Rudd, Shirley

Rudd, Shirley

Unique reference number (URN): EY390382 Address: 43 Ryde Avenue, HULL, HU5 1QA Type: Childminder Registered with Ofsted: 23/06/2009 Registers: EYR, CCR, VCR Registered person: Rudd, Shirley

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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

All children achieve extremely well from their starting points and gain the confidence and knowledge they need to prepare for their future move to school. Older children become highly articulate, engaging in complex and fascinating conversations. They develop superb social skills and wonderful imaginations. Children become absorbed in their play and develop very impressive levels of concentration. They are taught an ambitious vocabulary of words, which children confidently use in context within their play.

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Achievement Strong standard

Through focused activities, the use of equipment in the childminder's garden and frequent visits within the community, all children thrive in their physical development. They gain the skills to control the muscles in their hands, holding a pencil to write letters effectively. Children lift and carry their chairs safely and then use their imagination to create play opportunities using the chairs.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has very high expectations for children's behaviour. She consistently includes all children in daily routines that help to promote teamwork and independence. For example, children take turns to hand out the puppets from the song bag, they work together to tidy away their toys and pass their friends resources to extend their play. This teaches children the importance of teamwork.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's positive energy helps children to learn. She motivates children to always try their best. She understands how children learn best and encourages their exploration and inquisitiveness to see how things work. For example, children learn how the cement mixer makes the cement and how it lifts to empty its load. As a result, children develop consistently positive attitudes to their learning and peers. This supports and builds upon the excellent behaviour of children in her care.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures children benefit from consistency in their day. Any missed attendance is checked quickly with parents and recorded to ensure children do not miss opportunities for learning due to breaks in their routine.

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Children's welfare and wellbeing Strong standard

The childminder creates extremely strong bonds with children. She is sensitive to each child's individual emotional needs and wellbeing. All children, including those who may be shy or reserved, are highly confident and flourish. Children are highly motivated learners. The childminder is an excellent role model for children to learn from. She consistently teaches children about the impact of their behaviour and has high expectations of them. The childminder teaches children how to care for their peers by helping them to discuss their feelings. Children demonstrate inspiring kindness towards their peers. They say, 'good finding' when they find the letters of their name and clap in praise for their friends. The childminder has a strong understanding of how to promote healthy lifestyles in children. For example, she teaches children the importance of healthy routines, such as teeth brushing, handwashing and drinking enough water. Furthermore, she teaches children about

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Children's welfare and wellbeing Strong standard

the ingredients in their food and where they come from. The childminder also provides a highly secure and engaging environment that allows children the freedom to explore in safety. Children navigate the space with enjoyment and enthusiasm, independently getting what they need then returning to their peers to play. This helps children quickly become confident explorers. The childminder teaches children about their personal safety. For example, children follow safety routines when the door is opened to ensure their safety.

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Curriculum and teaching Strong standard

The childminder creates and implements an exciting curriculum that covers all areas of learning. She uses her comprehensive knowledge of each child's unique learning needs to precisely target her teaching. The childminder is particularly skilled at creating resources that capture children's imagination and making learning fun. For example, children enthusiastically take turns to choose song bags made by the childminder. Children are very excited as they hand each other the imaginative props. The childminder ensures children's prior learning is fully embedded as she changes words and numbers, which children quickly identify and correct her deliberate mistakes.

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Curriculum and teaching Strong standard

The childminder focuses effectively on supporting children to develop their mathematical understanding. She provides a wealth of opportunities for children to learn about shapes, size and measurements, including the baskets she stores resources in.

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Curriculum and teaching Strong standard

Children's mobility is supported through regular use of the equipment in the childminder's garden and regular outings into the local community. The childminder successfully promotes children's emotional wellbeing and social skills. The environment the childminder creates is rich with language, with many interesting and charming conversations taking place as children play. She builds on children's interests to introduce new ideas and vocabulary. She recognises the importance of supporting children's imaginations and creativity.

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Inclusion Strong standard

The childminder consistently engages in high-quality interactions with the children. This positively impacts the prolonged periods of time that children are actively engaged in learning. She uses children's interests and preferred methods of learning to provide activities that specifically target their individual next steps in learning. The childminder teaches children to be inclusive in their play. For example, children ask the inspector to join in the 'Old MacDonald' song, and they give the inspector a puppet saying, 'When it's the cow it's your turn.' The childminder provides children with the language and understanding to ensure their friends are happy to join in with their play.

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Inclusion Strong standard

The childminder has highly effective systems in place to monitor the individual needs of all children in her care. She understands the importance of making reasonable adjustments to support children, enabling them to join in and access new opportunities. For example, the childminder has previously used visual routines with children, who may find communication difficult. The childminder has built an environment that strongly celebrates inclusivity. Children learn they are part of a community that respects and values each other for what makes them unique. The childminder recognises that children who may be disadvantaged may face barriers to their learning and that it is important to ensure that those who are entitled to additional funding are encouraged to access this through the purchase of resources that build on what children know or provide experiences that children may not otherwise access.

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Leadership and governance Strong standard

The childminder is highly reflective of her practice. She methodically reviews her provision to identify current strengths and areas where she feels children would benefit from improvements being made. The childminder is committed to updating her professional development and attends a variety of courses to ensure that her knowledge and skills remain up to date. The childminder is committed to ensuring that any children facing barriers to learning are supported to the best of her ability. Targeted training to support children with special educational needs and/or disabilities has helped the childminder to identify and support children swiftly and effectively.

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Leadership and governance Strong standard

The childminder values and encourages parents to work together to ensure children have a consistency in their learning at home and at the childminder's. She works with external agencies, such as schools and the local authority, to provide seamless transitions into school for the older children.

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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 in the nurturing care of the childminder, who knows and understands the children's individual needs extremely well. They make strong progress from their individual starting points in all areas of learning. Children are excellently prepared for the next stage in their learning, including starting school. The childminder is passionate about providing children with a carefully sequenced curriculum that is highly effective in establishing a secure basis for children's growing language skills. Children extend their vocabulary and have thoughtful conversations, such as about what pandas eat and they look on the map to identify where they live. The childminder helps them recognise rhymes and initial sounds of words through engaging activities that sustain their attention for prolonged periods of time. Speaking skills are further enriched by enjoying counting, stories and songs.

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

Children learn to be independent and confident as they learn to follow instructions safely and organise their own play. They learn to be patient and take turns in their games and support each other. Children learn to become increasingly familiar with their different emotions and can give good examples of things that make them happy or angry. The childminder acts as a wonderful role model.

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

Children value their resources and environment. For example, they say, 'Let's tidy up, it's messy' before carefully tidying away their toys. They learn to recycle and understand what goes into the recycling bins. Children state, 'We don't play with plastic it's bad' before placing it in the recycle bin. Children help the childminder and their friends to organise and share out activities and set the tables for the nutritious meals the childminder serves.

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Address:

Operating hours: Monday,Wednesday,Thursday,Friday : 06:00 - 18:00

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Address:

Local authority: Kingston Upon Hull City Council

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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 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.

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About this inspection

The inspector spoke with the childminder and her assistant 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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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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