Gott, Susan Ann

Gott, Susan Ann

Unique reference number (URN): EY461763 Address: 22 Selborne Villas, Clayton, BRADFORD, West Yorkshire, BD14 6JZ Type: Childminder Registered with Ofsted: 05/07/2013 Registers: EYR, CCR, VCR Registered person: Gott, Susan Ann

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children make rapid progress in their development and develop excellent attitudes to learning. Their focus and attention, in particular, are very well developed and they participate in a wealth of activities with great enthusiasm. Targeted individual learning plans use children's interests in a highly effective way to help them make rapid developmental progress. Children with special educational needs and/or disabilities make superb progress. All children meet and exceed their expected milestones, and rapid progress is continuous.

p.2

Achievement Strong standard

Children are very well prepared for the next stage in their development, including attending school. Their self-help skills are remarkable. They are highly competent at managing their own personal-hygiene needs, paying close attention to washing in between their fingers and cleaning the front and back of their hands in preparation for eating, for instance.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has created an environment of support and encouragement. She has high expectations of behaviour, and reminders are given in an age-appropriate way. When children complete stretching exercises, she retains their enthusiasm while gently reminding them of safety boundaries, for example. Sharing and understanding each other's needs are embedded wonderfully well, and children are highly respectful of one another. Children with differing levels of ability, participate in the same activities as the childminder is skilled at making adaptations for each child. For example, when learning about road safety, she is clear in giving individual boundaries to children, to reflect their level of understanding.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children enjoy being with the childminder, are eager to show her their artwork and seek her praise, which she gives in abundance. They are delighted as she carefully places their paintings on display to dry, celebrating their achievements. Children learn to take turns and share through participating in games. They choose songs and sing with great energy, participating with delight as they place puppets on their hands and pretend to snap like a crocodile. The childminder promotes regular attendance very well, explaining to families how it is important to help children settle, form friendships and make the most of the learning she has planned.

p.2

Children's welfare and wellbeing Strong standard

The wellbeing of children is at the centre of the childminder's practice, and she provides a safe, caring and nurturing environment. The childminder gives consistently high levels of encouragement to children, and impressive, secure relationships are evident. Children enthusiastically invite her into their play, enjoying her company and seeking guidance. When children ask questions, she answers with great patience, making them feel highly valued and that their views are extremely important to her.

p.2

Children's welfare and wellbeing Strong standard

The childminder delivers highly effective care to all children, including those with special educational needs and/or disabilities. Babies learn to eat a yoghurt independently as the childminder loads the spoon and gently guides it to their mouth, giving praise as they try for themselves. Children make healthy lifestyle choices, receive nutritious meals and encouragement to stay hydrated. Visits to local parks and nature areas are planned and enjoyed on a regular basis. The childminder helps children to understand potential dangers and gives them clear instructions about how to stay safe in different environments.

p.2

Children's welfare and wellbeing Strong standard

Children learn about emotions by looking in mirrors and observing expressions that go alongside happy and sad, for instance. By talking about how to manage feelings, children develop coping strategies, which prepares them extremely well for any future challenges. Children settle into the setting quickly. Working in partnership with families, routines, such as sleeping, toileting and weaning, are managed highly effectively.

p.3

Curriculum and teaching Strong standard

The curriculum is broad, innovative and sequenced superbly, building on what children already know. The childminder skilfully incorporates learning from training to enhance the quality of her teaching to an even higher level. She delivers the curriculum in an inspiring and inclusive way, tailoring her support and provision superbly well. All children, including those with special educational needs, participate well. For example, when engaging in a painting activity, some children continue a challenging pattern sequence, while others predict and test what colours are made by mixing different paints. The childminder encourages children to follow their own ideas and develop an inspiring 'can-do' attitude.

p.3

Curriculum and teaching Strong standard

Singing songs, sharing stories and high-quality conversations are in abundance. The childminder adapts her language in a very impactful way when engaging with different children. Her assessment procedures have a significant impact. She uses her detailed knowledge and adapts her teaching accordingly so that it specifically matches children's developmental stages. Children learn about the natural world when visiting local nature reserves and woods. Their physical skills develop very well as they walk, run and jump. Teaching of mathematics is exemplary. The childminder highlights links between house numbers and tactile resources. Children learn how a one in front of the number represents a unit of 10, so they develop solid understanding. The childminder helps children understand about different feelings and equips them with strategies to manage their emotions in a highly effective way.

