Ramskill, Julie Louise

Ramskill, Julie Louise

Unique reference number (URN): EY344048 Address: 140b Dalton Lane, Rotherham, South Yorkshire, S65 3QJ Type: Childminder Registered with Ofsted: 07/12/2006 Registers: EYR, CCR, VCR Registered person: Ramskill, Julie Louise

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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 Strong standard

Children build strong foundations that prepare them for the next stage of their education. All children, including those with special educational needs and/or disabilities, make remarkable progress from their starting points. They become confident, independent learners and persevere as they tackle and solve problems in their play. For example, children prepare food independently using a range of age-appropriate tools safely and effectively. They cut vegetables to make soup, cut their own fruit at snack time and enjoy choosing ingredients and making their own sandwiches at lunch.

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Achievement Strong standard

Children confidently express themselves and use their rapidly developing vocabulary as they engage in purposeful, lively conversations with the childminder, any assistants she works with, and their peers. Children are beginning to understand early mathematical concepts and use mathematical language. Children demonstrate their developing physical skills when climbing, balancing and riding bikes outdoors.

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Behaviour, attitudes and establishing routines Strong standard

Children develop meaningful, trusting bonds with the childminder. They share their thoughts, ask questions and eagerly invite her to play. The childminder establishes consistent and effective routines that help children feel secure and confident. In addition, the environment is both calm and purposeful, with children excitedly exploring a variety of thoughtfully arranged resources, displays and books. The childminder makes her curriculum accessible to children of every age group and offers support to ensure that younger children are fully included. By working closely with parents, she encourages regular attendance, highlighting the positive impact this has on children's development.

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Behaviour, attitudes and establishing routines Strong standard

With her highly effective teaching methods, the childminder helps children understand what behaviour is expected. From an early age, children are taught to share, take turns and treat others with respect. Older children are kind to younger children and understanding of their needs. For example, older children offer a hand to support younger children as they climb on the outdoor equipment. They prepare and enjoy healthy food together in a friendly, relaxed setting, consistently demonstrating politeness and good manners. Children respond enthusiastically to the childminder's steady encouragement and receive frequent praise for their efforts and successes. This boosts their confidence and emotional wellbeing. As a result, children gain strong self-belief and are exceptionally well prepared for their future learning.

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Children's welfare and wellbeing Strong standard

Consistent routines help children to become independent and build important life skills. The childminder holds high standards, and children show understanding in maintaining good hygiene practices. They confidently complete age-appropriate personal care tasks. For example, they put their coats and shoes on, safely cut fruit with safety knives for snacks, and pour their own water at mealtimes under careful supervision to ensure their wellbeing. Children are given responsibility. Older children help to set up the table for lunch and all children are encouraged to tidy up activities before moving on.

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Children's welfare and wellbeing Strong standard

The childminder very successfully encourages children to make choices and attentively listens to their thoughts and opinions. This helps them feel appreciated and boosts their confidence. Children are enthusiastic about being active, especially enjoying outdoor play where they explore various resources. By guiding children to take small, safe risks, the childminder supports them in becoming resilient and self-assured. She also helps them understand and explore their emotions and feelings through discussions, stories and resources for them to share. The childminder promptly offers comfort, praise and reassurance whenever needed. Children feel safe and secure to share their feelings.

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Curriculum and teaching Strong standard

The childminder sets out a clear vision for children's learning and achievement. Her curriculum is skilfully adapted to meet the needs of all children. The childminder expertly prioritises children's communication and language development, interacting with them throughout the day by commenting on their activities, introducing new vocabulary and posing questions. She encourages children to speak clearly and allows them time to think and respond. She weaves stories, rhymes and songs into her teaching throughout the day and very successfully introduces new vocabulary.

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Curriculum and teaching Strong standard

There is a clear and well-targeted focus on promoting children's personal, social and emotional development. The childminder recognises the importance of teaching children essential life skills. She plans regular outings to build children's confidence in new situations and broaden their knowledge of the world around them. The childminder takes children to network groups with other childminders to promote their social skills, carry out group activities and take part in a diverse range of celebrations. Through these experiences, children learn about different lifestyles and cultural experiences. Children enjoy trips to the local parks and woodlands and visit supermarkets to buy ingredients.

