting. The childminder adapts expectations to ensure that they reflect the ages and abilities of all children. For example, when children struggle taking turns, the childminder calmly and supportively intervenes, using discussion to help them regulate their emotions and return to their play. The childminder encourages younger children to look at their hands and gently reiterates the 'kind hands' expectation. This helps all children learn and understand what is expected of them. Older children develop patience, tolerance and resilience while waiting for their turn, as they collaborate with others during a game that they have chosen together independently.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and assistants encourage manners and are positive role models for children. Children seek reassurance when they need support, forming nurturing relationships with each other. The childminder promotes the importance of punctuality and attendance and follows up any absences quickly. She monitors attendance patterns and works flexibly with parents to remove any barriers to attendance that they may face. As a result, children attend regularly and settle quickly, and they are ready to learn. This helps families form positive habits in preparation for when their children go to school.

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Curriculum and teaching Expected standard

The childminder reviews and reflects on the curriculum and welcomes feedback from parents and assistants to build and develop the quality of education over time. She has clear intentions for all children's learning and tailors activities to their needs and abilities. This helps children overcome any barriers to their learning and/or wellbeing. The childminder uses ongoing assessments of children's progress to identify clearly what they need to learn next. She ensures that children have choices across all areas of development, enabling them to lead their learning. For example, younger children demonstrate their physical strength when climbing up the steps to go down the slide, and older children enjoy mark making, developing their dexterity in their fingers. All children have daily opportunities to listen to stories and songs and explore the 'book of the month', helping them recall phrases from familiar stories. The childminder helps children explore mathematical concepts,

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Curriculum and teaching Expected standard

including shape, number and measure, through daily routines.

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Curriculum and teaching Expected standard

The childminder places priority on children's personal, social and emotional development, reflecting this in her daily routines. For example, small-group times support social interactions and attachments. Children demonstrate their trusting relationships with the childminder and staff, as they all enjoy using their imaginations in the role-play cafe and setting up picnics. Children engage in back-and-forth interactions with the childminder and assistants. They learn new words, and younger children repeat short phrases. However, the childminder does not take all opportunities to encourage her assistants to interact with children. This means interactions do not fully target children's individual next steps in learning. Subsequently, this does not help children further build on what they know and can do.

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Inclusion Expected standard

The childminder places focus on ensuring that she provides an inclusive environment for all children. She uses regular and effective assessment and monitoring processes to accurately identify when children may need additional support. The childminder then monitors children's progress closely to ensure that they continue to progress well. The childminder uses approaches to specifically monitor children's speech and language, helping to begin to close emerging gaps in learning swiftly. However, targeted training for assistants is not yet embedded to fully support children's learning styles. Children typically make steady progress across the 7 areas of learning.

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Inclusion Expected standard

The childminder understands the importance of working with other professionals to ensure that children promptly receive the specialist support they may need. The effective and trusting partnerships with parents also aid the continuity of support children receive. For example, the childminder shares supportive strategies with parents and offers advice on topics such as sleeping and eating routines when needed. The childminder makes necessary adaptations to her practice to incorporate children's individual needs, including providing various menu options to cater for specific allergies, intolerances or preferences. She uses additional funding effectively to enhance children's experiences and learning. As a result, all children make progress in an inclusive learning environment.

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Leadership and governance Expected standard

The childminder undertakes online courses and webinars to keep her knowledge up to date and refreshed. She has recently completed a refresher on the early years foundation stage curriculum and would like to implement more activities around 'science' to foster children's curiosity, collaboration and thinking. However, the childminder has not yet embedded targeted training that is aligned to children's needs to further enhance the quality of their learning experiences. The childminder reflects on her provision and uses feedback from parents and assistants to help identify the setting's strengths and areas for development and to ensure that any decisions are made in the best interests of the children.

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Leadership and governance Expected standard

The childminder works closely with staff at other settings children attend to share and discuss children's development. She also supports children's transitions to ensure that they are as smooth as possible. The childminder discusses the importance of sharing information to gain a more holistic view of children's development and learning. She has formed robust partnerships with parents and will seek advice from other professionals to provide additional support for children when needed. This provides a collaborative approach to children's learning and development.

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Leadership and governance Expected standard

Assistants report high levels of wellbeing and feel valued in their roles. The childminder reflects on her workload and works to manageable expectations, supporting her own wellbeing.

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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 demonstrate they feel safe and secure. They settle quickly and confidently move around the childminder's home, exploring the activities on offer with their peers. Children notice who has not arrived yet and confidently say the names of their peers, indicating their emerging friendships. The childminder has established secure relationships with children and understands the importance of working closely with families to address any barriers to children's learning and/or wellbeing. The childminder deeply values children's uniqueness and individuality. She uses her firm knowledge of children and families to complement her

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About this setting

Unique reference number (URN): EY411841 curriculum. For example, she introduces various cultures and traditions that children celebrate. This expands all children's understanding of culture and diversity at an age- appropriate level.

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About this setting

Children enjoy their time at the home-from-home setting. Outside, they have fun matching colours as they put the coloured balls into the matching buckets. The childminder uses her clear knowledge of the children to provide a well-sequenced curriculum that is tailored to meet the needs and next steps of all children. For example, she ensures that children who prefer to learn outside can do so. Children investigate an array of thoughtfully planned activities that aim to build on their existing skills and knowledge. As a result, all children make steady progress from their starting points.

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About this setting

Children benefit from opportunities to practise their emerging independence. They wash their hands while singing the 'handwashing song', and older children confidently discuss their likes and dislikes during snack time. Children develop their self-confidence and self- esteem, enjoying the responsibility of small tasks, such as serving healthy snacks.

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Next steps

The childminder should seek further ways to help develop assistants' interactions with children to target their next steps in learning. The childminder should refine her own and her assistants' professional development by planning future training more strategically to align with children's emerging needs.

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About this inspection

The inspector spoke with the childminder, assistants and children during the inspection. Parents shared their views with the inspector.

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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:

4 Daws Avenue Bournemouth Dorset BH11 8SD

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Address:

Registered person: Speed, Teresa Frances

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

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Address:

Local authority: Bournemouth, Christchurch & Poole

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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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