Harwood, Jolleen Denise

Harwood, Jolleen Denise

Unique reference number (URN): 2745491 Address: 3 Oak Bank, Croydon, CR0 9EA Type: Childminder Registered with Ofsted: 21/09/2023 Registers: EYR, CCR, VCR Registered person: Harwood, Jolleen Denise

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

Achievement Expected standard

Overall, children progress securely in their learning and development, including those with additional needs. Children learn independence skills. For instance, younger children learn to feed themselves, and older children put on their coats and shoes. Children have a range of physical skills. Older children climb and learn how to kick and catch balls. Younger children learn how to walk and climb. Overall, children develop effective communication and skills. However, due to minor weaknesses in practice, children do not have consistent opportunities to excel in their learning and development in the area of language and literacy and develop a love of books.

p.2

Behaviour, attitudes and establishing routines Expected standard

Generally, children behave in positive ways. Older children show kindness and take care of younger children. For example, they welcome children as they arrive and share their toys with them. The childminder has warm and close relationships with children. For instance, she greets children warmly when they arrive and speaks gently to them. The childminder manages children's behaviour successfully. She praises and rewards children for specific positive behaviour, such as being kind or helping to tidy up.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder helps older children to resolve any differences by talking with them to support them in reaching a fair resolution. Overall, she uses behaviour management approaches that are suitable for different developmental stages. For instance, the childminder uses distraction techniques for younger children. Children get along with each other as they make up stories and play well together in the playhouse in the garden. The childminder encourages children to take turns when using different resources in the garden, and children learn how to share. The childminder talks with parents and carers about the value of regular attendance to help children's progress and learning.

p.2

Children's welfare and wellbeing Expected standard

The childminder has secure, trusting relationships with children and views children's safety with high importance. She checks the garden and indoor areas each day to ensure that they are clean and safe for children's use. Generally, the childminder ensures that routines meet the needs of children. For example, she supervises children well during sleep times. However, some children sleep in pushchairs, which does not promote their comfort as they sleep. The childminder provides freshly prepared nutritious food for children's meals and snacks. She speaks with children about the value of eating well. The childminder ensures that children have daily physical activities to support healthy lifestyles.

p.2

Children's welfare and wellbeing Expected standard

The childminder helps children learn about different feelings. For example, she uses flash cards that have different facial expressions to teach children the names of different emotions. The childminder responds reassuringly to children who express alarm when they hear a neighbour's dog growl and helps them learn how to manage their emotions. The childminder teaches children how to act in safe ways. She teaches them about road safety and how to use tools, such as scissors, with care and caution. This helps children to act in safe ways.

p.2

Curriculum and teaching Expected standard

Generally, the childminder provides a fun curriculum based on children's changing interests, areas of learning and next steps for learning, including children with special educational needs and/or disabilities. She supports children's mathematical development well. For example, she encourages children to confidently count the number of circles in a drawing of a caterpillar's body and match them to the correct numeral. The childminder teaches children names of different shapes and sings number songs and rhymes to secure their counting skills.

p.3

Curriculum and teaching Expected standard

Generally, the childminder helps children acquire secure communication and language skills. She models sentences clearly while speaking with children throughout the day. The childminder teaches children new words, such as 'up' and 'down', as they play with cars on a ramp. Children learn about words that rhyme as they sing nursery songs and rhymes. However, the childminder does not consistently ensure that children have access to a wide range of books to support their language and literacy skills. This means that children are not consistently able to select books for themselves to browse through, enjoy independently and develop a love of books.

p.3

Curriculum and teaching Expected standard

The childminder prioritises children's physical, personal, social and emotional development. For instance, children learn to share and to take turns by playing simple games. Older children act as role models for positive behaviour by reminding younger children how to tidy up. The childminder ensures that children are able to choose where they play and learn best. As a result, children choose to spend much of their time in the outdoor area practising a variety of physical skills.

p.3

Inclusion Expected standard

Generally, the childminder takes time to get to know each child well from their starting points. She observes children closely to assess their skills, which includes carrying out the required progress checks for children aged between 2 and 3 years. As a result, the childminder has some insight into areas that a child may need extra support. The childminder has attended training on how to identify and support children with special educational needs and/or disabilities (SEND). This has led to greater understanding in this area.

p.3

Inclusion Expected standard

Generally, the childminder ensures that routines and curriculum activities are adapted to meet the individual needs of children with SEND and children who face barriers to their learning. She uses an effective approach that involves assessing children's needs, planning, implementing activities and reviewing them to make any necessary adjustments. The childminder has secure knowledge of relevant professionals to provide further support, such as doctors and health visitors, which she shares with parents and carers.

p.3

Leadership and governance Expected standard

Generally, the childminder reviews her work and sets relevant goals to enhance children's care and learning. She understands the value of keeping her skills and knowledge up to date. For example, the childminder attends different courses, including a course on supporting children's physical development. This has led to better outcomes for children.

p.4

Leadership and governance Expected standard

The childminder works effectively with assistants. She meets with them regularly to discuss and support their work. Overall, the childminder works well with parents and carers. For example, she provides verbal feedback to parents when they collect their children each day. The childminder also sends secure electronic messages and photos of children at play to share information on their progress and learning. However, the childminder has not fully developed this partnership to support children's development. For example, liaison with parents is not fully effective in supporting children to have more comfortable sleep routines. This means that work with parents is sometimes ineffective in promoting the best outcomes for children.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

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

Children experience a happy and fun environment. They form close attachments to the childminder and staff she works with. The childminder helps children to settle in with care and pays attention to their individual needs. She takes time to find out about children's interests and care routines at home. The childminder uses this information to provide activities and routines that meet each child's needs effectively. Children settle well and form happy, positive relationships with each other. The childminder interacts with children using warm eye contact, and she gets down to their level. The childminder gives children reassuring cuddles, and children feel valued and secure.

p.5

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

Overall, children achieve well, whatever their starting points in development. Generally, the curriculum is broad and balanced, and children enjoy a range of interesting activities. The childminder supports children's physical development successfully. For example, she provides slides that meet the needs of younger and older children. Children practise their ball skills as they kick large balls around the garden. They learn to steer and navigate a range of wheeled toys with skill. The childminder helps children develop a secure understanding of the world. She takes children out on farm visits where they observe and learn about different animals. The childminder teaches children about different types of weather and seasons.

p.5

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

Children learn to do things for themselves, such as tidying up after play. They are confident and keen learners who concentrate well and have positive attitudes to their learning. These activities provide a useful foundation of skills to support children for their next stage in learning. The childminder values each child. She encourages regular attendance to help promote the best outcomes for children.

p.5

Address:

Registered person: Harwood, Jolleen Denise

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

p.6

Next steps

The childminder should consistently help children fully develop a love of books, such as by ensuring that they have access to a wide range of books. The childminder should continue to enhance partnerships with parents and carers to support children's development, particularly in relation to sleep routines.

p.6

About this inspection

The inspector spoke with the childminder and children. She considered the views of 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

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.7

Needs attention

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

p.7

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.

p.7

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