Derrett, Nicola Jane

Derrett, Nicola Jane

Unique reference number (URN): EY460903 Address: 27 Ridingleaze, BRISTOL, BS11 0QF Type: Childminder Registered with Ofsted: 17/07/2013 Registers: EYR, CCR, VCR Registered person: Derrett, Nicola 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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Achievement Expected standard

Children are making steady progress; this includes those that have some barriers to their learning. They are all gaining the skills they need for the next stage of their education. Young children develop their communication well. They listen respectfully to the childminder and learn from her clear speech and explanations. They enjoy story time and listen well. They benefit from the additional resources linked to the books, learning words related colour, size and numbers and developing their early maths skills.

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Achievement Expected standard

Children develop their confidence with new experiences as they explore dried food items, such as rice and noodles. They use utensils and different containers to practise their coordination skills effectively. Older babies watch the childminder and other children, building their confidence to have a go. They revisit later and marvel at the sounds they hear as they shake the rice and the feel of the different textures. Generally, children engage well in activities and overall take on challenges, particularly those that are well targeted to their needs.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promptly offers young children age-appropriate support, ongoing reminders and clear explanations to help them understand expectations and share toys with each other. She knows children very well. She provides timely assistance to help them be ready for routine changes and moving on to the next activity, discussing what is going to happen next. Young children learn effectively from this. They show considerable respect for the childminder and this attentive support. They join in tidying up as the childminder keeps them motivated with little tasks and further discussion.

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Behaviour, attitudes and establishing routines Expected standard

The childminder commendably goes out of her way to support children's attendance to her provision. She helps parents who have limited transport access and ensures that children can benefit from the regular routines and learning opportunities that she provides.

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Behaviour, attitudes and establishing routines Expected standard

At times, the childminder skilfully supports children to persevere with challenges, as she encourages them to open the lid on a tin. Although at other times, she does not always think through her planned resources and approach to helping the older babies to learn to develop their skills. Sometimes, she does things for them rather than persevering to encourage them with age-appropriate challenges in small steps.

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Children's welfare and wellbeing Expected standard

Children build beneficial relationships with the childminder. She treats them with kindness and respect, and they learn good manners through her considerate interactions. She is attentive to their care needs, making sure they are comfortable in her home. This builds their confidence and emotional wellbeing and inspires them to explore and develop their skills. The childminder provides children with nutritious meals, reminds them to stay hydrated and helps them develop healthy lifestyle habits to support their physical wellbeing. She is currently developing the outside areas of her provision. She makes sure children have the space and opportunities to develop their physical skills daily. She takes children to parks and indoor play areas. They go for walks, exploring nature and local woodlands. She has set up her enclosed deck at the back of her house with suitable play equipment so that children can access this when they are at the childminder's home. She reminds them on

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Children's welfare and wellbeing Expected standard

safe practices, staying close by young children as they use the small slide and helps older babies to try out their skills. At times though, she sometimes helps children use equipment that is too challenging for them. She does not consistently provide them with equipment targeted to their abilities, encouraging them to learn to use these independently.

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Curriculum and teaching Expected standard

The childminder focuses suitably on children's learning needs. She undertakes regular assessments of their development and knows what they need to learn next. She feeds these next steps for children into her curriculum to help them achieve and progress their skills. She links closely to their interests to encourage their involvement in activities and engagement in learning, such as using toy cars and vehicles. Children enjoy using the larger cars on the childminder's deck outside, fitting these into the car transporter. They then follow this by fitting smaller cars carefully into the lorry, finding a place for each one.

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Curriculum and teaching Expected standard

The childminder closely supports children's communication and language. She quickly picks up on any areas they need additional support and works with parents to form a consistent approach. She provides clear speech for them to understand and copy and repeats this as appropriate to help them develop their clarity and language. She leads effective story time, using intonation to give life to the story, keeping children's attention effectively. The childminder models maths language related to size and counts with the children. At times, the childminder does not fully consider the effectiveness of some activities. For example, her routine singing times are a little too full of different instruments, props and media. Younger children struggle to focus and engage effectively and develop their skills consistently.

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Inclusion Expected standard

The childminder works hard to help the inclusion of families and children's access to her provision. She has close relationships with children and parents. She is mindful of families' different circumstances and changing situations, offering flexible beneficial support for any struggles they are navigating. She supplements the experiences that children receive at home and offers a wealth of experiences out in the local and wider community. She takes children to the nearby zoo and city museums. She has additional equipment, such as waterproof suits and boots, so that children can still access nature trips, if they do not have their own items.

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Inclusion Expected standard

The childminder knows children well and any barriers that they may have to their learning. She picks up on any areas that children may be slightly behind in their development. She works with parents to reduce these barriers and help support any gaps to close. She knows the importance of careful use of any additional funding that children may receive. She discusses targeting this suitably to children's individual needs. She understands to seek professional help from outside agencies and ensure that children and families get any additional support they may need.

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Leadership and governance Expected standard

The childminder has lots of experience and knows how children learn. She is dedicated to providing the best she can for children and the families who use her provision. She links closely with parents to share information to help them support children consistently. She undertakes parents' evenings and gives them ideas of activities to further their children's learning at home.

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Leadership and governance Expected standard

The childminder is evolving her provision since coming back to childminding after a break. She is working to provide designated areas for her provision; she is currently adding an outside garden room and play area.

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Leadership and governance Expected standard

Generally, the childminder evaluates her practice. She undertakes a range of training, mandatory and additional, to develop her knowledge and practice further. She works with other professionals to gain new ideas and keep up with changes to legislation and practice. At times, she does not fully reflect on the effectiveness of all children's learning in her routine activities and adapt her practice quickly in the moment, increasing its effectiveness.

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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

The childminder builds caring relationships with children. She fosters their confidence, emotional wellbeing and ensures that they are relaxed and happy at her provision. She helps children achieve new skills, and they make steady progress. Children show a sense of belonging and very much enjoy their time with the childminder. They gain beneficial skills to help prepare them for their eventual move on to school. Young children start to develop their sense of responsibility, helping to tidy up the toys with the childminder's patient support. They learn suitable hygiene practices and appreciate others' needs, as they wait for their friends to finish their food during mealtimes, for example.

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

Children enjoy books and stories. They readily select books themselves, toddling around to a place where they can sit and explore these. The childminder links these to children's interests and finds stimulating sensory ones to inspire children's exploration further. Younger children marvel as they touch the spikey dinosaur on the book or handle a toy dinosaur linked to the story they are listening to.

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

Children build their understanding of the world out on trips with the childminder. She inspires them to be active in the fresh air and build healthy lifestyle habits. They visit local parks, explore nature on walks and learn about animals on visits to the zoo. She takes them out to local groups and indoor play areas to mix with other children of a similar age and develop their social skills. Children begin to appreciate others' needs, with the childminder's attentive timely support and clear explanations. Young children learn to interact appropriately with each other, share resources and take turns with toys and start to build early friendships. The childminder offers thoughtful flexible support to help children's and families' access to her provision, helping their attendance and the regular learning opportunities that she provides.

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 07:30 - 16:30

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Next steps

The childminder should consider the set up and use of resources to consistently target these to children's abilities, challenging them more appropriately and building their skills further. The childminder should more readily reflect on and adapt activities to engage children consistently.

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About this inspection

The inspector spoke with the childminder and the children during the inspection and took into account parents' written views.

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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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