p.3

Inclusion Strong standard

The childminder assesses children's developmental levels when they start. She implements specific learning plans to help children achieve their next steps and monitors individual progress, making adaptations as required. When helping children communicate through actions, she reflects on and refines her approach. She observes that that some children require more practice to embed learning, before increasing the level of challenge, for instance. Adjustments are made wherever possible to ensure that children with delays in their learning can fully participate. The childminder adjusts seating arrangements and makes changes to equipment, for example, so that all children can join in safely.

p.3

Inclusion Strong standard

The childminder accurately identifies and meets the needs of all children very well. She purchases specific resources and reorganises aspects of her home environment to meet individual needs very effectively. She includes small tents, as some children enjoy hiding under cushions, meeting their sensory needs, for instance. The childminder engages with other professionals in a highly effective way. She completes targeted training to further her knowledge of how to support children with special educational needs and/or disabilities. This helps her to continually improve her provision and practice to meet the emerging and changing needs of all children. Funding is spent thoughtfully to improve outcomes for those children it is intended to help. For example, trips to museums expand children's life experiences and provide enriching learning opportunities.

p.3

Leadership and governance Strong standard

The childminder has a robust and well-developed approach to evaluation. She reflects on and reviews her provision regularly, assessing the impact her teaching has on all children, especially those with delays in their learning. She makes appropriate adjustments, so teaching consistently supports children to make inspiring levels of progress. The very well- considered and categorised selection of resources and equipment is used in a highly- effective way to support exemplary teaching, which has maximum impact on children's development.

p.4

Leadership and governance Strong standard

The childminder is skilled at forming superb partnerships with families. She communicates extremely well, sharing relevant information and ideas, so children receive consistent approaches and support. A regular exchange of information keeps her up-to-date with any changes that may impact on children's wellbeing. She swiftly makes adjustments to her daily plans to accommodate any new information. The childminder undertakes precisely targeted training to develop her extensive knowledge even further. This includes courses specifically covering special educational needs and/or disabilities. She ambitiously incorporates newly acquired knowledge into her curriculum to an excellent level. This is managed well, and the childminder maintains a highly effective work-and-life balance to ensure that she can give her best to the role.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are enthusiastic and eager to participate in a range of different activities to further their learning. The curriculum the childminder delivers prepares children very well for the next stage in their developmental journey. Regular visits to places of interest in the local community give children first-hand experiences of nature and how it changes through different seasons. Children are given a wealth of exciting opportunities to develop an understanding of concepts through practical experiences. They melt ice, following the water as it flows down a set of bamboo tubes, for instance.

p.5

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

Children's differing levels of knowledge and skill are catered for superbly. The childminder skilfully adapts her provision to ensure that all children, including those with special educational needs and/or disabilities and learning barriers, have wonderful opportunities to learn and be included. The childminder is nurturing and has established supportive relationships with children and their families, who look to her for guidance and help. Collaborative working with families is a strength. Together, they implement agreed learning plans so that children receive a consistent approach and make superb progress. The childminder celebrates each child's uniqueness. For example, she carefully selects different resources, such as numbered locks, to follow children's interests in numerals, developing their problem-solving skills. Barriers to children's learning are identified early and individual learning plans are implemented to ensure that all children thrive.

p.5

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

Children of all ages are very independent and confident. The childminder is consistent in her high expectations of all children, and they respond with great enthusiasm. They follow instructions extremely well and complete tasks, such as handwashing, to a very high standard. Positive relationships between children are evident, supported further by gentle reminders about sharing and including all children. Attending on a regular basis is promoted

p.5

Address:

22 Selborne Villas Clayton BRADFORD West Yorkshire BD14 6JZ

p.6

Address:

Register(s): EYR, CCR, VCR well and levels of attendance are high. This helps children to settle quickly into daily routines and form friendships.

p.6

Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning. and/or wellbeing.

p.6

About this inspection

The inspector spoke with the childminder, children, parents and carers during the inspection.

p.6

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. Operating hours: Tuesday,Wednesday,Thursday,Friday,Saturday : 05:30 - 16:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8