Taylor, Vida Margaret

Taylor, Vida Margaret

Unique reference number (URN): EY362362 Address: 187 Bedale Drive, Leicester, Leicestershire, LE4 2LE Type: Childminder Registered with Ofsted: 01/02/2008 Registers: EYR, CCR, VCR Registered person: Taylor, Vida 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

All children including those with special educational needs and/or disabilities, make steady progress in a calm and nurturing environment. They develop their communication skills as they learn new vocabulary through regular interactions with the childminder as they play. They enjoy holding conversations and talking about what they know. Most of the time, children are curious and independent learners who enjoy engaging in imaginative play with the childminder. They enjoy contributing to discussions and understand that their opinions are important. This supports children's confidence and self-esteem.

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Achievement Expected standard

Children know their routines well. They demonstrate this by tidying away before lunch and going to wash their hands without being prompted. Children are becoming independent and are able to manage most of their own self-care needs. For example, they are beginning to toilet independently and dress into outdoor clothes. These key skills prepare them well for their next stage of learning, including when they start school.

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Behaviour, attitudes and establishing routines Expected standard

Children develop secure relationships with the childminder. This helps them to feel safe and happy. The well-established routines and consistent support help children to develop a sense of security and responsibility. The childminder sets high expectations for behaviour. She provides opportunities for children to learn to play together, planning experiences that encourage children to take turns and share. For example, she sets out her environment to encourage children to cooperate, such as when playing at the sand table together. Overall, children show positive attitudes to learning, engage well with routines and are developing the social skills needed for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works well with parents to promote the importance of punctuality and attendance. For example, she follows up with a phone call if they do not arrive at the setting on time.

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Behaviour, attitudes and establishing routines Expected standard

The childminder does not always use routines, such as mealtimes, to maximise children's learning. For example, during mealtimes, the most able children's learning is not extended as she often completes tasks for them such as opening packets. This can reduce their chances to practise important skills and develop greater independence.

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Children's welfare and wellbeing Expected standard

The childminder knows each child very well and responds sensitively to their individual needs and routines. Daily care practices are calm, consistent and based on trusted, established relationships that help children feel safe and valued. Adaptations, such as visual aids support those with special educational needs and/or disabilities, to have their needs met effectively. The childminder promotes an awareness of being healthy. For instance, she talks to children about the importance of brushing their teeth and offers them a variety of fruit and vegetables at mealtimes. She supports children in learning good manners and developing their social skills at group times. The childminder provides children with many opportunities to be physically active through the regular use of local playgrounds and her outside environment. She supports children to consider their own safety when climbing on large equipment giving

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Children's welfare and wellbeing Expected standard

them verbal instruction to help them manage their own risks.

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Children's welfare and wellbeing Expected standard

The childminder is responsive to children's needs and notices small changes in their emotions, such as when they become frustrated. On occasion, when children express these emotions, the childminder does not consistently support them to understand their own feelings. This can limit opportunities to further strengthen their understanding of emotions.

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Curriculum and teaching Expected standard

The childminder has taken positive steps to develop her curriculum since the last inspection. Overall, the childminder plans a varied curriculum that covers all areas of learning effectively. She offers a good balance of focused, quieter activities and more active play. She makes good use of resources and plans activities that build on the interests and abilities of the children. For example, older children complete tricky tasks, such as fastening buttons and zips as they dress dolls. Children are physically active and enjoy taking part in walks to the local park where they run, jump and climb. The childminder uses storytelling purposefully to reinforce and extend prior learning. For example, she reads a story about a sunflower to build on the children's recent planting activity. Children remain engaged, curious and eager to talk about what they know.

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Curriculum and teaching Expected standard

The childminder has a clear awareness of where each child is in their learning and what they need to learn next. She typically identifies gaps in children's learning and adapts her teaching accordingly. For example, she introduces new vocabulary to older children during imaginative play helping them to pronounce and understand new words. Although children are encouraged to count and recognise numbers as they play, the childminder does not always build on children's wider mathematic development. For example, she does not always help children to understand concepts, such as shape space and measure as they play.

