Mrs Penny Jane Knowles

Mrs Penny Jane Knowles

Unique reference number (URN): 138694 Address: 27 Snowdon Crescent, Hayes, Middlesex, UB3 1RJ Type: Childminder Registered with Ofsted: 03/02/1992 Registers: EYR, CCR, VCR Registered person: Knowles, Penny Jane

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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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Inclusion Strong standard

The childminder is highly inclusive. She is ambitious for every child to have equal access to opportunities to learn and thrive. She uses every child's starting point to plan for children's individual needs. Children with special educational needs and/or disabilities (SEND) are quickly identified and assessed. This helps to ensure that early intervention support is put in place and reviewed regularly. The childminder works closely with parents to ensure any health referrals are made swiftly. She uses her knowledge gained from regular local authority and online training to bridge the gap and help children make progress. For example, where children are identified with speech and language needs, the childminder reduces her language to support a child's understanding. She uses visual cards and lots of repetition to support and help children to gain confidence.

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Inclusion Strong standard

The childminder works effectively with other professionals and follows up on any referrals she has made. She shares information with local schools and nurseries to support effective transitions. This includes children who may struggle with moving on.

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Inclusion Strong standard

The childminder reduces barriers to learning. For example, on occasion, parents may not pack appropriate clothing for outings. The childminder ensures she has spare clothing and footwear to ensure that all children have the same learning opportunities and experiences.

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Achievement Expected standard

Typically, children achieve well from their starting points. Gaps in all children's learning are closing consistently, in particular for children with special educational needs and/or disabilities (SEND). Children learn to be independent, resilient, effective communicators and confident for their next stage in learning. All children gain the skills that prepare them for their move to school. They develop social interactions and empathy towards their peers effectively. Children learn social cues in how to play with their peers and practise the skills of turn-taking and sharing. Children develop how to play together harmoniously in the role-play area. They enjoy taking on characters that help to build their imagination and communication skills, as well as building their confidence.

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Behaviour, attitudes and establishing routines Expected standard

Children behave very well at the childminder's home. The childminder's kindness and positive approach help children to have an effective attitude to learning. Any incidents are swiftly and calmly managed by the childminder, ensuring children's wellbeing and safety are always considered. Children are praised for effort and kindness towards their friends, which promotes a positive learning environment. The childminder considers all children's needs, including those with special educational needs and/or disabilities. She adapts her approach to teaching according to the individual needs of the children while maintaining her high expectations for behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder teaches children good routines from a young age, which children understand and follow confidently. Children are encouraged and given choices throughout the day. Children are taught to be independent and try things for themselves in order to learn. This helps children understand how to be responsible and to problem-solve. The childminder helps children develop an understanding of the impact of their actions on themselves and others. Children are taught the value of being kind and having good manners. This helps to prepare children for school and to be a good citizen. The childminder works well with parents to ensure good attendance and encourages good communication between home and the setting through regular photos and updates.

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Children's welfare and wellbeing Expected standard

The childminder has high expectations for every child, including those with special educational needs and/or disabilities (SEND) to thrive. The childminder uses her settling-in process to build strong attachments so that children feel safe and ready to learn. The childminder ensures that any child with a barrier to learning is well supported and has equal access to learning. For example, activities are adapted to engage children with SEND to participate, such as adding sensory lights in uncooked rice play to extend learning and ignite curiosity.

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Children's welfare and wellbeing Expected standard

Children go on daily outings to the local community. The childminder understands the importance of building children's physical development, so children walk and take trips to the park to support their gross motor skills through stretching, running and jumping. Children proudly display their artwork to share with their parents, which demonstrates how they are using their hands and fingers, developing their small-muscle skills. Children learn how to handle pencils and paintbrushes to develop early writing skills.

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Children's welfare and wellbeing Expected standard

Children have routines in place, so they take rest breaks and have access to water throughout the day. This helps them to refuel their bodies ready for the next learning experience. Children learn about what makes their bodies healthy, such as good oral health practice and foods that are healthy for their bodies. This helps children learn about effective health habits as they grow.

