Topliss, Karan May

Topliss, Karan May

Unique reference number (URN): EY456865 Address: 10 Ashfield Road, Huthwaite, SUTTON-IN-ASHFIELD, Nottinghamshire, NG17 2NX Type: Childminder Registered with Ofsted: 03/01/2013 Registers: EYR, CCR, VCR Registered person: Topliss, Karan May

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 Expected standard

Children are making positive progress from their starting points, including those who face barriers to their learning. For example, children's health needs are carefully considered to allow children to access the childminder's home. Children join in with actions and words when singing familiar songs. They enjoy talking about pictures in books and act out parts of the story. Children develop a love of reading at a young age. They also develop their communication and language skills well. Children develop their imagination skills through real-life situations. They role play buying ice cream where they learn about buying items and some roles in society.

p.2

Achievement Expected standard

Children develop their hand-eye coordination well. They enjoy opening and closing plastic eggs to explore new toys of interest to talk about. They enjoy mark making using a variety of colours and making towers with blocks. This also helps prepare children for their next stage in learning and development. Children also access puzzles to match and identify some numbers. However, due to the childminder not consistently embedding high-quality teaching, this impacts on children making even better progress.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children have formed positive relationships with the childminder, where they show respect to one another. The childminder is a positive role model, showing kindness and how to share resources. Children learn to play with each other well. For example, the childminder encourages children to wait their turn when turning pages in a storybook. Children learn to be patient. They also work well as a team tidying resources and toys to where they belong. Children have a clear understanding of what the childminder expects of them. The childminder models simple instructions appropriate for children's age and stage to follow. She has established a positive environment where she regularly praises children for their efforts.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder provides opportunities for children to lead their own play and develop their independence through self-selecting resources. When children request different toys, the childminder strategically places toys at a low level for children to easily access. For example, when children ask for blocks, they collect to share the resource with their peers to continue to develop their play. However, from time to time, children do not sustain attention for long due to the childminder not consistently teaching children to a high standard.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder shares with parents the importance of attendance and punctuality to ensure that children have consistent routines and access to the learning she provides.

p.2

Children's welfare and wellbeing Expected standard

The childminder ensures that children feel comfortable and confident in accessing her home. She gains vital information from parents to put in place interests and further adaptations if needed, such as allergies and intolerances. The childminder continues to have ongoing discussions with parents to keep up to date with any health or medical changes. She gets to know children at the very start to build a positive bond. She also further adapts her routines to support those who struggle to settle. The childminder adapts the way she communicates with parents in the mornings to support those children to feel secure in her home. Children are at the heart of the setting.

p.2

Children's welfare and wellbeing Expected standard

Children are well supported during times of care. For example, when children show signs of needing the toilet, the childminder is responsive in supporting their needs. Additionally, the childminder works well with parents on consistent strategies to support toilet training. Children know to wash their hands before lunch and after sneezing, encouraged by the childminder. Children learn about good hygiene practices. The childminder also talks about the dangers of the hot tap when washing. Children also learn about personal safety.

p.3

Curriculum and teaching Expected standard

The childminder comments and introduces new vocabulary to support children's communication and language skills. For example, children learn about different flavoured ice cream when role playing, modelled by the childminder. Typically, the childminder models singing and reading as part of her curriculum. This supports children's language skills further. The childminder knows what she wants children to learn next. Generally, she builds on what children know and can do. For example, children build on their counting skills modelled by the childminder when looking at pictures, stories and toys of interest. Typically, children develop their mathematical knowledge. The childminder plans activities based on children's interests to support children to sustain attention. For example, when children show an interest in dinosaurs, the childminder reads a dinosaur book where children role play being one. The childminder adapts her teaching through ongoing assessments to support

p.3

Curriculum and teaching Expected standard

children's individual starting points. For example, she uses simple words for younger children and longer sentences for older children. She also works closely with parents to make adaptations with food to support children's health needs.

p.3

Curriculum and teaching Expected standard

The childminder develops children's physical skills well. For example, children learn to colour in pictures. This helps develop children's smaller muscles. Additionally, children access the local park to develop their larger muscles. However, on occasion, the childminder does not use different questions to help children extend their ideas or understanding. This means the childminder does not consistently embed high-quality teaching to help children make even better progress.

