Harbertson, Stacey-Louise

Harbertson, Stacey-Louise

Unique reference number (URN): 2778309 Address: 60 Kenilworth Road, Basingstoke, RG23 8JL Type: Childminder Registered with Ofsted: 15/04/2024 Registers: EYR, CCR, VCR Registered person: Harbertson, Stacey Louise

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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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Inclusion Strong standard

The childminder creates a highly inclusive setting where she quickly identifies each child's individual needs. She develops a thorough understanding of children, gathering detailed information about their abilities and interests from parents. The childminder combines this with her own ongoing observations to accurately assess what children know and can do. This enables her to swiftly address any gaps in their development.

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Inclusion Strong standard

The childminder builds highly effective relationships with parents. She maintains clear and consistent communication through daily conversations, photographs and regular updates via communication apps. This approach keeps parents well informed and actively involved in their children's learning. She also guides parents towards additional services, such as health visitors, when appropriate, helping to ensure consistent support for children. The childminder uses funding to support and improve outcomes for children from disadvantaged backgrounds or with barriers to their learnings. This ensures all children receive highly effective support.

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Inclusion Strong standard

The childminder works collaboratively with a range of professionals and specialists, who actively visit the setting. She follows their guidance closely and seeks out further training to enhance her practice, for example in supporting children's communication and language skills. This coordinated approach ensures children consistently receive timely, personalised support.

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Achievement Expected standard

Children make suitable progress from their starting points. They are becoming increasingly confident in how they communicate, using a combination of spoken language and signing. They engage well during storytelling, listening with interest and actively participating by looking for familiar characters. Their language continues to develop as they hear new words, practise signing and join in with songs and rhymes.

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Achievement Expected standard

Children approach new experiences with confidence. They begin to take appropriate risks as they gain courage riding toys, for instance, and navigate slopes. They learn how to operate mechanisms in water play, such as twisting and pulling levers, and show a sense of achievement as they successfully fill containers. However, children are not consistently supported to help them manage their emotions.

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Achievement Expected standard

Children show enjoyment in developing new skills, particularly in how they use and control their bodies. They respond enthusiastically to music, expressing themselves through movement and dance, supported by both visual cues and sounds. All children, including those with barriers to their learning, are gaining the skills they need for school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children, including those who experience barriers to learning, to understand routines and expectations within the setting. She adjusts her environment when needed. and promotes a welcoming ethos where respect and consideration for others are encouraged. Children are supported to use polite language, such as 'please' and 'thank you,' and begin to build positive relationships with their peers. However, although strategies are in place to guide behaviour, these are not used consistently. This means there are times when children find it challenging to share, take turns, and regulate their emotions.

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Behaviour, attitudes and establishing routines Expected standard

The childminder actively encourages children to develop independence, such as supporting them to complete tasks on their own, while offering reassurance and appropriate guidance when required. For example, children are encouraged to locate and put on their own shoes with support available if needed. This approach helps to build confidence and a positive attitude towards learning. For example, children are confident to ask for support if needed, communicating through words, gesture and signing. They show determination and problem- solving skills and work out how to manoeuvre ride-on toys when they encounter difficulties.

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Behaviour, attitudes and establishing routines Expected standard

The childminder communicates effectively with parents to promote consistent attendance. Through regular discussions she highlights the importance of routine for children's development and wellbeing. She is flexible and responsive to individual needs, adapting attendance patterns when necessary to ensure children continue to benefit from the opportunities provided.

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Children's welfare and wellbeing Expected standard

The childminder creates a welcoming and caring environment that meets children's individual needs well. She establishes secure, positive relationships from the outset ensuring children feel safe and secure in her care. All children form close attachments with her which supports their confidence to explore and contributes to the development of their self-esteem. This sense of security underpins children's emotional wellbeing and overall development.

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Children's welfare and wellbeing Expected standard

The childminder has identified approaches to help children begin to recognise and manage their emotions. For example, when children encounter challenges in their play, she adapts activities and encourages them to keep trying. However, these strategies are not yet consistently embedded. This means during interactions with their peers, some children occasionally become frustrated and find it difficult to regulate their emotions effectively.

