Pearce, Danielle Sophie

Pearce, Danielle Sophie

Unique reference number (URN): 2771548 Address: 74 Thirlmere Gardens, Derriford, Plymouth, PL6 5HG Type: Childminder Registered with Ofsted: 23/01/2024 Registers: EYR, CCR, VCR Registered person: Pearce, Danielle Sophie

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder successfully promotes the importance of regular attendance to families. She establishes relationships with children and parents when they first join the setting, helping children to separate gently into her care. There are clear and robust procedures to ensure effective communication with parents for children not attending for any reason, and she engages with outside agencies to offer further support where needed.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a harmonious culture at her setting, consistently enabling children's best possible behaviour. Children in her setting show kindness. They share toys and play together. Expectations are clear, and children learn when it is time to move between activities, such as when babies are supported to put on their shoes so that they feel ready to go out into the garden. She establishes further consistent routines that help children feel confident. For example, older children enjoy helping to prepare the table for lunch and develop independence, such as pouring a drink from a jug of water.

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Behaviour, attitudes and establishing routines Strong standard

The childminder helps all children to develop positive attitudes to learning. For example, she uses praise very effectively to encourage children to become more deeply interested and to concentrate for longer in their learning. Babies are delighted to pull themselves up, and the childminder encourages them to persist by holding on and balancing. Older children learn about the importance of tidying up toys before they choose what they want to play with next.

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Children's welfare and wellbeing Strong standard

The childminder is rigorous in ensuring children's emotional and physical wellbeing is promoted. Where children are delayed in their development, she prioritises support for families and engages with wider professionals if needed. She provides children with regular fresh air and exercise, making use of the local area to provide children with opportunities to be active.

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Children's welfare and wellbeing Strong standard

The childminder develops secure, caring relationships with babies and children. For example, she is highly responsive when managing children's care during nappy changing routines as she develops engaging interactions with the babies. She considers carefully how to ensure children sleep safely, in line with best practice guidance and is extremely sensitive to the signs from babies that they might be tired and need a sleep. The childminder helps children to learn about their emotions. For example, through stories and imaginative play with dolls, they learn about different feelings, such as being sad or happy.

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Children's welfare and wellbeing Strong standard

The childminder is very proactive in providing guidance to parents, such as how to help children learn to use a potty through effective routines at home. She shares books about toilet training, to help engage children even further. Children learn about other ways to stay healthy, such as using tissues to wipe their own nose and about the importance of handwashing to stay clean. She supports families to provide healthy packed lunches. Children learn about different foods as they try different fruits and vegetables and understand the importance of drinking water to stay hydrated. The childminder consistently

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Expected standard

shares information with families to keep children safe, including recent changes in advice about limiting screen time for children.

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Achievement Expected standard

Children make good progress from their starting points and gain confidence in speaking. Babies learn to use sounds, babbling and clapping their hands together to the rhyme 'Pat a cake'. Older children learn to listen and wave scarves in time to musical rhythms, which helps them to understand the meaning of words such as 'round and round, up and down'. They also practise familiar language when playing with baby dolls as they recall their experiences from home.

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Achievement Expected standard

Babies are settled and happy in the childminder's care, and the strong relationships help to develop their confidence. They learn to try new experiences with the childminder's encouragement, such as tasting avocado for the first time at snack time. Older children learn to develop independence and persistence as they achieve skills such as putting on their own shoes, in preparation for changes in their lives such as moving on to pre-school.

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Curriculum and teaching Expected standard

The childminder provides a broad and balanced curriculum, offering a wide range of resources in the dedicated playroom for the children to enjoy. She guides parents to understand about the importance of children learning actively and places emphasis in her curriculum on children's physical development, tailoring her support for each child. Older children balance and ride wheeled toys in the garden, and babies learn to take steps across different surfaces outside. She uses assessment well to check what children know and can do, successfully adjusting her teaching to children's different starting points, needs and stages of development.

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Curriculum and teaching Expected standard

The childminder regularly visits groups where the children socialise with other children. This helps to prepare them for their next stage in learning. She extends their experiences of where they live. For example, she takes them on a bus journey for the first time. She uses books and stories to support children's language and literacy development, regularly reading to children, and provides books around her setting for children to enjoy.

