Jennifer Ann Denton

Denton, Jennifer Ann

Unique reference number (URN): EY458446 Address: 70 West Street, CHIPPING NORTON, Oxfordshire, OX7 5ER Type: Childminder Registered with Ofsted: 09/04/2013 Registers: EYR, CCR, VCR Registered person: Denton, Jennifer 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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Achievement Strong standard

Children make steady and superb progress from their starting points. They experience a wide and varied curriculum that supports their learning and development across all aspects of the early years foundation stage.

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Achievement Strong standard

Children engage and focus on their chosen play and learning. They explore and develop their skills in communication and language. Children are confident communicators and readily share their learning with their peers and the childminder. Children have excellent language skills and enjoy sharing these as they retell favourite stories using resources to act out the story together. They talk with enthusiasm about what they are doing and invite their peers into their play.

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Achievement Strong standard

Children develop their physical skills as they explore the garden space. They learn to negotiate the spaces around them as they run, climb, balance and explore many activities. Children are curious and confident in making choices about their learning and development.

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Behaviour, attitudes and establishing routines Strong standard

Children behave incredibly well. The childminder and the children have strong, meaningful and trusting relationships where the children feel safe and secure in her care. The childminder works collaboratively with parents to promote the importance of attendance and establishing routines. This helps children understand what to expect and when. The childminder has positive relationships with parents and works with them to remove any barriers to learning. These positive relationships ensure that children receive consistent messages that support their personal, social and emotional development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a fantastic role model to the children. She is polite, calm and patient. As a result, children show kindness and care towards their peers and the childminder. Children engage in many activities and are quick to include their friends. They enjoy helping each other. For example, children help others find favourite toys, and they share resources to play collaboratively. The childminder offers praise and encouragement, which supports positive relationships and gives children a sense of pride in their achievements. She is mindful of children's different ages and stages of development and adapts her interactions and the teaching environment to meet their individual needs.

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Behaviour, attitudes and establishing routines Strong standard

Children are resilient as they learn that they can do challenging things. For instance, when a child feels unable to do something, the childminder talks them through it, explaining that we can do hard things if we keep trying and believe we can. This helps build a high level of self- esteem.

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Children's welfare and wellbeing Strong standard

The childminder develops secure and meaningful relationships with children. She has established routines that help children know what to expect and when. Children show high levels of confidence as they engage and access a range of activities and resources in the childminder's home. They are quick to include the childminder in their play and ask for help when needed. Children enjoy sharing their learning and talking to the childminder about what they learned the day before. They show a sense of belonging and security. The childminder supports children in developing their understanding of their emotions and the language they need to share how they are feeling. This boosts children's confidence to try and explore their skills and abilities.

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Children's welfare and wellbeing Strong standard

The childminder shares information and learning with parents. She works consistently to evaluate and assess teaching and learning. This helps the childminder identify children's individual needs and develop the teaching environment to meet them.

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Children's welfare and wellbeing Strong standard

The childminder plans many activities and outings in the local community. This builds children's confidence and understanding of the local areas. Children enjoy trips to local markets and the library where they learn about different people and places around them. When the childminder takes children on outings, she prioritises their safety. She teaches them about road safety and how to be safe when exploring a range of different environments.

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Curriculum and teaching Strong standard

The childminder plans a sequenced and ambitious curriculum that is adaptable and inclusive to meet the individual needs and interests of the children she cares for. She has high expectations of what children can achieve across all areas of the early years foundation stage.

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Curriculum and teaching Strong standard

Children access a wide range of activities and a wealth of learning opportunities. The childminder ensures that children consistently have opportunities to develop their communication and language skills. She reads with children daily, and children enjoy many songs and rhymes. The childminder uses these opportunities to extend and introduce new vocabulary, further developing children's acquisition of language. She promptly identifies gaps in learning and adapts her teaching approach to meet children's varying needs. The childminder is ambitious for children's learning and works effectively to remove barriers to learning. As a result, children are confident communicators.

