Hughes, Joanne Norma

Hughes, Joanne Norma

Unique reference number (URN): EY431122 Address: 264 Oldbury Road, ROWLEY REGIS, West Midlands, B65 0QG Type: Childminder Registered with Ofsted: 12/09/2011 Registers: EYR, CCR, VCR Registered person: Hughes, Joanne Norma

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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

During their time at the setting, children make steady progress from their starting points. This is across all areas of learning in the early years foundation stage, and children become independent learners. They are well prepared for the next stage in their learning, including school. For example, they develop self-care skills, such as toileting.

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Achievement Expected standard

Children are becoming confident communicators. They enjoy talking with their peers and are developing wide vocabularies. For example, they are learning the names of a range of dinosaurs. They develop a love of books and select these to look at independently. Children develop their physical skills as they kick footballs into the goal and throw them to the childminder. They practise their catching skills, working together as a team, and understand how to take turns. Children use a small, magnetic rod when hooking fish in a board game, developing hand–eye coordination.

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Behaviour, attitudes and establishing routines Expected standard

The childminder talks to children in a calm, respectful manner, modelling the behaviour that she expects of the children. This supports children to behave well during their time in the setting. The childminder praises children for having a go and for taking turns. For example, when children successfully catch a ball, the childminder claps and says, 'Well done.'

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Behaviour, attitudes and establishing routines Expected standard

Children follow instructions well and listen to the childminder when she tells them it is snack time. However, the routine is not fully embedded in practice. This means that children do not always know what is happening next during the day. The childminder understands the needs of each individual child and adapts routines and opportunities to meet their needs, including children with special educational needs and/or disabilities. Children feel secure and thrive.

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Behaviour, attitudes and establishing routines Expected standard

Children have a positive attitude to learning. They engage in the activities provided and are supported by the childminder to develop new skills. For example, younger children match shapes to the correct holes in a shape-sorting game. The childminder extends learning by talking about the different colours of the shapes.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance for all children. The childminder speaks to parents about the impact of this and how regular attendance supports children in developing well and making progress in their learning.

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Children's welfare and wellbeing Expected standard

Children are supported to develop a sense of self during their time with the childminder. For example, they measure their height regularly and mark it on the wall. They compare their height to each other and monitor how much they have grown. This supports children's emotional development and teaches them about their individuality. The childminder builds secure relationships with all children. Children approach the childminder for comfort when they need reassurance. The childminder offers comfort and supports the children to continue engaging in the activities available. This shows the warm relationships the children have built with the childminder.

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Children's welfare and wellbeing Expected standard

The childminder offers a wide range of opportunities for children to develop their physical skills. They walk together to local parks and soft plays, talking to each other during the walks about keeping safe when on outings. This provides children opportunities to build relationships with new children and develop their social skills. Older children are given opportunities to have quiet time away from younger children before and after school. This supports children's individual needs, including their emotional wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder ensures that mealtimes are social occasions and supervises children as they eat. She ensures that children sleep in suitable, safe conditions and checks them frequently while they sleep. Nappy changing and toileting support the individual needs of all children effectively. The childminder uses routine activities, such as handwashing, to talk to children about being healthy and looking after their bodies.

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Curriculum and teaching Expected standard

The childminder places children's interests at the centre of her curriculum. She assesses children's level of development and uses their interests to plan for next steps and provide activities that children will find interesting. The childminder talks to children throughout the day and encourages open conversations in play. For example, the childminder shares the names of a 'mammoth' and a 'pterodactyl' during imaginative play. This means that children's language is supported in all areas of learning.

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Curriculum and teaching Expected standard

The childminder promotes mathematics in all aspects of the day, including the daily routine. For example, during care routines, the children count together with the childminder. When playing with jigsaw puzzles, the childminder points out the different shapes, and children recite them back to her. They then count the number of pieces together. This builds on what the children already know and can do.

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Curriculum and teaching Expected standard

The childminder used her local area to build on children's learning experiences. For example, the childminder takes children out to a variety of different activities daily. Children have opportunities to play outside in parks and go on walks together. The childminder encourages children to develop their social and emotional skills as children are supported to meet other children at soft-play centres and at local stay-and-play sessions. This also means children have access to the wider world around them.

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Inclusion Expected standard

The childminder supports children to settle in the setting and gets to know children well through discussions with parents and observations. This means that all children's individual needs are supported. The childminder uses her assessments of children, alongside their interests, to plan and provide opportunities that will support each child to progress. Parents are included in this process, and all information is used to ensure children are supported in accessing all aspects of the curriculum.

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Inclusion Expected standard

Adaptations are made to ensure all children are able to access the curriculum, including for those children who may need additional support. The childminder works with parents to ensure children are included in all opportunities, and all children make steady progress. The childminder is also aware of how she would work with other agencies to ensure that children's needs are met in her care and that all areas of their development are supported.

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Inclusion Expected standard

The childminder has attended several training courses, making improvements to her skills and understanding. This learning is shared with parents to further develop the knowledge they have. This helps to ensure children receive consistent care between the childminder and their home.

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Leadership and governance Expected standard

The childminder reflects on areas for development and highlights how she has worked to improve her provision over time. For example, she has attended several training courses and adapted her practice as a result of reflecting on her previous inspection. Information and learning are shared with parents to promote a consistent approach to children's learning and care between the setting and the home. However, the childminder has not identified the need to improve children's understanding of the routine of the day.

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Leadership and governance Expected standard

Parent partnership is a strength of the childminder. Parents highlight the impact the childminder has on the development of children that attend and the progress that children make while with her. The childminder regularly communicates with parents about what children have been doing, and parents feel included and listened to.

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Leadership and governance Expected standard

The childminder supports all children and understands their needs. Time is taken to get to know the children and their families. As a result, children's individual needs and circumstances are recognised and supported. Adaptations are then made if needed to ensure all children's needs are met.

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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 safe in the care of the childminder. She builds positive, caring relationships with the children, which means they feel comfortable to play and explore. Children independently play with the resources available to them and check in regularly with the childminder. This shows the secure relationships they have built. The childminder encourages children to be independent and have a go for themselves. At mealtimes, children are encouraged to feed themselves and sit at the table. They talk about the food they are eating and their likes and dislikes.

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

The childminder uses her knowledge of each child to remove any barriers to learning they may face. She builds her understanding of each child's level of development, their likes and dislikes, and plans for their individual needs. This means that children make progress from their starting points.

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

Children read a variety of books throughout the day. This supports children's love of reading and develops their language skills. Children are able to select which book they want, allowing them to make their own choices, and children take books to the childminder to read with them. They read the books together, talking about what they can see in the pictures. The childminder extends learning by asking children to find the 'big cow' and the 'small dog'. Children show enjoyment as they engage in imaginative play. They use a train track and push the trains around, saying 'choo choo'. The childminder extends learning by starting a race with the trains and saying 'ready, set, go'. Children excitedly push the trains quickly to see who can be the quickest.

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

The childminder works closely with parents to ensure they feel included in their children's learning and development. Parents are kept up to date with progress, and practice is shared

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Address:

264 Oldbury Road ROWLEY REGIS West Midlands B65 0QG

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Address:

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

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Address:

Local authority: Sandwell to ensure the care is continuous between the home environment and the childminder. As a result, children feel at home and settled in the setting.

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Next steps

The childminder should further develop the routine to support children's understanding of when transitions are taking place throughout the day.

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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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