Phillips, Amanda Claire

Phillips, Amanda Claire

Unique reference number (URN): EY427964 Address: Holly Lodge, Hagnaby Lane, Keal Cotes, Spilsby, PE23 4AL Type: Childminder Registered with Ofsted: 18/05/2011 Registers: EYR, CCR, VCR Registered person: Phillips, Amanda Claire

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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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Behaviour, attitudes and establishing routines Strong standard

Children follow the childminder's rules of how to behave very well. The childminder demonstrates unwavering consistency in her approach to supporting children's behaviour. Her calm and nurturing approach supports even younger children to understand that their actions can have an impact on their friends. Consequently, this builds children's social skills to be able to play in harmony with their peers. The childminder has embedded clear routines that children follow well. She tells children what is happening next in their routines, such as what activities are available after snack. As a result, children display great confidence and impeccable behaviour.

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Behaviour, attitudes and establishing routines Strong standard

The childminder considers her responses to children, depending on their ages, adapting the complexity of her instructions to support children to understand her expectations for behaviour. This supports children to fully understand and respect areas they can explore and take resources to and do so with ease and confidence. Children confidently select resources to engage with in their play. They ably maintain their attention with activities for long periods of time, which enhances their understanding across all areas of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established clear and effective processes to enable her to monitor attendance and respond to children's absences. She provides enhanced support to families and offers flexibility to ensure that family circumstance is not a barrier to accessing her provision.

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Inclusion Strong standard

The childminder has embedded a fully inclusive approach to what she provides for children and their families. She swiftly uses her assessments to identify children's ongoing and emerging needs and tailor and adapt the support children receive. Despite the childminder not having any children who have special educational needs and/or disabilities, or who are known to social care, currently on roll, she has a deep and thorough understanding of inclusivity and has established highly effective processes to enable all children to make progress. For example, even though there are no children on roll who currently receive any additional funding, the childminder identifies children who may need support with their self- regulation. She purchases additional resources to help children to regulate their emotions more effectively, which supports them to fully access other activities on offer. The childminder thoroughly reviews the impact of these adaptations to establish their

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Inclusion Strong standard

effectiveness and, if needed, adapts her environment and practice further to meet the needs of children.

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Inclusion Strong standard

The childminder has established positive relationships with other professionals to enable the sharing of strategies and provide specialist advice when necessary. Her high levels of knowledge and well-thought-out processes mean there is no delay in children receiving the care and education they require to make progress while they await appointments with outside agencies.

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Leadership and governance Strong standard

The childminder is dedicated to her own learning, consistently strengthening her expertise and professional practice. For example, she recently attended a high-quality masterclass about the care of babies. This greatly enhanced her work with babies even further. Additionally, she has attended training that has deepened her knowledge of inclusive practice. This has supported her to understand how to carefully adapt her interactions should any children with barriers to their learning or those with special educational needs and/or disabilities be welcomed into her provision in the future.

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Leadership and governance Strong standard

The childminder places high expectations on the development of assistants. She provides regular feedback and coaching to continuously enhance assistants' knowledge. Furthermore, she plans training specifically linked to the needs of children attending her provision to ensure that children flourish. The childminder is highly reflective and understands the strengths and areas for improvement in her provision. She reflects on the feedback from parents and carers and adapts her provision to meet the needs of families.

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Leadership and governance Strong standard

The childminder has implemented robust procedures that support the ongoing development of children. These are commonly understood among parents, and, therefore, when needed, the childminder initiates conversations with parents to improve overall outcomes for children. The childminder has recently identified home learning as an area for improvement. She has implemented packs for families to borrow to support the ongoing development of language and mathematics. Parents comment on the positive impact the childminder's support has had on their children's development.

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Achievement Expected standard

Children make progress with their communication and language development. They can regularly be heard having conversations with one another and engaging with the childminder. They are comfortable and confident to share their views and make their needs known. However, their vocabulary could be widened further with consistent support.

