Yvonne Tate

Yvonne Tate

Unique reference number (URN): 112963 Address: 96 Grove Road, GOSPORT, Hampshire, PO12 4JN Type: Childminder Registered with Ofsted: 15/11/1994 Registers: EYR, CCR, VCR Registered person: Tate, Yvonne

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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 ensures that her highly inclusive practice makes a consistent and demonstrable difference for children with special educational needs and/or disabilities (SEND). She works closely with parents and carers to identify children's needs. Together, they carry out a thorough assessment of children's stage of development when children first start. The childminder promptly identifies any gaps in children's learning and knowledge to help her create specific plans for children and make referrals for support where necessary.

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Inclusion Strong standard

The childminder establishes secure channels of communication with any other professionals involved in children's education and care. For example, she liaises with speech and language therapists and paediatric health professionals to implement collaborative plans. They take a measured approach so that children's progress is continually monitored and supported. The childminder implements appropriate strategies and adapts teaching to suit children's individual needs. This means they continue to make notable and rapid progress from their starting points.

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Inclusion Strong standard

The childminder has a comprehensive understanding of her local area and the characteristics of the children who attend her setting. She establishes secure parent partnerships to ensure she can anticipate any barriers to learning and support families to overcome them.

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Inclusion Strong standard

The childminder engages in regular training to secure and enhance her knowledge of how to ensure children with SEND are supported to achieve the best possible outcomes.

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Achievement Expected standard

Children typically make appropriate progress in their learning and in preparation for the next stage of their education, such as for school. Children learn signs to help them communicate and share their interests. They practise the words for creatures of interest and use words such as 'scorpion' and 'platypus' as they excitedly talk about what they can see in their book. Children's communication skills develop well. Children with special educational needs and/or disabilities achieve particularly well.

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Achievement Expected standard

Children typically learn how to do tasks for themselves. For example, they practise using tools, cutting their own fruit at snack time. However, children's independence skills and how they make choices could be enriched further. Children are beginning to gain an understanding of number. For example, they join in with counting activities. Children do not always make consistent and rapid progress in gaining the foundational knowledge they require in mathematics.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes clear boundaries. She supports children to understand the importance of kind and respectful behaviour. The childminder does this through effective modelling and positive reinforcement so that children build an understanding of what is expected of them. The childminder typically maintains high expectations for and of children, including those with special educational needs and/or disabilities. Children learn about collaborative play and begin to respond sensitively to the needs of others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is generally mindful of children's age and stage of development when supporting them to learn about behaviour. She understands that when children have strong feelings, they sometimes struggle with their understanding of boundaries. The childminder recognises how to adapt her approach to reflect training that she has recently completed.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a clear approach to attendance. She supports parents and carers to help them understand the procedure she will follow if children are absent from the setting. The childminder promotes the importance of attendance and punctuality with children and parents regularly.

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Children's welfare and wellbeing Expected standard

Children build secure attachments to the childminder. They feel safe and settled in her welcoming home. The childminder promotes an inclusive approach to children's welfare and wellbeing. She recognises that some children in her care communicate differently and ensures that she meets each of their needs individually. Care practices are managed sensitively and respectfully. For example, the childminder promotes children's understanding of the need for privacy during toileting and nappy changes.

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Children's welfare and wellbeing Expected standard

The childminder typically uses routines and interactions that begin to teach children about some elements of a healthy lifestyle. For example, at snack time, she explains the nutritional benefits of different fruits containing fibre and vitamins. The childminder has begun to consider how this teaching can be developed. At times, children have limited opportunities to make decisions for themselves and to carry out tasks for themselves to further their independence skills.

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Children's welfare and wellbeing Expected standard

The childminder recognises how to adapt her approach for children with different levels of understanding. She aligns this with her teaching of children's emotions and self-regulation. The childminder provides children with opportunities to explain how they are feeling and supports them to use different strategies or resources to help with this. The childminder teaches children about different expectations, such as why they should not run inside. These are typically implemented fairly and consistently. The childminder also ensures children have daily access to the outdoors so they can run and climb freely. She discusses how to be sensible around roads and cars. Children begin to learn about personal safety.