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Curriculum and teaching Strong standard

Children develop their mathematical skills and knowledge through meaningful activities that promote number recognition and counting. Children build their learning across a range of activities, and the childminder follows their lead. The childminder provides the encouragement and praise that support children's engagement and focus on activities. The childminder carries out frequent assessments and tracks each child's knowledge, skills and understanding across all areas of the curriculum. She then uses this information to plan and adapt her teaching and her curriculum.

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Inclusion Strong standard

The childminder uses observation and assessment to precisely identify any gaps in learning. She is conscientious in removing barriers to learning and ensuring that the teaching environment and curriculum are comprehensive and effective in building on children's learning and development. The childminder consistently has high expectations for all children, including those with special educational needs and/or disabilities. She plans targeted support and teaching to ensure that all children have access to many interesting and purposeful activities. These activities, along with meaningful interactions, support children's consistent progress.

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Inclusion Strong standard

The childminder shares information with parents and external agencies about the children in her care. She gathers information about children's starting points to ensure that they are continually supported in developing their next steps in learning. The childminder learns about the languages children speak at home and family beliefs. She uses this information to plan activities that celebrate every child. Children learn about their similarities and differences. This helps them build positive and respectful relationships where they celebrate each other.

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Inclusion Strong standard

The childminder understands her role to engage parents and help them make timely referrals to health visitors or other professionals, where necessary. She understands the benefit and use of additional funding and how to use it to support children's learning and development.

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Leadership and governance Strong standard

The childminder consistently evaluates her practice and skills. She promptly identifies any gaps in knowledge and seeks to undertake training that supports her ongoing professional development. For example, the childminder has recently received training about the acquisition and comprehension of language. This knowledge aids her in planning and developing the curriculum to ensure that all children continue to make progress. The childminder shares new learning with parents and other professionals. This helps the childminder develop her provision to meet the individual needs of the children in her care.

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Leadership and governance Strong standard

The childminder is committed to ensuring that any children facing barriers to learning are supported and able to access the environment and teaching she offers. She works effectively with parents to ensure that all children, including those with special educational needs and/or disabilities, can attend and engage in their learning and development. The childminder frequently assesses children's progress and shares current learning and next steps with parents to ensure that they work together to support children's overall learning.

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Leadership and governance Strong standard

The childminder strives to build and develop children who are confident, curious and focused on their learning. She builds secure attachments with children to ensure that they feel safe and settled in her care. These secure attachments help children confidently engage and focus on their play and learning.

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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 are confident, curious and very happy. They engage and focus for extended periods at their chosen activities. The childminder knows the children incredibly well and adapts her approach to meet the varying needs and interests of those attending. The childminder creates a learning environment where children feel safe and show a high level of self-esteem and sense of belonging. She ensures that her curriculum planning considers all children's needs and next steps. The childminder ensures that all activities and experiences she offers are appropriate for children's ages and stages of development.

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Address:

70 West Street CHIPPING NORTON Oxfordshire OX7 5ER Children are independent and well supported as they develop their skills in managing their care needs. The childminder is proactive in developing children's confidence and resilience in their abilities. Children develop and establish positive and meaningful relationships. They learn about each other and are incredibly kind and polite to each other.

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Address:

The childminder supports children with specific gaps in their progress. She skilfully plans targeted support and activities to ensure that children make ongoing progress. Children are supported when attending groups outside of the setting to boost their social experiences and confidence when interacting with other children and adults. The childminder listens attentively to each child and responds thoughtfully and sensitively. Children feel valued and forge strong bonds with the childminder. Children, including those with special educational needs and/or disabilities, consistently achieve from their starting points.

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Next steps

The childminder should sustain her work of professional development and training to ensure continued improvement and high standards, focusing on transformational impact on children's development.

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About this inspection

The inspector spoke to the childminder and children 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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.

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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

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 .

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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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