Gable, Toni Anne

Gable, Toni Anne

Unique reference number (URN): 2742275 Address: 22 Whiteland Road, Northampton, NN3 2QG Type: Childminder Registered with Ofsted: 10/10/2023 Registers: EYR, CCR, VCR Registered person: Gable, Toni Anne

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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

Typically, children progress well through the curriculum, including disadvantaged children, those with special educational needs and/or disabilities, those known (or previously known) to children's social care and those who face other barriers to learning and/or wellbeing. Children progress in their communication and language skills. They have several opportunities to chat with each other and discuss their home lives during mealtimes. Children learn how to be independent and make choices. They wash their hands independently after eating and using the toilet. Children develop good physical skills, including fine motor skills, and they sit and make marks with control, using a suitable pencil grip.

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Achievement Expected standard

Children are well prepared for the next stage of their learning, such as school. They are confident in asking for help when needed and in their ability to take care of themselves and develop socially.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created a calm and positive place for children to be. She is a good role model for the children. Children are very well behaved and kind towards each other. This demonstrates that the childminder has high and consistent expectations around behaviour, and the children know how to follow the rules. When children disagree over sharing a toy, the childminder calmly supports them and reminds them about taking turns. She then offers praise when children decide to share. This reinforces positive behaviour and teaches important social skills that children need for the next stage of their learning, such as school. However, the childminder does not consistently use language around emotions during these times, so children's understanding of how their behaviour affects others is not always supported.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has policies in place relating to attendance, which parents are aware of. She has a good understanding of why good attendance and punctuality are important and takes steps to promote them. The childminder knows the families well but also knows the safeguarding concerns that may arise from poor attendance. She ensures that she has additional contact details for all children in case she needs to contact families straight away.

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Children's welfare and wellbeing Expected standard

The childminder provides children with a healthy range of food; however, the promotion of healthy lifestyles is not consistently embedded. In particular, the drinks policy is not implemented effectively to support children's oral health. For example, children are sometimes offered drinks that are not consistently aligned with recommended guidance, and opportunities to reinforce why certain drinks and foods are healthier choices are not routinely used. As a result, children do not consistently develop a clear understanding of how drink choices affect their health and oral hygiene. Nevertheless, mealtimes are used in a positive way to promote children's manners and social skills. There are regular opportunities for children to be active and access fresh air. Hygiene practices are in place to help prevent the spread of infection as well as develop children's self-care skills and independence, such as washing their hands.

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Children's welfare and wellbeing Expected standard

The childminder has created a positive and secure attachment with the children. She knows the children well and meets their individual needs to support their wellbeing. For example, when children are tired or sad, they cuddle up to the childminder for comfort, demonstrating that they feel safe and secure with her, leading to all children developing a sense of belonging at the setting. However, when children are struggling with their emotions, the childminder uses limited words to support them in learning about their emotions. As a result, children do not consistently learn the skills to self-regulate and understand their feelings.

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Curriculum and teaching Expected standard

The childminder has created a curriculum that is effective and builds on what the children already know. Children make consistent progress. While children enjoy exploring the water tray outside, the childminder introduces simple counting with the children as they fill and empty jugs. When children are uncertain about the next number, the childminder patiently allows them time to think before intervening. Mathematical language is also used during snack time, as the childminder uses language such as 'halves' and counts out the pieces of fruit. This supports children's early mathematical skills.

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Curriculum and teaching Expected standard

Communication and language are a focus in the curriculum. The children have access to many books, which they independently select and look at. The childminder also uses stories to promote an early love of reading. When the childminder sits down with books, the children excitedly gather around her as she shows them the pictures while reading out loud.

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Curriculum and teaching Expected standard

Children's personal, social and emotional development is promoted. They have various opportunities throughout the day to build on their independence and self-care skills, such as pouring drinks and cutting up snacks. However, on occasion, the childminder does not use in-the-moment opportunities to widen children's knowledge around emotional development.

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Inclusion Expected standard

The childminder is effective at identifying and assessing children's wellbeing and learning. She regularly tracks their development through observations so she can quickly identify any gaps in their learning and offer support to help them close. The childminder makes decisions that are in the best interests of children, particularly those who are disadvantaged, those with special education needs and/or disabilities (SEND), those known (or previously known) to children's social care and those who face other barriers to learning and/or wellbeing. She is confident in making referrals to ensure that children receive the additional support they need to reach their full potential. The childminder works closely with parents and outside agencies, such as the local authority. She also attends training around supporting children with SEND to ensure that she is up to date with her knowledge and provides high-quality

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Inclusion Expected standard

The childminder makes good use of any additional funding she receives for disadvantaged children. For example, she uses early years pupil premium funding for new garden resources that help children who demonstrate gaps in their physical development strengthen their gross motor skills. This has had a positive impact on the children's development. The childminder uses resources such as books and games in different languages to help children who speak English as an additional language develop a sense of belonging in the setting.

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Leadership and governance Expected standard

The childminder understands the importance of continuous professional development. She undertakes relevant training that is specific to the needs of the children in her care. This means that the learning from the training can have a direct positive impact on the quality of care and education the children receive.

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Leadership and governance Expected standard

Partnerships with parents are effective. The childminder shares information on healthy eating and screen time with parents. This helps families learn about how to keep their children safe and healthy. Children's next steps and tracking documents are also shared with families, which helps involve them in their children's learning. Children are able to extend their play and experiences at home. Parents comment that they are very happy with the level of care their children receive and praise the childminder for all she does for them.

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Leadership and governance Expected standard

The childminder is reflective and makes appropriate judgements on her strengths and areas for development. However, when there are inconsistencies in her practice, she does not always identify and address them quickly. Nevertheless, the childminder is passionate about doing the best for all children and their families.

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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 happy and well cared for with this childminder. They have formed positive relationships with the childminder and have built friendships with others. Children are kind and caring towards each other as they laugh together in the playhouse outside.

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

The environment is welcoming for all children. Children can freely choose what they would like to play with and explore the garden as they wish. This supports children's independence through their choices. Children show high levels of engagement and motivation during their play. Outside, children take turns riding on push-along scooters and bounce balls with each other to develop their physical skills. Inside, children work together to build marble run tracks collaboratively.

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

The children have the opportunity to experience being out in their local community. They attend playgroups, where they develop their social skills further. Children have opportunities to plant and grow seeds, and they litter-pick in the community. They also attend regular forest school sessions to learn about nature, strengthening their understanding of the world around them.

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

The childminder understands the importance of attendance and promotes this well, with open conversations with parents.

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

Typically, children achieve well and make progress from their starting points. Barriers to children's learning and/or well-being are reduced, particularly for children who are disadvantaged, those with special educational needs and/or disabilities, those known (or previously known) to children's social care and those who face barriers to their learning and/or well-being. The childminder plans activities and experiences to help children reach

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Address:

Register(s): EYR, CCR, VCR their planned next steps, as well as linking it to the children's current likes and interests. This encourages children to get involved and make a positive impact on their learning.

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Next steps

The childminder should enhance ways to support children's oral health, particularly regarding drinks. The childminder should provide more opportunities for children to learn about why healthy foods are good for them. The childminder should strengthen opportunities for children to develop their understanding of their emotions.

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About this inspection

The inspector spoke with the childminder, parents 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. 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

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

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