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Inclusion Expected standard

The childminder uses observation and assessments along with information from parents to identify what children need help with. She works closely with parents, offering support when making referrals to external agencies. The childminder regularly reviews children's achievements to identify what is working for them and help to decide any further steps that may be needed. The childminder's ongoing communication with parents helps to ensure continuity of care and shared approaches that support every child's development.

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Inclusion Expected standard

The childminder has recently attended training to improve her knowledge of supporting children with special educational needs and or disabilities and is beginning to adapt her practice effectively. She plans purposeful interactions, particularly to support language development. For example, the childminder uses simple language which focuses on pronunciation with the children, and encourages lots of singing to support their developing communication.

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Inclusion Expected standard

The childminder does not currently receive any additional funding, but she is clear that if she did, she would use it to purchase resources that would help reduce barriers to learning. The childminder also understands her role in supporting those children who are known to social care. Overall, inclusive practice enables children to participate fully in the setting, feel valued and supported and make steady progress from their starting points.

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Leadership and governance Expected standard

The childminder has taken positive steps to improve. She has made effective changes to her curriculum and teaching which has strengthened outcomes for children. For example, her use of assessment helps her to provide activities that focus on children's most relevant next steps in learning. She reflects on her provision and liaises with other professionals to identify areas of improvement or training that she would like to complete. For instance, she has recently enrolled on training to support those with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder has attended various training opportunities to extend and strengthen her skills and knowledge. She has implemented some ideas into the setting but has yet to fully embed improvements to see the full impact. The childminder continues to attend further training to help develop this even further, identifying areas for improvement and implementing actions.

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Leadership and governance Expected standard

The childminder works closely with parents and provides them with regular updates. She supports parents effectively, giving them guidance on a range of topics. For example, the childminder shares information with parents about how to support children's toileting at home so they can use consistent strategies. She understands how to work in partnerships with other settings that children attend.

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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 demonstrate that they feel safe and secure. They arrive happily, separate confidently from their parents and form secure, trusting bonds with the childminder. They readily seek her reassurance when needed, showing their growing emotional security and attachment. They confidently explore the setting and make independent choices in their play. Moving around the environment with ease, they engage in activities that interest them. For example, children enjoy engaging in imaginative play, pretending to make tea for the childminder. Experiences are planned to ensure all children, including those with special educational needs and/or disabilities, develop confidence and make typical progress in their learning.

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

Children develop positive social skills. They regularly visit play areas and toddler groups, where they benefit from interacting with larger groups of children. They also form additional friendships, often talking warmly about their 'best friend' from these groups. These outings help children to develop an understanding of the wider community and become confident with surroundings beyond the childminder's home. Children learn about how to keep themselves safe. The childminder sets clear boundaries and guidelines for them to follow. For example, children learn about road safety when on outings.

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

Children are happy and engaged in learning. Activities are planned to meet their individual age and stage of development. They have lots of fun while they learn new skills. For example, they strengthen their hands and develop coordination as they fill plant pots with soil. Children develop their communication and language as they talk with the childminder about what plants need to grow. They smile proudly when they receive praise for successfully planting their flowers. Children confidently take responsibility for small tasks,

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Address:

187 Bedale Drive Leicester Leicestershire LE4 2LE

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Address:

Registered person: Taylor, Vida Margaret such as putting away resources before snack. This growing independence strengthens their sense of responsibility and pride in contributing to the daily routine.

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Next steps

The childminder should provide opportunities for children to learn about further early mathematical concepts. The childminder should strengthen her skills to help make the most of all opportunities, including routines and mealtimes, to extend children's learning even further. The childminder should strengthen interactions with children to deepen their knowledge and understanding of their emotions. The childminder should focus on fully implementing the knowledge she has gained from attending training to further improve the quality of teaching.

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About this inspection

The inspector spoke with parents, children and the childminder during the 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 06:30 - 17:30

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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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