Tracey, Gail Margaret

Tracey, Gail Margaret

Unique reference number (URN): EY452102 Address: 211 Bodycoats Road, Chandler's Ford, Eastleigh, Hampshire, SO53 2JA Type: Childminder Registered with Ofsted: 15/11/2012 Registers: EYR, CCR, VCR Registered person: Tracey, Gail Margaret

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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 excited to learn and show curiosity when there is a change of activity or a new resource is shared. They are confident to try something new and receive reassurance if they need it. Children learn about the importance of being healthy and keeping active. For example, when children are playing with the pretend babies, they learn about drinking water to keep their bodies working well. Children develop positive attitudes to staying healthy.

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Achievement Expected standard

Children enjoy talking to the childminder and respond well when she asks questions or comments. They are exposed to a wide range of vocabulary and are confident when they comment on what is happening during an activity. For example, children enjoy playing with the small-world equipment and spend time talking about the trees they have built and which animals might live there. This provides opportunities for children to begin to learn about the wider world.

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Achievement Expected standard

Children are keen to engage in the activities provided and are making progress in their learning. However, minor weaknesses in practice means children sometimes miss out on important adjustments and their progress is not as rapid.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has developed an organised environment that encourages children to work together and be independent. Resources are accessible and children know where to find their favourite toys. Children learn to look after the resources and tidy up before getting something new out. This encourages them to be respectful and understand the importance of taking care of their environment

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour is very positive. They understand the expectations of the setting. The childminder is skilful in gently reminding all children to listen or pack away when needed. The childminder develops positive relationships with children and their families. She uses the information shared by parents and carers to understand how children are feeling on a particular day. This means she is able to support them to work with others and enjoy the day.

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Behaviour, attitudes and establishing routines Expected standard

Children typically respond well to the childminder when she introduces a new activity or experience. For example, they are motivated to learn and keen to share their ideas and feelings when reading a story together or talking about what might happen on the next page. This encourages children to develop a love of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports parents to understand the importance of regular attendance at the setting. She is proactive in identifying barriers, such as changes in family life. When extra support is needed, the childminder works closely with parents to provide support. As a result, children attend regularly and benefit from positive and punctual attendance at the setting.

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Children's welfare and wellbeing Expected standard

The childminder knows children well. She has developed secure attachments with children, which helps them to feel safe and secure. The childminder supports children's independence by encouraging them to first try something by themselves, such as remembering where a toy is kept or how to dress a doll. This approach begins to give children a sense of resilience and determination.

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Children's welfare and wellbeing Expected standard

The childminder teaches children to recognise and begin to understand how they are feeling. Children are starting to learn how to manage their own emotions and feel comfortable seeking support when needed. The childminder shares advice with parents and carers on how to support their children at home around this aspect of their development. This provides a consistent approach to supporting children at home and in the setting.

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Children's welfare and wellbeing Expected standard

Children often learn how to keep their bodies healthy. For example, they choose their own coloured cup to fill up with water. They learn the importance of keeping their bodies healthy through physical exercise, such as walking, dancing and playing outside. As a result, children are starting to understand the importance of having a healthy body and how to look after themselves.

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Children's welfare and wellbeing Expected standard

The childminder teaches children how to keep themselves safe. For example, she talks about road safety when they go for walks or collect their friends from school. The childminder also shares appropriate information with children about how to keep themselves safe online. For example, she uses clear and simple language to explain the importance of not sharing information about themselves and telling a trusted adult if they have a worry.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that typically builds on children's interests and includes a wide range of experiences for children to take part in. For example, children enjoy choosing their favourite song to dance to. The childminder uses this opportunity to teach children about their body parts and practise their counting. However, there are times when music playing in the background distracts children from concentrating or processing information during a conversation. This means that children are not always fully engaged in their learning.

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Curriculum and teaching Expected standard

The childminder has an understanding of all children's current abilities. Planned activities are well sequenced and build on what children already know and can do using information gathered from observing children during their general play. However, the childminder does not routinely plan opportunities for children to revisit and review this knowledge. As a result, children do not have consistent opportunities to build on their progress further.