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Children's welfare and wellbeing Expected standard

The childminder understands the importance of children learning about their emotions and feelings. Children can look in the mirror to gain an understanding of the effect of their feelings on their bodies. The childminder reads children books about how they feel, and resources are accessible for older children to extend this knowledge further. This help children to learn about their emotional needs.

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Curriculum and teaching Expected standard

The childminder has a rich and varied curriculum to help children learn and thrive. The childminder has a good knowledge of child development and uses this knowledge to ensure that children learn in sequence and are well prepared for school. The childminder supports children well in developing good communication and language skills. Conversations occur throughout the day, where children share their knowledge and ask questions confidently. The childminder extends learning. For example, as children use magnetic shapes to construct a building, they hear the childminder use the words 'church' and 'tower'. Children link these words back to previous learning and what they have seen on outings. The childminder skilfully helps children to develop a love of books and storytelling. Children listen intently to 'The Colour Monster Goes to School.' Children recall familiar parts of the story.

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Curriculum and teaching Expected standard

Mathematics is supported very well during the day. Children hear numbers, counting and positional language throughout activities. This helps children to gain an understanding of numeracy and foster an understanding of how to think critically.

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Curriculum and teaching Expected standard

The childminder considers children with special educational needs and/or disabilities (SEND) well in her curriculum. The childminder adapts her approach to teaching to support SEND and reduce the gap in learning. However, occasionally, group activities are not adapted to fully reflect the needs of all children present or consider the most able.

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Leadership and governance Expected standard

This experienced childminder consistently reflects on her practice to ensure children have positive learning experiences. She ensures she attends and accesses regular training to keep her knowledge up to date and relevant in child development. When the childminder faces new challenges relating to her practice and children, she takes the time to access the right support through the local authority or the childminder online community. This helps her to build on her knowledge and put in place the right strategies to improve her practice and to engage children in learning.

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Leadership and governance Expected standard

The childminder focuses on preparing children for school and being independent and resilient learners. The childminder has a strong emphasis on children being good communicators. She uses her love of books to encourage children to access books throughout the day and provides storytelling opportunities. This helps children to build their vocabulary skills and build their imagination.

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Leadership and governance Expected standard

The childminder is ambitious for all children, including those with special educational needs and/or disabilities and those who are disadvantaged, to make good progress and thrive. She has positive relationships with parents and offers advice and guidance to provide a consistent approach to teaching 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 arrive to a warm and friendly welcome from a childminder who is responsive and sensitive to every child's needs. The childminder talks to parents on arrival to establish if there is any information that may impact a child's day. This helps her to adapt her daily timetable and support children's emotional and physical needs. As a result, children form strong and trusting attachments with the childminder who knows their individual needs well. This gives children a secure foundation where they can learn safely and securely through exploration and curiosity.

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About this setting

The childminder has developed good routines that children know well and follow. For example, children know that they must wash their hands before mealtimes. Older children help the childminder to wash down tables before eating. This promotes good health and hygiene. Children behave very well. The childminder demonstrates a kind and responsive approach throughout the day. Children mirror this approach. They show empathy towards their friends. For example, when children become unsettled, their friends offer support and comfort with a familiar toy to reassure them. This helps children to build resilience and learn about how emotions affect their bodies.

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About this setting

The childminder understands the importance of early identification of special educational needs and/or disabilities (SEND). Where necessary, she liaises with outside professionals to ensure that children gain the support they need to reduce the gap in learning. The childminder attends training to keep her knowledge in SEND up to date. As a result, all children make good progress.

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About this setting

The childminder has a varied curriculum that is based on what interests children and what children need to learn next. Children are engaged in learning as they are given opportunities to learn in the community, such as trips to the local farm and local stay-and-play groups. This helps to build children's social interactions and learn about the world around them. Children's communication and language are supported well through nursery rhymes, storytelling and thoughtful 2-way conversations between each other. As a result, children learn to become effective communicators.

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Next steps

The childminder should review the curriculum so that it is consistently ambitious and challenging for all children, including those who are most able.

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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. Unique reference number (URN): 138694

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Address:

27 Snowdon Crescent Hayes Middlesex UB3 1RJ

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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