p.3

Inclusion Expected standard

The childminder is knowledgeable from prior training in assessing children's learning to establish appropriate next steps in development. She regularly monitors children's progress to ensure that she is building on children's learning. The childminder ensures that all children make positive progress through identifying appropriate support tailored to children's individual needs. For example, she works closely with parents monitoring children's health to ensure that the children receive extra care when necessary. She finds out vital information from parents to understand children's prior development before attending. She uses this information to identify any concerns to implement changes. For example, the childminder adapts lunches and teaching of baking within the home to ensure that they are free from any identified allergies or intolerances.

p.3

Inclusion Expected standard

The childminder adapts her routines to support children who are less confident accessing the provision to help them settle over time. Children build a positive relationship from the very beginning to confidently access the learning the childminder provides. However, from time to time, the childminder does not adapt her questioning to help children to extend. Therefore, on occasion, the childminder does not consistently make a demonstrable difference to children's opportunities and experiences.

p.4

Inclusion Expected standard

The childminder also understands how to use additional funding to support children that are eligible. She knows to use the funding to support children's needs and next steps in development.

p.4

Leadership and governance Expected standard

The childminder has built a positive partnership with parents where she shares progress on children's learning, both online and through face-to-face discussions. This helps support possible home learning. Parents speak highly of the childminder's support and advice. They especially feel supported through times of transition, such as settling children during drop offs. The childminder adapts drop offs to put the needs of the children first. She gains parents' feedback regularly to help improve the education and care she provides. The childminder also shares information with schools to ensure continuity in children's care and education. Additionally, this supports smooth transitions.

p.4

Leadership and governance Expected standard

The childminder manages her workload well and regularly works with other childminders to share good practice. This collaboration demonstrates a commitment to improvement. She keeps up to date with changes to the early years framework and completes mandatory training to keep children safe. The childminder knows her setting's strengths and areas for improvement. However, she has yet to have a sharp focus in continuing her professional development on these areas, such as improving her consistency in high-quality teaching to improve outcomes for all children.

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

The childminder provides a safe space for all children, where they feel secure and relaxed. Children happily engage in activities planned by the childminder. The childminder prioritises getting to know the children to implement interests and adaptations into her home to support children to sustain attention. For example, children enjoy exploring what objects are inside the eggs to talk about with the childminder. The childminder adapts routines with parents to meet children's needs. Children enjoy having consistent routines to help them know what is happening next. The childminder supports children to settle through cuddles and following children's interests. Children feel confident to access the toys and resources readily available. Over time, children have formed strong bonds with the childminder.

p.5

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

Children develop their independent skills. For example, children wipe their noses and put rubbish in the bin. The childminder supports children through modelling how to achieve. For example, when children find it hard to stand on their tip-toes when trying to be a quiet dinosaur, the childminder holds children's hands and shows how to point their toes. Children copy and enjoy joining with their peers. Children enjoy playing alongside their peers throughout daily interactions. The childminder encourages children to take turns throughout, using their names to indicate who's turn it is now and next.

p.5

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

Children develop their communication and language skills well from their starting points. The childminder adapts her teaching for older children to understand more about the world. For instance, the childminder talks about how wool comes from a sheep. Children build on their knowledge and understanding. The childminder also teaches children about their local

p.5

Address:

10 Ashfield Road Huthwaite SUTTON-IN-ASHFIELD Nottinghamshire NG17 2NX

p.6

Address:

Register(s): EYR, CCR, VCR community through regular visits to the museum and library. This also supports their social skills outside the childminder's home.

p.6

Next steps

The childminder should consistently give time and use a variety of questions to encourage children to elaborate and extend their thoughts and ideas. The childminder should sharpen their continuous professional development to instil higher quality of teaching.

p.6

About this inspection

The inspector spoke with the childminder and children 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 : 08:00 - 17:00

p.6

About this inspection

Local authority: Nottinghamshire County Council

p.7

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