Jennings, Lisa Ann

Jennings, Lisa Ann

Unique reference number (URN): EY288808 Address: 41 Edgebury, CHISLEHURST, Kent, BR7 6JL Type: Childminder Registered with Ofsted: 27/07/2004 Registers: EYR, CCR, VCR Registered person: Jennings, Lisa Ann

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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

The childminder instils a respectful culture in her home. Children fully understand and embed the expectations of the setting. They are reminded to be kind to one another, even during their imaginary play. On rare occasions when children are not following expectations, this is quickly addressed and resolved calmly and effectively. The childminder has high expectations of children at all times. Children demonstrate their understanding of this, as they consistently use good manners without prompting. They learn to manage their own feelings and behaviour, and remind one another of expectations. The childminder implements reward systems for children. She awards them for receiving positive feedback from school, for helping each other and showing kindness, and following mealtime routines. This encourages children to repeat these behaviours and increases their self-esteem.

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Behaviour, attitudes and establishing routines Strong standard

Children show high levels of confidence in the childminder's home. They follow embedded routines and require little supervision from the childminder when completing tasks such as washing their hands. There are continuous opportunities for children to develop their relationships with one another, as they are asked to help each other to take on tasks and are provided with games that require cooperation and patience. Children attend regularly, and the childminder records and monitors any absences so that she can follow up any concerns. Children with special educational needs and/or disabilities develop positive attendance habits. The childminder creates an environment where they enjoy attending, and this contributes to their positivity towards going to school.

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Behaviour, attitudes and establishing routines Strong standard

Children have consistently positive attitudes to learning and are keen to engage and further their skills outside of school. They show genuine enjoyment as they play highly-skilled games and maintain their attention as they each take turns to have a go. The childminder joins in games and supports children to understand and follow the rules. This further strengthens the relationships she has with them.

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Children's welfare and wellbeing Strong standard

The childminder is highly responsive to children's needs and understands their individuality. She adapts routines and her approaches to ensure all children feel comfortable. Her expectations are realistic and achievable for those children who require extra support. She understands that school requires children to be physically and mentally active, and allows them time to rest and relax, providing space for them to do this.

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Children's welfare and wellbeing Strong standard

Children follow good hygiene practices without prompting and show high levels of confidence in what they need to do. The childminder designates specific tasks for children during their time with her. They take responsibility for giving children their meals and check that they have received what they requested. Children are familiar with each other's dietary requirements and remind each other of what food they can and cannot eat. Children make choices about healthy food options. The childminder carefully designs menus based on what she knows about children's preferences and dietary needs. She talks to children about the dangers of choking and helps them to understand the signs of this so that they can alert an adult if they see somebody in difficulty. This helps children to learn about looking after one another and keeping themselves healthy.

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Inclusion Strong standard

The childminder is highly in tune with children who have special educational needs and/or disabilities. She dedicates time to finding out information about them so that she has a thorough understanding of their needs. She builds close relationships with parents and other professionals so that support for children is well coordinated. For example, she attends other settings where children attend so that she can gain a full understanding of how specific strategies are used. She involves children in decision-making, considering their changing needs, and adapts the environment and experiences on offer to accommodate this. She has strong links with other agencies and has engaged in training to keep her own knowledge up to date. The childminder finds out what support is available for children and their families. Parents actively seek out support from the childminder and comment that they have noticed considerable progress in their children since attending.

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Inclusion Strong standard

The childminder quickly identifies where children require further support. For children who also attend school, she works closely with their teachers to gain an understanding of what areas of learning children need support with. She cleverly incorporates children's interests into learning experiences, so that they make progress in areas of their development which are weaker. She does this through enjoyable play activities. The childminder is flexible with her routines so that children can access further support from other services. She liaises with parents and professionals regularly so that she can monitor the progress they make.

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Leadership and governance Strong standard

The childminder is dedicated and passionate about the care she provides. She prioritises children's learning and wellbeing, and centres her practice around providing for this. She frequently collects the views of children and parents and uses this information to self- evaluate the experiences she provides. She is highly reflective and perceptive of her own setting and identifies areas where she can make further improvements. She keeps up to date with training and actively seeks ways to further her knowledge. The childminder has a clear understanding of how enhancing her professional development impacts on children's learning experiences. She works with her co-childminder to successfully embed training into practice to ensure this makes a difference to children.

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Leadership and governance Strong standard

She has a good understanding of the local area and makes links with other professionals to find out about services available to parents and children. She regularly attends networking forums delivered by the local authority and knows who she can contact for further advice and guidance. The childminder develops strong partnerships with parents who comment extremely highly of the care their children receive. They say that they feel part of her family and note the remarkable differences they have seen in their children since attending.

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Leadership and governance Strong standard

The childminder has committed her personal time to spend time in schools that children attend. This has helped to develop an understanding of what is expected of children and how she can support their readiness for school, while accommodating their individual needs. She has focused some of this time getting to know how to support children with special educational needs and/or disabilities, so that she can accurately assess their needs and coordinate plans of support for them.

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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

The childminder provides an extremely welcoming and stimulating environment. She develops strong bonds with children that help them to feel safe and settled. Children excitedly greet her as they transition from school to her care. They run to her and give her

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Inspector:

hugs as they meet her. The childminder immediately asks children about their day in school and shows genuine interest in how they are feeling. She is highly in tune with children. For example, she understands that some children do not always eat much during their day, so she ensures she has a healthy snack for them to eat as they leave school.

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Inspector:

Children have access to an abundance of resources that ignite their interest and support their learning. They play tactical games that encourage their critical and strategic thinking. The childminder organises the environment thoughtfully. Children are inspired and excited to take part in the interesting activities she provides. She considers children's interests in the learning opportunities she provides which means they are keen to engage as soon as they arrive at her home. She is skilled at supporting children's learning through their own ideas. She gently guides conversations they have, allowing them to explore their own thoughts. She involves other children in these interactions, further developing the relationships between them.

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Inspector:

The childminder has extremely high expectations for children. She teaches them to be respectful of her home and one another. Children demonstrate that they feel comfortable and safe. Their understanding of routines and boundaries help them to develop emotional security and positive relationships among themselves. The childminder ensures all children feel included in her home. Children with special educational needs and/or disabilities are thoroughly included in the planning of activities. The childminder understands their individuality and successfully adapts her routines and practice to meet the needs of all children.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, and parents 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. Christine Ward

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Address:

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

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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. 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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