Porter-Hargreaves, Dawn

Porter-Hargreaves, Dawn

Unique reference number (URN): EY430866 Address: 146 Leek Road, Endon, STOKE-ON-TRENT, ST9 9EW Type: Childminder Registered with Ofsted: 01/08/2011 Registers: EYR, CCR, VCR Registered person: Porter-Hargreaves, Dawn Marie

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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 make secure progress and become confident communicators. Children chat and sing well-known rhymes and songs as they play, showing their desire to engage with their peers and the childminder. Children enjoy exploring and are confident in choosing their own resources. They demonstrate their imagination as they tell stories and re-enact them through their role play.

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Achievement Expected standard

Children are developing the foundational knowledge and skills they need for their next stage of learning. Those attending other settings experience consistent approaches that support their transitions and ongoing progress. Children who initially struggled with new routines or transitions make progress.

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Achievement Expected standard

Children are willing to try new challenges, engage positively in activities and sustain attention during play. They recognise numbers, count objects in different situations, and solve number problems as they play. Children develop independence, self-care skills, and confidence to express their wishes. They develop social skills by interacting with other children and adults.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created an environment for children that is harmonious, respectful, and positive, with clear expectations for behaviour that everyone understands. She encourages supportive relationships and motivates children to be curious and engaged and to ask questions. This nurturing environment helps children flourish socially. The childminder collaborates with parents to highlight the importance of regular attendance. If there are obstacles to attending, she takes prompt steps to resolve them.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children using age-appropriate support to understand their own safety and that of their peers. She provides children with an explanation of what the consequences of their behaviour may be. This helps children learn about the importance of their actions on others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder teaches children to be kind and care for others. When children demonstrate this, the childminder praises them. Children learn valuable skills such as sharing and taking turns. The childminder models respect through her interactions and conversations with children. Children join in group song time during their visits to playgroups. They share equipment with others, take turns, and learn new routines in larger groups. These experiences support children to learn the skills they need to collaborate with others outside of this setting.

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Children's welfare and wellbeing Expected standard

The childminder implements clear, consistent routines that children know and follow, enhancing their memory and giving them a sense of safety and stability. Children settle quickly as they form secure attachments with the childminder. The childminder's knowledge of children's needs means she is responsive to their changing circumstances. Well- structured routines ensure children develop long-lasting healthy habits such as washing hands before meals and wiping their faces to maintain personal hygiene. They go for walks and visit local parks, which builds positive attitudes to exercise and helps children understand when they need to rest.

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Children's welfare and wellbeing Expected standard

Children confidently demonstrate their physical skills as they show newly learned ballet moves, such as a plié. They are encouraged to discuss being out of breath after being physically active. This gives the children a deeper understanding of what exercise does to our bodies.

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Children's welfare and wellbeing Expected standard

Care practices are personalised and follow parent and home practices to ensure consistency. The childminder knows each child well and provides attuned responses to their emotional needs. When children become upset, such as when being taken to nursery or when they see their friends feeling sad, the childminder gives them time to express their feelings and provides calm reassurance, helping them regulate and feel safe again. The childminder explains the importance of eating slowly and taking small bites, helping children to understand how to keep themselves safe while eating. Children are reminded why we do not run indoors and how to use cutting tools safely.

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Curriculum and teaching Expected standard

The childminder designs learning across the curriculum that is matched well to children's needs. A rich learning environment promotes children's engagement, independence, and the development of fine and gross motor skills. The setting is calm and purposeful.

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Curriculum and teaching Expected standard

The childminder carefully identifies children's starting points when they join her setting, including identifying any gaps in their knowledge. This supports children to make effective progress through the curriculum. Activities and experiences on offer reflect all areas of learning, with clear links between children's interests and their next steps in learning. The childminder reflects and adapts her approach to focus on reinforcing and revisiting knowledge at age-appropriate levels across the curriculum.

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Curriculum and teaching Expected standard

The childminder knows children well and holds high expectations for them all. She focuses on language development, modelling vocabulary and exposing children to a rich range of stories, songs, and rhymes. As a result, children become increasingly articulate and learn to use words in context. For example, during planned activities, they hear and use the words 'investigate, 'discover', and 'disappear ' as they explore the melting properties of ice.

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Curriculum and teaching Expected standard

The childminder promotes children's personal, social, and emotional development effectively. She nurtures positive mental health, resilience, and friendship. Children follow routines and behaviour expectations and grow in independence. They enjoy outdoor learning and talk about their ideas with increasing confidence. The childminder focuses effectively on supporting children to develop their mathematical understanding. For example, throughout the day, she recognises opportunities to introduce counting, shape, and colour recognition.