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Children's welfare and wellbeing Expected standard

The childminder's curriculum promotes routines that support children's physical health and wellbeing. She prioritises regular physical activity and provides a range of opportunities for active play, including daily outings. The childminder shares information with parents on well- balanced foods for lunches boxes and offers advice on healthy eating at home. Mealtime routines are social occasions that support developing relationships. The childminder regularly reminds children to drink water throughout the day, helping them to understand the importance of staying hydrated.

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Curriculum and teaching Expected standard

The childminder delivers a curriculum that reflects children's interests and individual learning needs. She carries out regular assessments and consistently reviews children's progress to ensure they continue to move forward in their development. The childminder plans engaging experiences that support all children, including those who face barriers to learning, to build on what they already know and can do. Activities are adapted effectively to meet children's individual needs. She uses a range of communication approaches to support children's speech and language development. For example, children are encouraged to use signing, which effectively supports their ability to communicate and interact with others. This has a positive impact on children's developing relationships with others.

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Curriculum and teaching Expected standard

The childminder provides opportunities for children to strengthen the muscles in their hands and fingers. Activities such as pouring, filling and transporting water between containers and tubes, help to develop coordination and control. The childminder offers a variety of resources, including pipettes, and children show good levels of concentration, becoming increasingly focused in their play. Although the childminder includes some counting within activities, she does not consistently build on opportunities to extend children's early mathematical learning. For instance, concepts such as number, size and shape are not regularly incorporated into play to deepen children's understanding and interest in mathematics.

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Leadership and governance Expected standard

The childminder is dedicated to enhancing her practice, which has a positive impact on children's development overall. She reflects regularly on the quality of her provision and makes thoughtful adjustments to improve outcomes for children. For example, she has introduced a dedicated digging area in the garden to support children's physical development and plans further improvements to enrich the outdoor environment.

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Leadership and governance Expected standard

The childminder actively develops her professional knowledge such as engaging in relevant training. This includes strengthening her skills in supporting their individual needs. For instance, her training in sign language has improved how she communicates with children and their families. She has also completed training in supporting children in managing their behaviour. However, she has not embedded new strategies into her daily practice to consistently support children in managing their emotions.

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Leadership and governance Expected standard

The childminder builds effective partnerships with other settings that children attend, helping to ensure consistency in their care and learning. She shares detailed information with parents about children's development and daily experiences. In addition, the childminder provides practical guidance when needed, such as advice on sleep routines and potty training. This supports parents to continue children's learning at home and helps children develop the skills they need as they prepare for the next stage in their education.

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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 take part in a broad and engaging curriculum that reflects their interests and promotes a positive attitude to learning. They form secure, trusting relationships with the childminder and feel safe, valued and confident in her care. Children independently access a range of stimulating resources that encourage imaginative play. For example, they enjoy role-play experiences, such as pretending to be hairdressers. The childminder joins in sensitively, following children's lead and extending their ideas. She introduces new learning naturally through play, helping to build children's knowledge and understanding. For

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Inspector:

Jane Franks instance, she supports children to notice similarities and differences between people, such as eye and hair colour. Children show high levels of independence. They respect their environment and take responsibility for tidying away resources.

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Inspector:

Children thoroughly enjoy sensory play and show curiosity as they explore materials such as sand, watching it trickle through their fingers. They then wash their hands in water, demonstrating a sense of pride while continuing to investigate different textures. These experiences support the development of children's fine motor skills as well as their sensory awareness. The childminder extends children's learning by introducing new vocabulary and encouraging them to use descriptive language during play. She adapts her approach effectively to meet the needs of all children, including those who face barriers to their learning.

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Inspector:

The childminder provides frequent opportunities for children to be physically active. Through regular outings to parks, walks within the community and attendance at toddler groups, children gain a growing awareness of the world around them. These experiences also support children to interact with others and develop their social skills. In addition, the childminder uses a variety of approaches to help children understand risk and keep themselves safe. For example, she uses visual prompts when out in the community to support children's understanding of road safety.

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Next steps

The childminder should further develop and consistently implement behaviour management strategies to better support children in understanding and regulating their feelings and emotions. The childminder should strengthen planning to include more consistent opportunities for children to develop their mathematical understanding.

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About this inspection

The inspector spoke with the childminder, children and parents 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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Address:

Registered person: Harbertson, Stacey Louise

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Address:

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

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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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