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Curriculum and teaching Expected standard

The childminder supports older children to develop mathematically. They learn to count number names in sequence, and she introduces them to the names of shapes. Babies are curious to explore shape and space, and the childminder supports this by providing boxes and baskets with wooden objects to transfer in and out. Sometimes she provides less opportunity for older children to develop these ideas further, for example learning about wider mathematical concepts such as making patterns and how shapes fit together.

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Inclusion Expected standard

The childminder carefully considers the needs of children of different ages and adapts the curriculum to address their needs. For example, she provides very nurturing care for the youngest children and is sensitive to changes in their lives, such as when a baby might be teething or hungry. She supports older children in readiness for their next stage in learning, such as developing fine motor control to use tools to make marks, to help prepare children for early writing.

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Inclusion Expected standard

The childminder attends additional training to ensure she is well informed about individual needs that present for children in her care. She engages with other professionals when families require further support, such as health visitors. To ensure children's needs are met, she liaises with external agencies and understands how to refer to wider professionals.

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Inclusion Expected standard

The childminder completes detailed assessments of all children's progress and completes statutory checks, including those for 2 year olds. Where children are not yet meeting milestones, she informs parents and develops a collaborative approach. Parents comment on the rapid progress their children make while in the care of the childminder, for example in their language development. They appreciate the information that the childminder shares with them, which helps them to understand even more about their child's learning.

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Leadership and governance Expected standard

The childminder understands her setting's strengths, values and ethos. She has ideas and aims for children's learning, with an understanding of her priorities for the curriculum. She is sometimes less clear about how to further improve the quality of her provision to make even more significant difference to children's education and care.

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Leadership and governance Expected standard

The childminder attends training in order to keep up to date with changes to legislation and to extend her knowledge further. She is proactive in making sure she is aware of how to keep children safe and understands the context around her setting. She is in regular contact with other childminders with whom she shares best practice with and understands the importance this plays in managing her own wellbeing in having contact with other professional networks.

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Leadership and governance Expected standard

The childminder has positive relationships with families and takes responsibility for keeping parents updated with information to support their children's learning further. She is proactive in engaging with wider services and professionals to support children who may face barriers to their learning, for example by helping families seek support from health professionals. She ensures that she communicates with settings where children move on to, in order to share information about children's development.

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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

The childminder provides a warm welcome to children and places emphasis on the importance of the relationships she forms with babies, children and their families. Attendance at the setting is promoted well, and children benefit from the consistency this provides. Children are secure in the care of the childminder. Babies enjoy cuddles and have a close bond with the childminder. They seek her out when they are feeling tired or hungry. Older children enjoy playing with resources as she engages with them. They learn to

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About this setting

become confident to try new things and relish the skills they develop, such as using the toilet independently.

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About this setting

The childminder monitors children's learning, and children are supported individually. Babies learn to take their first steps, developing physically and strengthening their muscles. The childminder notices children's individual interests; babies who enjoy making sounds delight in using shakers and resources to make tapping sounds, and older children make sounds on a recorder. Older children make links to experiences at home as they play with dolls and doctor's kits together.

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About this setting

Children thrive at the setting and rapidly develop communication and language skills. They encounter new vocabulary and a love of books and stories. Babies snuggle in a cosy book corner and enjoy turning the pages of books. Older children enjoy choosing songs from a song bag, joining in with familiar nursery rhymes.

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About this setting

Children enjoy playing outdoors in the garden. Babies develop communication skills as they play 'peekaboo' with the childminder through the playhouse window, and older children learn about the world as they talk about what plants need to grow. Children learn to carefully pour water and babies join in, excitedly splashing and mixing the water with sand.

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Next steps

The childminder should further improve how well her understanding of the setting's strengths and areas for improvement are used, to improve the quality of provision even more. The childminder should provide more opportunities for older children to deepen their understanding of mathematical concepts, such as making patterns and spatial reasoning.

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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. Unique reference number (URN): 2771548

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Address:

74 Thirlmere Gardens Derriford Plymouth PL6 5HG

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Address:

Registered person: Pearce, Danielle Sophie

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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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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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