Cannell, Nicola Jane

Cannell, Nicola Jane

Unique reference number (URN): 2756829 Address: 1 Farm Close, Northampton, NN2 8AR Type: Childminder Registered with Ofsted: 13/11/2023 Registers: EYR, CCR, VCR Registered person: Cannell, Nicola Jane

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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 who face barriers to learning or have special educational needs and/or disabilities, progress well from their starting points. Younger children show developing large muscle skills as they kick balls and try to catch a ball the childminder throws to them. All children demonstrate good dexterity and hand eye coordination as they use spoons to scoop glitter into bottles. They show a developing pincer grip as they pinch small glitter butterflies and carefully place them in a bottle.

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Achievement Expected standard

Children develop a love of books. They make choices from the range available to them and either sit alone to look through these or ask the childminder to read them their favourite story. Overall, children are building on their speech and language in everyday tasks and play. Children learn how to be independent through well-established routines. They wash their hands before snacks and meals and put on their own coats with ease.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour and as a result children behave well and have positive attitudes to their learning overall. Children are encouraged to value and respect one another and learn how to take turns during their play. This is demonstrated when they pass the funnel they are using to each other when requested. Children then manage this task without being asked, showing they understand what is expected of them. They show good manners as they say please and thank you without being prompted. The childminder praises the children for their positive behaviour which supports their confidence and self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is warm, calm and patient as they encourage the children to follow instructions, such as holding hands when they are crossing the road, to support their safety. She models kindness, cooperation and respect to all children and in turn, children listen to her and follow what she asks them to do. The childminder talks with parents about the importance of attendance and the positive impact this has on their child's learning and development. She monitors attendance, following up on any unexplained absences to safeguard children's welfare.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate they know and understand the routines and the childminder prepares them well for this. She talks about tidying the resources away before going for a walk and children know to help her with this task. They then know to put on their shoes and coats and stand by the gate to wait for her to open this.

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Children's welfare and wellbeing Expected standard

The childminder creates a safe environment that enables all children, including those children who have special educational needs and/or disabilities, to have fun and feel secure to enjoy their play. She places a strong emphasis on children's physical and emotional wellbeing. The childminder works closely with parents to be sure foods offered to children promote their good health. Mealtimes are a social occasion. The childminder encourages children to eat food in the correct order, such as their sandwich, yogurt and then their fruit. This routine helps children in readiness for eating independently at school.

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Children's welfare and wellbeing Expected standard

Children practice appropriate hygiene skills and learn how to be independent in their self- care. They use tissues to wipe their nose and are shown how to wash their hands and face before and after eating. Children enjoy being outdoors and show good coordination as they run after a football, kicking this into the goal.

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Children's welfare and wellbeing Expected standard

The childminder has secure bonds with the children in her care and teaches them to act in safe ways. She reminds children to sit on their bottom when at the table, explaining why this will keep them safe. When out on walks, she reminds children to stop at the pavement edge and asks them what they need to look out for. Children know they need to 'look and listen for cars'.

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Curriculum and teaching Expected standard

The childminder offers children a curriculum that is broad and covers all areas of learning. She gets to know the children, through discussions with parents as well as observing them in play, using effective plans to build on what they already know and need to learn next. However, at times, her teaching of planned activities does not always challenge children and limits the progress that they make. Nonetheless, children are confident and motivated to learn.

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Curriculum and teaching Expected standard

The childminder promotes children's personal, social and emotional development well. She ensures children develop a sense of belonging and encourages them to recognise when they are feeling sad, happy or frustrated. This helps children to build resilience. The childminder provides many opportunities for children to hear and use language as they play. However, there are times that she talks over the children or speaks so rapidly that children do not always have enough time to speak and respond to questions to allow them to develop their speaking skills further. The childminder helps children to understand simple mathematics. She uses mathematical language, such as big, small and huge and encourages children to problem solve when they try and work out how to get glitter into bottles.

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Inclusion Expected standard

The childminder gets to know the children and their families well. Any additional needs or barriers to their learning are shared and discussed, to be sure that any adaptations can be made appropriate to the needs of children. The childminder ensures that her provision is open and inclusive in order to facilitate the care and learning needs of all children in her care. She plans an inclusive curriculum and evaluates this regularly to be sure that, overall, this is reflective of the needs of all children in her care.

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Inclusion Expected standard

The childminder understands the importance of working with external professionals to meet the needs of children in her care. She undergoes appropriate training to be sure she has the skills needed to support children who have special educational needs and/or disabilities, or barriers to their learning. The childminder ensures every child has the funding they are entitled to and uses this to help children benefit from extra intervention or resources as needed. The childminder's ongoing focus on inclusive practice ensures that all children's learning and wellbeing are promoted effectively.

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Leadership and governance Expected standard

The childminder has a clear understanding of what she does well and takes on board that there are areas she can develop further. She regularly reviews the provision to ensure that toys and resources are age-appropriate and reflect children's current interests. The childminder acts in the best interests of all children, including those who face barriers to their learning or who have special educational needs and/or disabilities (SEND). The childminder reflects on her skills and ensures that training is undertaken to help her improve her practice, but also, the outcomes for children. She has recently attended training in SEND to help her support the children more effectively in her care.

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Leadership and governance Expected standard

The childminder has established positive partnerships with parents. She regularly seeks their views on what she does well and how to improve practice, to be sure they have a voice in how their children are cared for. All comments are positive and parents value the provision the childminder offers to their children. The childminder helps children to have a smooth transition to pre-school by making contact with them and sharing information on the individual needs of children, to promote continuity for children in their care and learning.

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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 clearly enjoy their time at this inclusive and welcoming setting. They demonstrate that they feel safe and secure as they play easily on their own as well as seeking out the childminder to join in with their activities. Children are confident to approach the inspector, talking to them about what they are doing. They are curious and immerse themselves in play. Children compare the flowers they have picked from their nature walk, to those in a book. The childminder reminds the children of the names of the flowers, to extend their awareness of the world.

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

Children learn to respect and value each other with the support and encouragement of the childminder. She creates a sociable environment and teaches children how to play with each other. This helps children to develop positive relationships with each other and learn to cooperate, share resources and take turns with ease. Children with barriers to their learning are supported well in this setting. The childminder takes time to work with parents and other agencies, to target plans and teaching to reflect their individual needs.

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

The childminder shows a clear understanding of how children learn and plans activities to help them make progress appropriate to their age and ability. She understands what it is she wants children to learn next and is able to articulate how this will be achieved in order for children to be ready for the next stage in their learning, such as school.

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

The childminder takes time to help settle children into her setting to help them develop trusting relationships. She works closely with parents to be sure she has all the information she needs on their care and development before children start in her care. From this she plans appropriate activities linked to their likes and interests to help them settle and begin to develop their skills.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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Next steps

The childminder should provide children with more time to answer questions and practise speaking, to help children to develop their language skills. The childminder should take a more focused approach to the planning of activities in order to challenge children and develop their learning even further.

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About this inspection

The inspector spoke with the childminder and the 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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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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