Topliss, Elle-May

Topliss, Elle-May

Unique reference number (URN): 2760704 Address: 42 Westbourne Road, SUTTON-IN-ASHFIELD, NG17 2FE Type: Childminder Registered with Ofsted: 21/11/2023 Registers: EYR, CCR, VCR Registered person: Topliss, Elle-May

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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

Children are supported well from the very beginning to feel comfortable in the childminder's home. They settle quickly into her care and access the resources and toys that are readily available. They also develop their confidence in the community, where they meet new people and visit new places. This also supports children's social skills.

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Achievement Expected standard

Children make positive progress in all areas of learning. They develop their communication and language skills well. Children enjoy joining in with actions and repeat phrases from familiar books. They act out stories using props and small-world objects provided. They also access their favourite stories, which they enjoy retelling. Overall, children develop a love of reading. Children enjoy playing through real-life situations, such as shopping. They learn about different roles in society and learn about where some food comes from, which is modelled by the childminder.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a positive environment, where children show respect and follow her rules. She is a positive role model. She models being kind and using good manners, and children copy this. The childminder gives simple and clear instructions, appropriate for the age and stage of the children to follow. Children know to wash their hands before lunch and sit at the table. Children tidy the toys and resources to where they belong before snack alongside the childminder. They work well as a team. The childminder supports children to play alongside each other. For example, she encourages children to take turns to turn the pages of a book and say what is happening in the story.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive attendance and punctuality with parents. This helps children to access the education and care she provides, as well as consistent routines.

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Behaviour, attitudes and establishing routines Expected standard

Sometimes the childminder does not consistently support children to sustain attention, particularly when leading their own play. On occasion, she moves children's play on too quickly.

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Children's welfare and wellbeing Expected standard

The childminder works in partnership with parents to support healthy habits, such as sharing advice on nutrition. She promotes a healthy lifestyle. For example, the childminder is in the process of attending sessions in the community to support children who struggle to eat a variety of food. She has ongoing conversations with parents about children's likes and dislikes to support positive eating habits in her home. On occasion, during mealtimes and play, the childminder talks about healthy foods.

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Children's welfare and wellbeing Expected standard

Children develop their emotional understanding through positive relationships with the childminder. They build strong bonds with her and enjoy playing with her. The childminder names emotions during story times to support children's understanding. She is also responsive to children's needs, such as supporting them through toilet training. When children show signs of wanting the toilet, the childminder swiftly helps them. She works with parents to implement consistent strategies. Children learn about hygiene. When they wash their hands after the toilet and before eating, the childminder talks about the importance of this. The childminder does not consistently embed learning on healthy foods to allow children to extend their development even further.

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Curriculum and teaching Expected standard

The childminder adapts her teaching to children's different starting points and needs. For example, when children start unsettled, she prioritises their wellbeing to help them feel confident in her home. The childminder slowly supports children who are less settled in the community. Children are well supported.

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Curriculum and teaching Expected standard

The childminder supports children to develop their physical skills well. She models dance moves, which children copy. The childminder provides opportunities for children to develop their hand muscles, such as through completing puzzles. The childminder supports children to recognise numbers in the provision. However, on occasion, the childminder does not embed mathematical understanding and vocabulary to support children's development further. For example, the childminder does not model further when children start counting.

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Curriculum and teaching Expected standard

The childminder prioritises building children's communication and language skills. Typically, she builds on children's knowledge, skills and understanding. For example, when the childminder introduces new vocabulary, she explains the meaning or uses pictures to support children's understanding, such as pointing to a dragonfly in a book. However, from time to time, the childminder does not embed high-quality teaching, such as giving children enough time to think, respond or build on their ideas. Sometimes she moves children's play on too quickly.

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Inclusion Expected standard

The childminder uses her prior training to support her assessments of children's learning. She identifies appropriate next steps in learning to support children to build on what they know and can do. She regularly monitors children's progress to implement further support. She plans activities tailored to children's needs while reducing barriers to children's learning. For example, when children show signs of anxiety, the childminder works closely with parents to put in place consistent routines to help children settle into her care. She also adapts her routines while children are settling to ensure they are comfortable and build a positive relationship. The childminder shares any concerns about children's learning and development with parents to support possible referrals. However, on occasion, the childminder does not consistently embed high-quality interactions. This impacts on making sustained differences to children's opportunities and experiences.

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Inclusion Expected standard

At the time of inspection, there were no children attending with special educational needs and/or disabilities. The childminder knows how to identify concerns and knows where to gain further support when necessary. She also knows how to gain funding for those children eligible. She knows how to use the funding to support children's next steps in learning.

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Leadership and governance Expected standard

The childminder is passionate about her roles and responsibilities. She puts children's best interests at the forefront of her work. For example, she adapts her daily outings to support those children who need extra support to settle. She works well with parents to adapt drop- offs to suit children to access her home confidently.

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Leadership and governance Expected standard

The childminder attends regular training to keep her knowledge and skills up to date with recent changes to the early years foundation stage. She recently implemented changes to her provision based on prior training through the way she offers children lunch. Children respond positively, choosing parts of their lunch to have on their plate. The childminder recently made changes to her garden. She added a playhouse to provide more opportunities for children to develop their imagination and role-play skills. The childminder is mindful of her areas for improvement, such as becoming more knowledgeable in supporting children with special educational needs and/or disabilities. However, she has yet to arrange further training to support her in this area. This will help the childminder to be prepared to support all children before they attend.

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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 safe and secure in the care of the childminder. Children take pride in their surroundings, where they place toys back where they belong. They are caring towards one another and enjoy the childminder's company, initiating conversations and responding positively to her genuine interest in what they have to say. Children build positive bonds with the childminder from the very beginning. The childminder ensures she regularly follows children's interests to help them settle and sustain attention. For example, children enjoy engaging in planned activities based on their favourite books, where they join in with words, turn pages and find objects from the story. Children enjoy being storytellers. They develop their language skills well. The childminder also supports children's emotional development through stories. Children learn to name emotions and show them using their facial expressions. Typically, the childminder builds on children's mathematical understanding,

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

such as introducing size when comparing animals.

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

Children learn to be independent to support them in their next steps in learning. For example, they learn to pour their own drinks at mealtimes and unzip their jackets. When children face difficulties, the childminder encourages them to try again. She also models how to succeed. Children become more resilient when faced with challenges. This also supports their confidence. The childminder helps children to feel comfortable when they first attend. She supports children through comfort and reassurance. The childminder supports children who struggle with new foods. She introduces foods for children to explore and encourages eating alongside one another. She shares any likes with parents to possibly implement these foods at home.

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Address:

42 Westbourne Road SUTTON-IN-ASHFIELD NG17 2FE

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 09:00 - 16:30

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Address:

Local authority: Nottinghamshire County Council

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Next steps

The childminder should ensure they consistently give children sufficient time to respond to questions and time to extend their learning even further. The childminder should develop their knowledge and skills relating to the development of children's mathematical understanding and vocabulary in order to raise the quality of teaching of mathematics to an even higher level. The childminder should sharpen their professional development to inform a deeper understanding of identifying and supporting all children who may need further support.

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About this inspection

The inspector spoke with the childminder and 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

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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