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Curriculum and teaching Strong standard

The childminder forges links with schools and nurseries to support children's smooth transition and ensures that she implements consistent approaches across the curriculum. She provides detailed reports that inform settings about each child's needs and current progress.

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Inclusion Strong standard

The childminder consistently makes a demonstrable difference to the opportunities 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. She supports every child to take part fully in the setting. The childminder is consistent in making sure that the barriers children face are swiftly identified and effectively addressed. She rigorously monitors the progress of children receiving statutory support and those who may also face other barriers to their learning and/or wellbeing. Adaptations are systematically and skilfully adjusted as needed so that they make a sustained difference to children's opportunities and experiences. For example, a safe, calm sensory space has been created for children to use when they need to regulate themselves or just require some quiet time.

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Inclusion Strong standard

The childminder adapts routines where needed so children feel settled and included. Calm and responsive interactions help children to take turns, share and respond to their friends. These daily experiences consistently support children's confidence and emotional development. The childminder uses observations to monitor children's progress and plans support to help children make progress. She seeks advice from external professionals when needed. As a result, children feel valued and secure. They build confidence and develop the skills they need for future learning and participation in group activities.

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Inclusion Strong standard

The childminder understands the importance of professional development and regularly undertakes training that enables her to introduce highly effective strategies that reduce any barriers to learning. The childminder works closely with parents and offers support and advice so that all children can reach their full potential.

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Leadership and governance Strong standard

Ongoing reflection and evaluation of the provision underpin the childminder's commitment to delivering high-quality experiences for all children. She regularly adapts planning and the environment to sustain engagement and promote excitement in learning. The childminder actively sources and participates in a variety of training courses and webinars. She uses new strategies garnered from professional development opportunities in her practice to further enhance children's learning outcomes. She remains current with sector developments and demonstrates a strong commitment to continuous growth by expanding and refreshing her knowledge and skills.

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Leadership and governance Strong standard

The childminder establishes effective and collaborative partnerships with parents, fostering warm and trusting relationships. She ensures that parents are consistently informed about their children's experiences and developmental progress. She provides parents with guidance and resources to support learning at home. Parental feedback is highly favourable, expressing appreciation for the quality of care provided and their children's enthusiasm for attending the setting.

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Leadership and governance Strong standard

The childminder works effectively with other key early years professionals, such as local authority advisers and speech and language specialists. These professional relationships, along with the ongoing communication with parents, help her to ensure that each child gets the best start in life.

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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 thrive and display confidence in the care of this welcoming and friendly childminder, who develops a strong understanding of each child's personality. The childminder collects information from parents about their children's specific needs at the outset, which helps children settle in smoothly. Children form secure bonds with the childminder and younger children seek her out for reassurance if needed. The childminder understands children's home lives and their starting points when they join, and she carefully monitors their progress over time. The childminder uses this knowledge to support children's learning and care

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Inspector:

needs to a very high level. She identifies gaps in children's learning swiftly and puts plans in place using an integrated response to support children.

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Inspector:

Children are supported to develop their independence. Routine and regular activities mean that even the youngest children have an understanding of what to expect next, and this enables them to be involved in all aspects of the day. Building these independence skills prepares them for the next steps in their learning journeys.

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Inspector:

The childminder organises the premises exceptionally well to meet children's needs and makes highly effective use of all available space, including the outdoor area. She adapts the area to suit the children's needs and stages of development. For example, she has created a small enclosed sensory area with cushioned flooring to support children with additional needs. She provides a wide range of high-quality, age-appropriate resources that successfully engage children and stimulate their curiosity. Children remain highly motivated and deeply engaged in their learning throughout the day.

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Inspector:

The childminder uses the environment purposefully to support learning, displaying materials that children regularly refer to during play and discussion, particularly when exploring their emotions. For example, children bring the 'colour monster' teddies to the childminder, encouraging her to read the story and prompting discussions around feelings.

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Inspector:

The childminder demonstrates a strong commitment to professional development and continually improves her provision by applying knowledge gained from training.

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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 pupils/learners, 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 childminder, assistants, children 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. Claire Owen

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Address:

140b Dalton Lane Rotherham South Yorkshire S65 3QJ

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Address:

Registered person: Ramskill, Julie Louise

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Address:

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

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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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