Palmer, Nicola Jane

Palmer, Nicola Jane

Unique reference number (URN): EY425379 Address: 4 The Cottages, Main Road, Winterbourne Gunner, SALISBURY, SP4 6EF Type: Childminder Registered with Ofsted: 21/03/2011 Registers: EYR, CCR, VCR Registered person: Palmer, Nicola Jane

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

The childminder creates a warm, homely, and well-organised environment for children. Children happily choose their play from a range of choices including puzzles, craft, colouring, construction and pretend play. The childminder has embedded some simple and effective routines and boundaries to help children understand what is expected of them. She works with the children to seek their views and devise the rules together. The childminder displays these rules and sensitively reinforces them. In the main the children generally behave well and children show respect for the childminder and each other.

p.2

Behaviour, attitudes and establishing routines Expected standard

Relationships between the childminder and children are well developed. The childminder engages in warm conversations with the children, and they affectionately share jokes with her. Children show they feel valued and part of the group. They proudly talk about their artwork that the childminder displays and fondly discuss their 'all about me' pictures and how they have changed since they first made them. Children are encouraged to vote about which activities they want to do. This helps children to learn how to negotiate and collaborate with each other.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance and punctuality. She works flexibly with parents and shows care and compassion when family circumstances change.

p.2

Children's welfare and wellbeing Expected standard

The childminder follows procedures to maintain children's wellbeing and welfare. Children wear safety vests as they walk to and from school with the childminder. She teaches them about road safety and ensures they walk with her in a safe manner.

p.2

Children's welfare and wellbeing Expected standard

The childminder works closely with parents to make sure each child's dietary and medical requirements are met. Parents appreciate the healthy, balanced, and nutritious meals the childminder prepares for their children. The childminder shares her menu with parents and adapts it when there are food intolerances, allergies or cultural preferences. Children enjoy the varied fruit choices they have as a snack and laugh as they talk about who gets the stickers from the fruit.

p.2

Children's welfare and wellbeing Expected standard

Children have a range of opportunities to be physically active. This includes trips to the park, walks along the river, and parachute and team games. The childminder balances this with opportunities for children to rest. She invites the children to take part in short meditation sessions after they have eaten to help their emotional and physical wellbeing. However, when some children choose not to participate in these sessions, this can distract those trying to be calm, and the childminder does not always address this.

p.2

Children's welfare and wellbeing Expected standard

The childminder is caring and responsive. Her warm manner helps children feel confident to talk about how they feel and manage their feelings in ways appropriate to their age and stage of development. The childminder skilfully adapts her approaches to support younger children manage their feelings and emotions. She uses simple language, has thoughtful conversations with them, and helps them express themselves in appropriate ways.

p.2

Inclusion Expected standard

The childminder securely understands how to meet the needs of all children, including those with special educational needs and/or disabilities (SEND). She takes the time to learn each child's individual needs. She works closely with parents to adapt her routines or approaches as needed. This helps all children settle, feel part of the group, and can access all activities. She communicates regularly with parents, school and pre-school staff, and shares necessary information to help with consistency of care. She reviews any changes or modifications are making a positive difference to children. Transitions are carefully planned to help children with SEND, and those who face other barriers to their learning join her setting smoothly and move onto school with everything in place to help them continue to make progress.

p.3

Inclusion Expected standard

The childminder is generally aware of how to seek additional support and funding if children need this. She demonstrates a clear knowledge of how to use any additional funding if children who receive it attend. For example, she uses a 'sensory box' with various toys and resources to help children who sometimes find it difficult to regulate their feelings and manage their behaviour. The childminder is keen to access further training to ensure her knowledge of local procedures is up to date and to widen her knowledge of strategies and adaptations to further secure her inclusive practice.

p.3

Inclusion Expected standard

Children's well-being during changes in circumstances is ably supported. The childminder understands the importance of helping children feel safe and secure during these times. She communicates regularly with parents to ensure consistency and give children additional emotional support.

p.3

Leadership and governance Expected standard

The childminder has a good understanding of her local community. She regularly reviews what she provides to ensure it meets the needs of the children and families she cares for. Relationships with others in the local area are well established. She works closely with the local school and plans activities for children, who attend before and after school, around the projects they are working on at school. This helps with consistency of learning and gives children opportunities to practise and extend their knowledge and skills.

p.3

Leadership and governance Expected standard

The childminder completes all mandatory training and intends to complete further training around special educational needs and/or disabilities. However, she does not regularly attend training around general practice to keep her overall knowledge and skills up to date to further enhance the quality of education for all children. She has recently joined a local childminding group as a support network and manages her own wellbeing and workload effectively.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children thoroughly enjoy their time with this caring and thoughtful childminder. She creates a homely and positive environment where children feel safe, secure and part of the group. Children settle quickly after they have walked back from school with the childminder. They know the routine and put their coats, safety vests, and bags away in their named baskets, which they have individually decorated. They happily engage in the wide range of activities the childminder provides for them. Younger children spend a long time concentrating on

p.4

About this setting

Unique reference number (URN): EY425379 colouring pictures of horses for the lunar year of the fire horse. Older children chat to each other as they build towers together using magnetic shapes.

p.5

About this setting

Children build close relationships with the childminder. They enthusiastically talk to her about what they've been doing at school as they eat their snacks. They have fun guessing if they will be as tall as the childminder in the summer as they measure each other on the height chart they've made. The childminder always responds positively and shows she values each child's contributions and uniqueness.

p.5

About this setting

Children understand what is expected of them. They follow routines at mealtimes and play cooperatively with each other. They behave well and show care and respect for the childminder and each other. They share toys and equipment well. Children are polite and helpful as they help the childminder put place mats and cutlery out, ready for mealtime.

p.5

About this setting

Partnerships with parents are positive. Information is collected, and used effectively, to ensure children's learning, medical, and dietary requirements are met and care is tailored to meet their individual needs. The childminder works flexibly with parents to help children attend regularly.

p.5

Next steps

The childminder should develop a better understanding of how to support parents to access additional funding and support if their child may be entitled to it. The childminder should devise ways to reduce distractions caused by children who choose not to take part in group activities.

p.5

About this inspection

The inspector spoke with the childminder, children and parents during the inspection.

p.5

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.

p.5

Address:

4 The Cottages Main Road, Winterbourne Gunner SALISBURY SP4 6EF

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7