Jones, Rosemarie Anne

Jones, Rosemarie Anne

Unique reference number (URN): 2778022 Address: 31 Cotmore Gardens, Thame, OX9 3NA Type: Childminder Registered with Ofsted: 12/03/2024 Registers: EYR, CCR, VCR Registered person: Jones, Rosemarie Anne

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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 Strong standard

All children consistently make progress across all areas of learning and development. This includes those children who benefit from adjustments to their daily routine or activities. Children demonstrate high levels of curiosity and sustained engagement in activities that extend their thinking. For example, they persevere as they create boats and experiment to see if they will float or sink. Children develop the knowledge, skills and confidence they need for their next stage of learning. The well-organised curriculum ensures that children develop a range of skills. For instance, children are developing independence in dressing and managing their personal needs. They can sustain their attention and concentrate at tasks for significant periods of time. Children receive consistent praise to support their achievements, helping them to develop their self-esteem and confidence rapidly. Children learn to be kind

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Achievement Strong standard

and independent during routines, such as snack time and tidying up activities. Children show increasing confidence to join activities, interact with others and try new experiences.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has developed superb relationships with the children she cares for; they ask for support when needed and enjoy snuggling up for stories. Children demonstrate impressive good manners, saying 'yes please' as the childminder asks them if they would like more fruit. The childminder is highly responsive to the changing circumstances of individual children and families. She has supported and acted upon the changes extremely well, and this has helped children to attend her care consistently. Children are supported to take turns and share with their friends. This includes sharing time to talk. The childminder communicates regularly with parents, carers and other settings children may attend. This supports consistent routines and strengthens children's wellbeing and behaviour over time. The childminder consistently supports children's best possible behaviour. Children follow routines exceptionally well from a young age. The childminder has clear, embedded routines

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Behaviour, attitudes and establishing routines Strong standard

and boundaries, considering children's age and stages of development very well to support children to know what is expected of them. Children show great excitement when the childminder reads a familiar story for them. They listen very well and recall what comes next.

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Children's welfare and wellbeing Strong standard

The childminder forms strong attachments with the children. Children show high levels of confidence and freely access activities and ask for help when it is required. Children enjoy regular outdoor play and physical activity. This supports children's wellbeing, coordination and enjoyment of movement. All care practices meet all children's individual needs effectively, and great care and attention are paid to ensuring that the setting is safe and secure. Children's mealtimes are rigorously monitored. This enables children to remain safe and explore confidently. When children experience changes in their home lives, the childminder is acutely aware of this and the impact it might have on their wellbeing. By taking swift action early on and putting a range of support in place, children cope with the changes well. The childminder plans a wide variety of educational trips outside of the setting, including visits to farms and libraries. Throughout all of these activities, the children's

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Children's welfare and wellbeing Strong standard

safety and welfare are paramount. The childminder has most recently reviewed her risk assessments for outings to help ensure that children are kept safe. The childminder supports children to recognise and manage their emotions. For example, she has frequent conversations with children about how they are feeling and how to manage their feelings at more difficult times. Children are taught to think about how to mange their own risks suitably and safely. For instance, as children explore craft activities, the childminder models how to use scissors safely and teaches children why it is important to sit down when using them.

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Curriculum and teaching Strong standard

The childminder supports children extremely well with high-quality interactions. She is very responsive to what they say. The childminder's curriculum is extremely well sequenced. She provides purposeful activities linked to children's experiences and daily routines. These help children build knowledge and skills over time across the early years foundation stage. Story time is a highly valued part of the curriculum, with children sitting closely with the childminder. Children are enthralled as they recall events in the stories the childminder reads them and show delight when they remember what the childminder said had happened. This strong focus on careful sequencing, purposeful interactions and rich vocabulary ensures that children develop the essential skills and confidence needed for the next stage of their learning. Children have a wealth of opportunities to be physically active outside and enjoy kicking balls and exploring different-sized shells. They research answers

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Curriculum and teaching Strong standard

to questions with the childminder, such as 'What do whales like to eat?', and they find out about hermit crabs and where they live. The childminder completes frequent assessments and tracks each child's knowledge, skills and understanding across all areas of the curriculum. She then uses this information to plan and adapt her teaching and her curriculum. For example, when tracking children's mathematical development, she recognised that she needed to support them with counting and number recognition. She ensures that this is incorporated into activities she plans.

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Inclusion Strong standard

The childminder has embedded inclusive practice. All children thrive in the childminder's care. The childminder quickly identifies children who may need support with their speech development. She works closely with parents. Consequently, she provides a highly diverse range of opportunities for children to discuss new words and ideas. This has helped children acquire a range of language skills, gain the confidence to talk and make excellent progress. The childminder supports every child to take part fully in the setting. She identifies children's needs early, including those with special educational needs and/or disabilities and those who may face other barriers to learning. She adapts activities so that all children can join in and experience success. The childminder places a clear focus on supporting children's communication and language. She models words and short phrases and repeats key vocabulary throughout activities. She uses visual prompts to help children understand and

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Inclusion Strong standard

make choices. This helps children to communicate their needs, follow routines and join in with play alongside other children. The childminder fully understands her role to engage parents and support them to make timely referrals to other professionals, where necessary. The childminder is proactive in swiftly planning opportunities to provide additional support to children who need it. For example, with children who may lack confidence and need support with their communication and language, the childminder plans opportunities such as attending groups. These support children to form new friendships, while simultaneously targeting their early language and communication skills. The childminder frequently undertakes additional training; this keeps her up to date with specialist knowledge and helps her to prepare her provision to support children with additional needs if required.

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Leadership and governance Strong standard

The childminder is highly reflective of her practice. She accurately reviews her provision to identify current strengths and has developed an ongoing quality improvement plan where she feels children would benefit from improvements being made. The childminder undertakes an ambitious programme of professional development, challenging her to continually review and improve her practice. This has been extremely effective in enabling her to adapt and evolve support for children with special educational needs and/or disabilities. The childminder has extremely strong partnerships with parents. Parents speak very highly of the childminder. They describe the positive impact she has had on their children's development and how well children are prepared for school. The childminder also works with other early years settings and external professionals when needed. This helps ensure that children receive coordinated support. The curriculum is inclusive, engaging and

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Leadership and governance Strong standard

carefully tailored, enabling children to develop skills, confidence and independence. The curriculum is designed to ensure that children are well prepared for the next stage of their learning and development. The childminder's leadership creates a culture of high expectations, continuous improvement and strong partnership working.

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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 engaged, stimulated and incredibly happy. The childminder knows the children very well, and her consistent high-quality interactions with them enable children to feel a sense of belonging. Children are very well prepared to transition effectively between different stages of their learning. They achieve consistently well. Children are extremely confident and keen to take part in activities. For example, they enjoy planting and learning about what the roots of a plant are and learn new vocabulary such as 'expand' and what this means. Children develop impressive communication and language skills as the childminder models clear words, asks open-ended questions and encourages children to talk about their thoughts and ideas very well. Children with additional language needs are supported through dual-language labels and visual prompts. Children play together inclusively and show interest in one another, helping to create a sense of belonging. Children benefit from

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

outdoor experiences that extend their learning and social development. Visits to local parks, the library and music sessions help children connect with the wider community and build confidence in different environments. Children take part in activities that help develop their physical skills. For example, they use scissors confidently and peel their fruit at snack time. Outside, they explore scooping soil for the plants and use watering cans to water them.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They 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.

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Address:

Registered person: Jones, Rosemarie Anne

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Address:

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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About this inspection

The inspector spoke with the childminder during the inspection and took account of parents' written testimonials.

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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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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

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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