Hammond Michelle Louise

Hammond Michelle Louise

Unique reference number (URN): EY102215 Address: 6 Harrow Gardens, Nottingham, Nottinghamshire, NG8 1FH Type: Childminder Registered with Ofsted: 12/04/2002 Registers: EYR, CCR, VCR Registered person: Hammond, Michelle Louise

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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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Children's welfare and wellbeing Strong standard

The childminder builds strong attachments with children. She knows all her children and families extremely well and works hard to develops deep connections with them. For example, she is aware of their personal circumstances and changing needs and happily offers her time and wealth of knowledge to support families at home. Children have high levels of wellbeing. The childminder consistently prioritises this in her kind, nurturing way. During play, the childminder acknowledges and validates children's feelings and helps them understand how their behaviour may impact others. For example, she supports children with turn taking and sharing being considerate of their friends feelings.

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Children's welfare and wellbeing Strong standard

The childminder has developed secure daily routines. This provides children with comfort in knowing what is coming next. She involves children in making nutritious snacks. Children take pride in being independent as they peel bananas and smile as they successfully cut up their fruit to eat. Good habits around hygiene are successfully embedded into the routine and are highly effective. Children sing songs about germs and washing their hands on the front and back to ensure they are clean. During mealtimes, children engage in lively discussions with the childminder about healthy foods and the benefits of eating them. Children spend lots of time outdoors in the childminders well-resourced garden or out in the community gaining plenty of fresh air and exercise. Children are supported to use the climbing frame safely as they confidently show the childminder they are swinging.

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Achievement Expected standard

Children typically develop well across all areas of their learning. Occasionally, children do not always engage in back-and-forth conversations with the childminder and respond to questions with only one word at a time. However, all children do make progress in their communication and language development from their starting points.

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Achievement Expected standard

Children learn to make choices about what they would like to play with. They demonstrate enjoyment whilst playing in the outdoor kitchen, developing their fine motor skills as they squeeze water bottles to make potions. Children learn to play cooperatively with each other and are learning how to share things with their friends. Children are prepared for their next stage in learning such as school.

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Achievement Expected standard

Children learn to be physically strong and develop their coordination. Indoors, they balance on stepping stones and walk along balancing beams. They repeat this activity, which supports the children to build their confidence and resilience. They collaborate with their peers and successfully take turns with one another. Children proudly explore construction toys, learning how to stack bricks and how to build a tower.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds positive relationships with children and they often enjoy cuddles. Generally, children behave well. The childminder teaches children how to share resources, and responds swiftly when children have difficulties with taking turns. She teaches children how to understand their own feelings and how to consider the feelings of others. Older children demonstrate their understanding of being kind to others and sharing. They offer play dough to children who have less than others at the activity, helping children learn to play cooperatively with their friends.

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Behaviour, attitudes and establishing routines Expected standard

The childminder ensures she provides children with activities they will enjoy and be interested in. This supports children in developing positive attitudes to learning. She is aware of the different ages and stages of development when setting the expectations at the setting. Older children respond immediately to instructions, whereas she gives younger children more time to adjust to the change in routine. She offers regular praise and encouragement to all children, which prompts older children to be positive role models and help their friends. The childminder works closely with families to promote good attendance. She keeps clear records and monitors children's attendance, implementing procedures to follow if any concerns should arise. This effectively supports children's safety and wellbeing effectively.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of what all children need to learn across all areas of learning and development. She creates an environment that is calm and relaxed, supporting children to feel safe and make choices in their play from the wide range of activities on offer. This promotes their overall personal, social and emotional development. The childminder has precise plans in place to ensure this happens, following children's individual targets. She regularly reviews plans to ensure children are making the intended progress. When the childminders observes different ways that children learn and play, she has not yet developed her knowledge how best to support individual children. During play, the childminder adapts activities to children's age and stage of development. For example, she will add different resources so all children can join in and achieve. Children persevere at activities showing determination. For example, children build concentration and hand eye

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Curriculum and teaching Expected standard

coordination as they squeeze and open pegs, which strengthens their hand muscles. The childminder weaves mathematics into all aspects of children's learning during play and mealtimes, helping children learn to differentiate sizes and use language such as 'higher'.