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Inclusion Expected standard

The childminder shows a commitment to inclusion. She regularly assesses and reviews children's individual needs and uses this information to plan next steps or appropriate support. The childminder shares this information with parents and other settings that they attend to ensure a consistent and collaborative approach to children's learning and progress.

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Inclusion Expected standard

The childminder makes adaptations to best support children and their age and stage in learning. She introduces different toys or activities or adjusts them to ensure they are accessible for all. As a result, children make progress from their starting points. The childminder plans carefully to meet the individual needs of each child, including those with barriers to their learning. For example, she adapts her approach and works with other settings that children attend who may struggle initially with transitions.

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Inclusion Expected standard

The childminder has engaged in some professional development. For instance, she has learnt about children's personal, social, emotional, and physical development and has used this knowledge to help her strengthen this area of her practice. The childminder shows an awareness of how to provide support to children who might require extra help, including children with special educational needs and/or disabilities. She recognises the importance of working with parents and professionals and holding sensitive conversations about emerging concerns. Although children in her care are well supported, the childminder is aware that her knowledge about children with special educational needs is not as well developed. The childminder demonstrates an understanding of the early years pupil premium and how she would use it to enhance resources and provide targeted support to improve outcomes for disadvantaged children.

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Leadership and governance Expected standard

The childminder is committed to ensuring that all children, including those with barriers to learning, have full access to the curriculum. She has an ambitious vision for providing high- quality education and care that prepares children well for the next stage of their learning.

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Leadership and governance Expected standard

The childminder evaluates her practice to identify areas for improvement. She seeks the views of the children she cares for, including their preferences around food and the resources available. However, she does not yet make full use of opportunities to gather feedback from parents. The evaluative process is not as robust as it could be to strengthen the quality of provision even further.

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Leadership and governance Expected standard

Partnerships are established with local schools. The childminder completes detailed transition information and attends meetings. This ensures knowledge about children's needs and progress is shared effectively. The childminder manages her workload and well-being well. For example, she plans her week to ensure any administrative tasks are completed when children do not attend. Parents speak highly of the childminder. They comment on the quality of learning opportunities that the childminder provides for children. They also appreciate the childminder's expertise and the practical guidance she offers, which helps them to support their children's development at home. The childminder uses online support forums and discussions with other childminders to ensure that she keeps her knowledge up to date. She receives regular emails from her local authority that highlight any changes she needs to be aware of.

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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 has created a welcoming setting for all children and their families. Each morning, happy children rush into the setting without a backward glance. This is a happy, nurturing, and caring setting where children feel safe, cherished, and valued. On arrival, children are eager to start their learning, because the childminder plans activities which are exciting and fun. Parents and carers consistently praise the efforts of the childminder to ensure their children achieve, belong, and thrive in her care. Overall, children progress well in their learning from their starting points.

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

Children act sensibly, take care of resources, and explore the well-resourced learning environment and outdoor area with confidence. The childminder helps children to understand how to behave and to respect the resources. Children learn to climb, swing, balance, and ride on toys as well as to sit calmly. Children engage in singing songs and rhymes and share stories with the childminder. They use the well-chosen fiction and non- fiction books that the childminder sets out attractively for them to select.

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

Children become engaged in activities of their own choosing. They sustain their attention well and are resilient in their approach to working things out. For example, children persevere when considering the best way to speed up the melting process of ice. They demonstrate great pride when they persevere, succeed, and know that the childminder values their attempts. Children are encouraged to recall prior experiences and learning in new situations. This helps to reassure them as they build upon their learning.

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

Children are given lots of opportunities to be independent and build their confidence in age- appropriate ways. For example, they are encouraged to select resources and make decisions about what they would like to play with, dress, undress and cut fruit for a snack. The childminder has created positive relationships with families to ensure regular attendance and provide timely support where needed. For example, she will change her working day to suit parents' shift patterns to ensure children can access her service.

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Next steps

The childminder should develop her professional knowledge around children with special educational needs and/or disabilities so that she is equipped with the essential knowledge to support and provide early intervention for any such children in the future. The childminder should consider seeking feedback from parents and others to identify further areas for 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:

146 Leek Road Endon STOKE-ON-TRENT ST9 9EW

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Address:

Registered person: Porter-Hargreaves, Dawn Marie

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 07:20 - 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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