Eadson, Angela

Eadson, Angela

Unique reference number (URN): 2773223 Address: 31 Lansbury Road, Mansfield, NG21 9QH Type: Childminder Registered with Ofsted: 08/02/2024 Registers: EYR, CCR, VCR Registered person: Eadson, Angela

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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 typically progress well in all areas of their learning and development. Older children show their developing conversational skills over mealtimes. They talk about what is happening around them and know how to ask for help when they need this. Younger children progress securely in their physical development. They build movement and strength as they reach for toys while sitting and practise standing at the steps of small slide outside. After some time doing this, they use their legs and push up from a sitting position. Parents and carers confirm that all children are achieving at a steady rate, including those who have required extra help. Children learn skills that will help them as they get older and move on to school, such as how to take their shoes off and put them on. Children show increasing independence as they do this.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children's regular attendance and monitors this. This helps to safeguard children effectively and promotes a consistent routine. Children know what is expected of them and are familiar with the routines of the day. The childminder has appropriate rules in place to maintain a well-ordered learning environment. For example, she asks children to take their shoes off upon entering the house and put them in an allocated place. The childminder gives children different levels of help depending on their individual needs.

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Behaviour, attitudes and establishing routines Expected standard

The childminder responds to the minor conflicts that children have when they play together. She supports children's sharing skills successfully. The childminder redirects children's attention when they do not behave in the most desirable way. However, on occasion, she does not notice when some children are not as highly involved in learning compared to their peers because her attention is elsewhere. This leaves some children lacking engagement in their learning for short amounts of time throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds secure and trusting relationships with children. She and her assistants enjoy their time with the children as they laugh and play together. The childminder praises children for their frequent achievements. She is proud of children's development and wants to recognise this.

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Children's welfare and wellbeing Expected standard

The childminder is responsive to the different care needs that children have. She learns about children's needs from their parents when they first start and uses this information to help her build secure relationships with children. The childminder ensures that children who need tailored care are not at a disadvantage. She promotes the welfare of all children and follows procedures to keep them safe. This includes her involving external agencies when required, such as from children's social care. The childminder teaches children about different emotions through role-play activities. She helps children to recognise what their doll might be feeling when it is cold or hurt. This helps children to identify these feelings in themselves and build a sense of empathy for others.

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Children's welfare and wellbeing Expected standard

The childminder helps children form healthy habits from a young age. She gives children ideas about how they can keep themselves safe. For instance, the childminder encourages children to wear socks with grip inside, so they do not slip. The childminder responds when she notices children need their noses wiping. She teaches healthy routines, for example she reminds children about washing their hands after they have used the toilet. The childminder implements risk assessments to help keep children safe and well. She makes sure children are safe while they eat, including during picnic style dining experiences.

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Curriculum and teaching Expected standard

The childminder is accurate in her assessment of children's knowledge and abilities. She knows what she wants to teach children next and uses this to plan a curriculum focused on children's individual learning goals. The childminder and her assistants play alongside children where they support turn-taking games, such as when children roll a ball back and forth to each other. The childminder plans group times to encourage children's communication and language development through singing songs and sharing stories. She introduces number to younger children as they count 1, 2, 3. However, the childminder's mathematics curriculum for older children is not yet as embedded in her day-to-day teaching. She knows what mathematical concepts she wants older children to learn, but she does not visit this teaching regularly enough throughout the day. This limits older children's exposure to this learning.

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Curriculum and teaching Expected standard

Children who need extra support in their learning and development receive this. For example, the childminder supports children's early physical development by planning frequent opportunities for them to develop their core strength and standing skills. Overall, the childminder makes sure she and her assistants teach effectively throughout the day. However, sometimes the quality of their teaching dips during routine times, when their attention is more focused on meeting children's care and wellbeing needs.

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Inclusion Expected standard

The childminder uses what she knows about children's former years and their experiences at home to shape the provision that she offers. She makes the adaptations that children need to develop alongside their peers. For example, she prepares food to meet children's unique and individual care needs. The childminder uses assessment effectively to swiftly identify any emerging gaps in children's learning and development. She shares her assessments with parents and carers. The childminder puts plans in place for children to receive input from external support services when this is needed. This means that any delays in children's development are minimised. The childminder uses some knowledge from training to help her, and her assistants, give children the support they need to engage in appropriate learning to progress in their development.

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Inclusion Expected standard

The childminder understands how additional funding entitlements should be spent. She recognises that children must benefit from this spending. The childminder responds promptly when she identifies families who needs help from children's social care services. She participates in multi-agency meetings. The childminder shares information so that children's needs are voiced and acted on by the different agencies involved.

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Leadership and governance Expected standard

The childminder has plans to develop her provision. She wishes to facilitate more relevant training opportunities for her assistants so that they become highly skilled in their role. The childminder supports her own professional development by attending network learning sessions. She completes training to help her understand how children learn and what she can do to best support this through her curriculum design. The childminder is part of a local community of childminders from whom she gains support and advice from. This helps her maintain a positive wellbeing.

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Leadership and governance Expected standard

The childminder works with parents and carers and external agencies effectively and in the best interests of children.

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Leadership and governance Expected standard

The childminder makes sure that her assistants receive appropriate and effective supervision so that they know what they are doing on a day-to-day basis. She speaks with her assistants daily to check in on how they are feeling and to make sure their workload is manageable.

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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 show they are at ease in the childminder's home. They are familiar with their environment and access resources of their choice independently. The childminder and her assistants play alongside children to support their learning and development. For instance, they help children form a narrative to their imaginary play with small toy animals. Children develop their listening and attention skills and learn new vocabulary as they hear the names of exotic animals.

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

Children enjoy their time outside. They have frequent opportunities for fresh air and physical play. Children who are unsteady on their feet receive support to safely stand. They smile with pride when they hear the childminder's praise for their new achievement. There is a joyful atmosphere in the setting. Children are heard laughing with their peers and the adults who look after them.

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

The childminder supports children to get along well with others. Children participate in turn- taking games. The childminder and her assistants are close by to support these interactions. They offer extra help to the children who need it, for example those who do not yet have the communication skills to negotiate the rules of play with their peers. This inclusive practice means that children of different ages and stages of development can play successfully together.

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

Children develop a love for reading. They share books with the childminder daily. Children look for their favourite stories from the bookshelf, which shows that reading is a regular activity for them to participate in. They enjoy the closeness and calmness that this time brings.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Next steps

The childminder should consider how routine times, such as mealtimes, can be used to support children's learning and development to the same standard that other activities do throughout the day. The childminder should increase her focus on the teaching of mathematics for older children. The childminder should respond more swiftly when children start to lose their focus on learning, so to maintain their engagement and promote their rapid development.

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About this inspection

The inspector spoke with the childminder, her assistants, children and parents and carers 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: Nottinghamshire County Council

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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