Tromans, Deborah

Tromans, Deborah

Unique reference number (URN): EY555223 Address: 6 Emerald Way, Broughton, Aylesbury, HP22 7DA Type: Childminder Registered with Ofsted: 17/04/2018 Registers: EYR, CCR, VCR Registered person: Tromans, Deborah Joy

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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 confident and curious. They engage and focus at their chosen play, exploring and developing their communication and language development. Children who speak English as an additional language share key words in their home languages and name the spoken English words. They are beginning to learn the language of emotions and, as such, are able to express and manage their feelings. Children make steady progress across all areas of the early years foundation stage. They join in with songs and rhymes and enjoy sharing books and naming familiar animals in the book.

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Achievement Expected standard

Children have many opportunities to learn about the world around them. They develop their physical skills with frequent visits to local parks and play areas where they can run and climb. Children grow in confidence as they discover what their bodies can do. They develop a love for reading and enjoy visits to the library where they learn about books and the people who help them. Children are well prepared for their next stage in learning and development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has developed and established routines where children know what is happening now and next. Children understand the expectations for their behaviour. They show great care when tidying the environment ready for snack time. Children have healthy routines around personal hygiene and enjoy singing as they prepare for their snack time. The childminder promotes healthy and nutritious eating patterns. She works closely with parents and carers in supporting them to know the benefit of hydration, suitable snacks and meals.

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Behaviour, attitudes and establishing routines Expected standard

Children build positive friendships where they enjoy playing alongside each other and exploring activities together. They show care and kindness to each other. The childminder is attentive and supports children to regulate their emotions when needed. She has procedures in place to monitor attendance to ensure that children benefit from regularly attending. This helps to establish routines and children's attitudes towards their learning and development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder ensures that she adapts her teaching and the teaching environment to meet the varying needs and stages of development for individual children. This supports children to develop their confidence and understanding of what is expected of them and to focus during their play and learning.

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Children's welfare and wellbeing Expected standard

The childminder has positive relationships with children, where they receive the comfort and care they need to feel emotionally secure. She focuses on ensuring that children's individual care routines are effective in meeting their varying needs. Children receive comfort and care when needed. The childminder is gentle and calm in her approach to supporting children's wellbeing. She knows children well and provides a warm and nurturing environment where children are safe and secure. The childminder supports children to developing their physical skills through a wide range of activities. They enjoy being physically active and join in with enthusiasm with the childminder in moving their bodies.

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Children's welfare and wellbeing Expected standard

The childminder has secure routines that help children know what to expect and when. Children follow the routine and actively engage in personal care practices. They enjoy the time they spend with the childminder during personal hygiene routines. Children talk about what they are doing and why. They learn about keeping healthy through effective hygiene practices.

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Children's welfare and wellbeing Expected standard

The childminder promotes safe sleeping practices. She ensures that children have suitable nutritious meals and snacks. The childminder sits with children and talks with them about what they are eating and encourages children to drink water to stay hydrated, particularly after being physically active.

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Curriculum and teaching Expected standard

The childminder has a clear vision of what it is she wants for children to learn. She has an ambitious curriculum that is focused on children's current interests and varying stages in development. The childminder ensures that the teaching environment is suitably planned. In the provision, she offers a wide range of activities and opportunities that are interesting and well thought out to meet the needs of children.

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Curriculum and teaching Expected standard

The childminder ensures that throughout children's time with her they have many opportunities to explore their personal, social and emotional skills. She supports children to explore their feelings and guides them in regulating their emotions. This helps children to make steady progress across all areas of the early years foundation stage.

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Curriculum and teaching Expected standard

Children develop their communication and language skills and particularly enjoy music and movement activities. They sing along to the songs and explore their physical skills as they balance on one leg, twirl, stretch and stand still. Children listen intently to the instruction of the music and movement and join in with enthusiasm.

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Curriculum and teaching Expected standard

The childminder teaches mathematics, and children are currently working on size and shape. She teaches children about big and small. Children explore resources to identify big and small pieces. However, there are sometimes when the childminder is focused on the aim of the activity. This means she does not consistently recognise that a different approach would better support children's understanding and engagement in the activity.

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Inclusion Expected standard

The childminder knows children well. She gathers information and assesses children's starting points. This supports the childminder's planning and provision to meet the individual needs of the children attending. She adapts her approach and the teaching environment to remove barriers to children's learning. The childminder ensures that she understands families' values and key information that supports in helping children transition into her care. This helps children to feel safe and secure, supporting them to be able to engage and participate in their learning and development.

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Inclusion Expected standard

The childminder recognises children's learning needs well. She develops individual learning plans for each of the children. The childminder uses assessments and observations effectively to identify children's current skills and provide the teaching and support children need to make steady progress and build on their next steps in learning.

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Inclusion Expected standard

The childminder knows about additional funding and how this can be applied to support children in accessing their early education. She is aware of further support and the external agencies she can refer to should children need further support in their learning.

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Leadership and governance Expected standard

The childminder has a secure understanding and oversight of her provision. She has clear ambitions for children's learning and development. The childminder evaluates her practice and provision to ensure that she continuously meets the needs of the children attending. She is aware of training and professional development opportunities and identifies areas for improvement. For example, the childminder expresses her desire and need to complete further training in supporting children with special educational needs and/or disabilities. The childminder recognises further training will support her in identifying gaps in children's learning and help develop her practice. This will further support her to develop targeted plans to support children to make ongoing progress.

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Leadership and governance Expected standard

The childminder focuses on building trusting and respectful relationships with children and their families. This ensures that she knows and understands the varying context of the individual children. This helps the childminder to plan her provision to support children to secure their current skills and build on their next steps in learning. The childminder works closely with parents and carers to remove barriers to learning. She adapts her teaching and the teaching environment to meet children's needs. The childminder ensures that she manages her workload and wellbeing so that she can provide effective care and education for 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 are happy and settled in this homely and nurturing environment. They receive warm and gentle care that helps them to feel safe and secure in the childminder's home. Children are confident and curious learners, who actively engage in purposeful play and learning. They explore many opportunities and activities to support their overall learning and development across all areas of the early years foundation stage.

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

The childminder promotes and supports children's communication and language development. She actively listens and responds to children expressing their wants and needs. Children particularly enjoy music and movement activities. They ask the childminder for their favourite songs and sing along. These activities help children to be physically active and learn about what their bodies can do. Children listen to instructions and practise balancing on one leg, twirling, crouching and jumping. The childminder encourages children to drink water after this activity to ensure that children are hydrated. She promotes healthy lifestyles and habits through modelling hygiene practices. For example, the childminder sings a handwashing song with children. She talks to children during key moments, such as nappy changing times, to continuously support their learning and understanding.

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

Children are beginning to learn about size and shape and explore materials so that they can compare items off big and small. The childminder knows children well and has formed positive bonds that support children's emotional development. Children make secure

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Address:

6 Emerald Way Broughton Aylesbury HP22 7DA

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00 friendships with their peers. They enjoy exploring and playing together, developing their turn-taking skills.

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Next steps

The childminder should further develop her teaching to extend children's learning and next steps in development. The childminder should complete further training to support her professional development and knowledge of changes within early years.

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About this inspection

The inspector spoke with the childminder 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. Local authority: Buckinghamshire

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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. 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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