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Curriculum and teaching Expected standard

Children engage in conversation throughout the day about a range of topics, including how they are feeling and what they enjoy playing with. They are exposed to a wide vocabulary that enhances their communication and language development. The childminder asks children questions, listens carefully and responds when they make a suggestion or share their ideas. For example, children enjoy listening to a favourite story. The childminder asks children what they can see in the pictures and what might happen next. This provides valuable opportunities for children to learn new words and develop early literacy skills. The childminder understands the importance of providing opportunities to support a broad range of skills across the curriculum. For example, children enjoy visiting the local woods to practise their physical skills, such as balancing and jumping. The childminder incorporates mathematical language by asking children how many steps they are going to climb or how

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Curriculum and teaching Expected standard

many leaves they can collect. This means children are motivated to learn and stay engaged for longer.

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Inclusion Expected standard

The childminder works closely with parents and carers to understand children's needs and how she can provide the right level of support. She carefully considers how children will learn best and provides resources that are inclusive and engaging for everyone. For example, the childminder provides additional reassurance for children who need it. She praises them when they attempt a new skill or achieve something they have been practising.

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Inclusion Expected standard

The setting provides an inclusive culture where all children feel they belong. The childminder makes sure all children have the opportunity to access the activities and experiences, providing additional support if needed. For example, children enjoy helping to decide what to play with or where to visit. The childminder involves all children in deciding the rules of the setting which makes them feel an important member of the group.

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Inclusion Expected standard

The childminder works collaboratively with other organisations to share information. She shares progress with other practitioners if children attend another early years setting or are leaving to move on to school. The childminder uses her experience and knowledge to understand the different barriers that can impact on children's learning. She works closely with parents to provide advice and guidance on how best to ensure children are able to learn effectively.

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Leadership and governance Expected standard

The childminder has a clear overview of her setting and has identified ways to provide children with even more opportunities to learn. She works hard to develop positive relationships with parents and carers so that children receive effective care. Communication is effective and parents share how they value the support the childminder provides, explaining how the childminder almost feels like family.

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Leadership and governance Expected standard

The childminder uses her broad experience and information gathered from training to regularly evaluate her offer. However, although the childminder is generally reflective, there are some weaknesses in her practice that have not been identified. This means there are times when children do not benefit from targeted support to extend their progress further.

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Leadership and governance Expected standard

The childminder uses her comprehensive knowledge of the children in her care to promptly identify any areas needing support. She is aware of resources available in the community. The childminder understands the need to work with a range of organisations, such as schools and other services, to promote the welfare of children.

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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 arrive excited to spend time with the childminder. They are ready to spend the day in an environment that is calm and welcoming. Children are familiar with the routine and enjoy signing themselves in and choosing their favourite coloured cup to drink from. This means children know what is coming next, making them feel safe and secure.

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

The childminder works closely with parents and carers to share information that supports children, such as how they have slept or what they have been doing at the weekend. This

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About this setting

Unique reference number (URN): EY452102 promotes a positive relationship and means the care children receive is consistent both in the setting and at home.

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About this setting

The childminder knows all children well. She uses her knowledge to provide experiences that support children appropriately. The childminder is able to identify potential barriers that could affect children's learning and carefully considers the best type of support. For example, she draws on her experience to provide support that is tailored to individual children including using specific resources or working with professionals from other organisations. This helps all children to receive care that is well suited to their individual needs and move forward in their learning.

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About this setting

The childminder knows the local area extremely well and regularly takes children on outings including the forest and park. Children also enjoy visiting the local shops to buy ingredients for a baking activity. The childminder uses these experiences to give children a sense of belonging and teaches them about their local community and the wider world around them.

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Next steps

The childminder should consistently provide an environment that supports children to think and process information, such as by considering the impact of background noise on children's concentration. The childminder should consider effective ways to regularly review children's progress, to identify their next steps in learning and provide additional support at the earliest opportunity.

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About this inspection

The inspector spoke with the childminder, parents and carers 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:

211 Bodycoats Road Chandler's Ford Eastleigh Hampshire SO53 2JA

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Address:

Registered person: Tracey, Gail Margaret

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:30

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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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