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Achievement Expected standard

Children show their understanding of number. As they play, they place items into a group and comment on how many they have. Children are confident to take themselves to the toilet and wash their hands independently, seeking support from their older peers when needed.

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Achievement Expected standard

While children play imaginatively, they work together to set up a pretend bed and take it in turns to lay down and offer each other play food. Children recognise when they need help with their interactions and ask for help when needed. As a result, children are confident to make choices and remain engaged with their friends in a positive way.

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Children's welfare and wellbeing Expected standard

The childminder supports children to gain an understanding of how to be kind to their friends. She enhances children's interactions with one another by introducing children to how their friends might feel as they play together. She praises children's respect and kindness to one another, for example, when older children support their younger peers to turn lights on. This helps children to feel a sense of pride of their actions and fosters a culture of care and kindness.

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Children's welfare and wellbeing Expected standard

The childminder prioritises her relationships with children and their families. She fully understands her role and monitors and reviews individual children's progress to support their learning. She gathers information regularly from parents about children's routines and care needs. This enables her to replicate care routines from home to support children to feel safe and secure.

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Children's welfare and wellbeing Expected standard

The childminder supports children to understand the routines of sitting to eat and washing their hands before mealtimes. She carefully plans her daily routine to ensure that children complete hygiene practices and eat healthily. She recognises that there is scope to further enhance children's understanding of sustaining lifelong healthy habits.

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Curriculum and teaching Expected standard

The childminder has devised an ambitious curriculum that provides children with the skills and knowledge they need to progress to their next stage of learning. She uses her knowledge of child development to adapt her interactions with children, depending on their age and stage, to enhance their learning. For example, while drawing, the childminder introduces younger children to shapes. She points and describes what they are and models how to draw them. She makes mathematics purposeful, such as drawing a circle for a spider's body, supporting children to notice shapes in wider contexts.

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Curriculum and teaching Expected standard

The childminder skilfully introduces new vocabulary to children. For example, while children describe the taste of grapes, the childminder enhances what children say, using words such as 'bitter' and 'sharp'. The childminder demonstrates a clear understanding of the need to build even further on children's language development.

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Curriculum and teaching Expected standard

The childminder suggests ways for children to resolve problems, which supports them to build social skills such as turn taking and understand how they can work together. The childminder engages enthusiastically while reading stories aloud with children. She demonstrates how to move her body in different ways. Children copy these actions, coordinating their movements to balance on one leg and building physical strength.

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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 confident, they are curious and eager to engage in a variety of activities. For example, children become excited when the childminder suggests 'colouring club' and swiftly sit at the table to begin colouring. While children enjoy filling their picture with different colours, they concentrate intently and show increasing control of the pens they use, developing their hand–eye coordination. Children show their pride as they point to parts of their picture and begin to describe what they have drawn. The childminder extends children's thinking by asking questions to further develop their conversational skills.

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Address:

Holly Lodge Hagnaby Lane Keal Cotes Children feel safe and develop an understanding of how they are feeling. They request a 'happy hug' from the childminder, who is available to give comfort and support. Young children show they feel comfortable and have positive relationships with the childminder. They crawl over to her and rest their head on her knee. They smile as the childminder strokes their head and then move their attention to activities after they have 'topped-up' emotionally.

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Address:

The childminder supports children to develop skills to become more independent. She encourages them to try to do things for themselves, before she describes and reminds children of what they need to do. This helps children to make their own choices, test out their ideas and begin to develop their own self-care routines, such as toileting and handwashing.

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Next steps

The childminder should further strengthen her interactions to consistently develop children's vocabulary. The childminder should further enhance daily routines for children to learn about lifelong healthy habits.

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About this inspection

The inspector spoke with the childminder, her assistant, 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. Spilsby PE23 4AL Type: Childminder

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About this inspection

Registered person: Phillips, Amanda Claire

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About this inspection

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