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Curriculum and teaching Expected standard

The childminder is clear about what she wants children to learn. Generally, the curriculum is well organised, and the childminder has begun to focus on ensuring that it is sequenced effectively. The childminder collaborates with parents and carers, and uses ongoing assessment to help her understand what children know and can do, and what they need to learn next. Children benefit from a curriculum that provides a range of opportunities to explore and extend their physical abilities. The childminder plans specific strategies for children with special educational needs and/or disabilities, and provides them with adapted equipment to develop and practise key skills such as balance and coordination. Children access resources with ease and use them appropriately to support their need for movement when they are indoors.

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Curriculum and teaching Expected standard

The childminder fosters children's communication skills well. She adapts her approach as she engages with children of different ages and stages of ability. The childminder introduces new words through rhyme and song. Children engage excitedly and enjoy exploring instruments and sounds as she sings. The childminder helps children develop their understanding of counting, and they show an interest in number during play. At times, the teaching of mathematics is not aligned with children's current stage of development. The childminder has identified that she would like to strengthen her mathematics curriculum and has planned training to enhance her teaching further in this area of learning.

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Leadership and governance Expected standard

The childminder builds effective partnerships with parents and carers. She communicates well to ensure they are kept up to date with their children's progress. Parents are often involved closely with the assessment process. For example, they share their comments about how children have been progressing at home.

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Leadership and governance Expected standard

The childminder engages well with her local community. Children learn about their local area and go to groups that enhance their social and intergenerational experiences. The childminder also liaises with other early years settings that children attend. She works particularly well with other professionals involved with children with special educational needs and/or disabilities. This helps to ensure they receive a shared approach to their care and education.

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Leadership and governance Expected standard

Overall, the childminder completes effective self-evaluation to help raise the standard of her teaching. For example, she identified that children needed further support to help them learn about managing their emotions. She completed training to focus on supporting children to understand and name their feelings in an age-appropriate way. The impact of this training can be seen in the childminder's practice and in children's ability to manage their feelings more effectively. The childminder has also planned training to help strengthen her mathematics curriculum and teaching to further enhance children's achievement in this area.

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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 joyful and busy in their play. They are settled and excitedly get involved in the activities that the childminder arranges for them. Children show well-developed relationships with their peers and the childminder. They bring her books to read with them. Together, they sit in a group and explore the pictures and words.

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

The childminder is passionate about the inclusive provision she provides. She recognises each child as an individual and works tirelessly to ensure they receive the right support to access the full entitlement to their early education. The childminder has a consistent

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About this setting

Unique reference number (URN): 112963 approach to attendance and supports parents to understand the benefits to building secure routines in preparation for school.

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About this setting

The childminder is knowledgeable about the plans in place for children with special educational needs and/or disabilities in her care. She implements different strategies and adapts her teaching well to provide children with a personalised education to ensure they make continued progress from their starting points.

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About this setting

Children benefit from a broad range of experiences in the local area. The childminder follows children's interests and takes them out on bus trips to museums, for example. She also ensures that children have plenty of opportunities for active play. The childminder recognises children's need for movement and to run and explore freely. She uses local parks and secure paths to help children develop their balance and coordination. The childminder has also adapted her resources inside to ensure children can access physical experiences in her home.

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Next steps

The childminder should develop the teaching of mathematics further to ensure that the curriculum is consistently well sequenced and that planned activities are aligned with children's current stage of learning. The childminder should enrich the daily routine with further opportunities for children to make decisions for themselves and develop their independence skills.

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About this inspection

The inspector spoke to the childminder and children and took account of written views from parents and carers 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.

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Address:

96 Grove Road GOSPORT Hampshire PO12 4JN

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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.

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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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