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Curriculum and teaching Expected standard

The childminders interactions with children are not consistently supporting children's growing communication and language. During play, she will ask simple questions that children only need to respond with a single answer. This means children have fewer chances to practice forming sentences and expressing their ideas. That said, the childminder offers repetition of language to help children to develop their pronunciation and expand their vocabulary. There is ample focus on developing children physical development as they take routine walks to play parks and engage in weekly forest school sessions. The childminder provides large physical equipment in her garden for children to practise and develop their skills over time. Children enjoy climbing, riding push-along bikes, and sliding down the slide.

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Inclusion Expected standard

The childminder has developed secure relationships with parents and ensures she knows the children well. She carefully considers children's individual circumstances and needs. This helps her to understand any barriers that children may face in their learning, and helps her to plan the learning and children's care. This supports children's ongoing progress, which is regularly reviewed, and helps her to identify any gaps in children's learning quickly. She works in partnership with her local authority to access support when she identifies any emerging needs in the children's development. She sets individual targets to help children continue to make progress in their learning. The childminder is well prepared to welcome disadvantaged children and those with Special Educational Needs and/or Disabilities into her setting.

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Inclusion Expected standard

The childminder works closely with parents to discuss how best to use additional funding, such as, the early years pupil premium. Previously, the childminder has used the funding to support children's growing interest in early literacy by purchasing a wide variety of new books to support their learning further. Additional funding has also helped children engage in the local community, visiting farms and parks to broaden their experiences and ensure they do not miss these experiences.

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Leadership and governance Expected standard

The childminder ensures that she keeps up to date with any changes to the early years foundation stage and legislation. Her focus on providing a high level of education and care means that she has the necessary skills to identify and act swiftly for those children with special educational needs and/or disabilities or children who face other barriers to their learning. The childminder completes regular webinars on various subjects within early years, however, as yet, she does not target her professional development to best meet the needs of the children attending her setting, so as, to achieve better developmental outcomes for the individual children.

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Leadership and governance Expected standard

The childminder has forged positive relationships with parents and regularly includes them in their children's learning. She knows children and families well and runs her setting with their best interests in mind. For example, she understands that changes in the family can alter a child's behaviour, so she puts additional measures in place to support children at times of family challenge. The childminder has established effective partnerships with the other settings that children attend, with who she shares relevant information, such as, about children's goals and current achievements. This supports the continuity of care and learning for children who attend more than one setting.

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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 arranges the learning environment so that it is accessible for all children. She offers a wide range of activities which follow the children's interests. This helps children to be motivated in their learning and subsequently make secure progress from their starting points. Children independently choose their activities and thoroughly enjoy participating as they play with their friends. For example, they develop their imaginations as they pretend to go shopping. They put pretend food in their trollies and take turns to share the food. This supports their developing positive relationships with one another. The childminder knows

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Inspector:

Kate Francis that children are unique and that they develop at different rates. She makes reasonable adjustments such as, giving children more time to finish their activities before moving on. Children settle in quickly and develop secure bonds with the childminder. Mealtimes are social events where children talk about the foods they have in their lunch boxes and what they have been doing at school in the morning.

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Inspector:

Firm boundaries and routines provide children with a clear expectation of what is about to happen next. This supports their emotional health and ability to transition between activities. Children learn about keeping themselves safe when walking to the childminder's house from school. They hold onto the pushchair and 'look' and 'listen' before crossing the road. When they arrive at the childminder's house, they notice that the flowers have grown. They confidently talk about the differences they have noticed using vocabulary such as 'bigger'.

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Inspector:

Children learn about the world around them. The childminder's plans a variety of exciting and beneficial learning opportunities in the community. For instance, she takes children to visit local parks and playgroups. The childminder uses these experiences to support children in developing a sense of community connection and to further develop the children's social skills in larger groups. The childminder has a passion for outdoor learning. Children take part in weekly forest school sessions and practise these skills in the childminders home. For example, they learn to keep safe by wearing goggles as they use hammers to chip away at ice blocks.

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Next steps

The childminder should strengthen interactions during play and daily routines to encourage children to talk more, share their ideas to extend their communication and language skills even further. The childminder should prioritise training to strengthen knowledge and skills in meeting children's individual needs to further support their learning and development.

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About this inspection

The inspector spoke with the childminder and children 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:

6 Harrow Gardens Nottingham Nottinghamshire NG8 1FH

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Address:

Registered person: Hammond, Michelle Louise

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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

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Urgent improvement

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Urgent improvement

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