Chance, Tanya

Chance, Tanya

Unique reference number (URN): 2762998 Address: 5 Bouverie Avenue, Northfleet, Gravesend, DA11 9FS Type: Childminder Registered with Ofsted: 15/12/2023 Registers: EYR, CCR, VCR Registered person: Chance, Tanya

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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's individual starting points and specific needs on arrival are recognised and they make encouraging progress across all areas of learning, particularly in their language development. They are supported to follow their own interests within a stimulating and engaging environment. This helps them to develop effective self-regulation skills and learn effectively. Children show increasing levels of concentration and deepen their learning in activities that interest them. This approach has a positive effect on children, helping them to develop the skills for later learning.

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Achievement Expected standard

Children enjoy plenty of opportunities to develop their language skills. For example, they repeat new words, such as 'moose' and 'polar bear', as they learn the names of wild animals during sand play. This helps to build on their confidence and growing vocabulary. Children develop their early writing and physical skills through drawing activities. For instance, they freely chalk on the blackboard to practise their hand control and coordination. Children begin to link sounds to letters as the childminder writes and sounds out their name. They show enjoyment in exploring the environment and an enthusiasm for learning. However, children's progress is not maximised because the childminder does not routinely share clear next steps for learning with parents to support learning at home.

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Behaviour, attitudes and establishing routines Expected standard

The childminder forms positive relationships with children, and there are commonly understood expectations for their behaviour. Children generally follow the childminder's instructions and daily routine. The childminder offers strategies to support transitions across the day, such as by giving clear explanations, time warnings and consistent routines. However, she recognises that transitions could be even better supported. For example, she is going to create an interactive visual timetable to support younger children to manage their behaviour during occasional times of heightened emotional need. This will help them maintain the expectations of the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to help them understand their own emotions and those of others, including those with special educational needs and/or disabilities (SEND). For instance, she reminds children to use 'kind hands' when they have difficulty sharing some toy eggs. The childminder adapts her teaching by using signs, words and facial expressions for sorry, sad, and happy to help children express their emotions and manage turn-taking situations positively and cooperatively with their friends.

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Behaviour, attitudes and establishing routines Expected standard

The childminder acts as a positive role model and teaches good social manners at mealtimes. For example, she signs 'please' and 'thank you' to encourage younger children to use their words when receiving their food.

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Behaviour, attitudes and establishing routines Expected standard

The childminder keeps accurate records of children's attendance and absences. She works effectively with parents to establish positive attitudes to attendance, routines and learning.

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Children's welfare and wellbeing Expected standard

Children develop secure attachments with the childminder, who provides warm, nurturing and consistent care. The childminder works closely with parents to review and adapt care routines when required. For example, she discusses with parents whether children would benefit from sleeping before or after lunch. The childminder establishes effective sleeping and feeding routines that take account of children's individual needs to support their emotional wellbeing successfully.

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Children's welfare and wellbeing Expected standard

The childminder supports children to become independent in managing their own hygiene routines. For instance, children wash their hands before meals and after nappy changes. The childminder consistently ensures that all children feel safe, valued and well supported. For example, she takes account of children's views about their personal care needs, such as choosing not to use the potty yet, and responds to these preferences sensitively. Children develop a strong sense of emotional security.

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Children's welfare and wellbeing Expected standard

The childminder provides children with nutritious snacks, such as carrots, peppers, cucumber and apples, which she prepares appropriately by cutting them lengthways to reduce the risk of choking. She follows the safer eating guidance effectively.

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Children's welfare and wellbeing Expected standard

The childminder takes appropriate steps to protect children's welfare when spending time outdoors in hot weather. For example, she supports children to wear hats and sunglasses to reduce their exposure to the sun. However, she does not take all opportunities to help children understand why such measures are necessary, to encourage their understanding of keeping safe.

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Curriculum and teaching Expected standard

The childminder knows the children in her care well. She gathers information from parents about children's starting points and uses her own ongoing assessments of what children know and can do to inform her curriculum. The childminder monitors children's ongoing progress to help identify what individual children need to learn next. However, parents do not know their children's next steps for learning to support their learning at home. This has an impact on their achievement and their ability to make even further progress.

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Curriculum and teaching Expected standard

The childminder plans physical and sensory experiences with clear learning intentions that stimulate interest, curiosity and engagement. For example, children are encouraged to paint the fence using water, with a specific focus on recognising and naming colours, such as the paintbrushes. The childminder assesses children's current understanding so she can build on what they know and their growing vocabulary. She consistently uses praise to raise their confidence and self-esteem, while encouraging continued participation and learning.

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Curriculum and teaching Expected standard

The childminder promotes early mathematical language and skills through a variety of purposeful activities. For instance, children match the 2 halves of a numbered white toy egg to support their early number recognition. They show perseverance opening and closing the egg to develop their precise finger movements and hand–eye coordination.

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Curriculum and teaching Expected standard

Children's physical, social and emotional development is supported effectively. They follow the childminder's instructions to tidy up the chalks on the table before moving on to the next activity to support their independence. This helps children develop positive learning behaviours, think of others and develop a respect for shared spaces.

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Inclusion Expected standard

The childminder offers a welcoming and inclusive environment for all children. She has previous experience of working with children with special educational needs and/or disabilities (SEND) in schools and has suitable knowledge of SEND processes. The childminder undertakes specialist training, such as autism awareness, to broaden her knowledge of inclusive strategies and make a positive difference for those children with SEND. For example, she plans to create an interactive visual timetable using photos of the children in routine activities to help them anticipate changes in the daily routine and feel secure throughout the day. The childminder is trained in Makaton and consistently uses sign language with words alongside all children. These inclusive approaches support their communication and aid understanding for everyone.

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Inclusion Expected standard

The childminder identifies children's individual differences at an early stage and discusses any concerns promptly with parents to ensure that children receive consistent and effective support. She actively seeks professional advice from the school's special educational needs coordinator and the local authority to ensure appropriate assessments are carried out by external agencies. The childminder works closely with schools and professionals, attends meetings and shares agreed outcomes for their learning. For instance, she implements tailored support, including enhanced sensory activities and quiet spaces, and provides emotional reassurance. These strategies help children to feel safe, understood and able to make progress. The childminder generally works well with parents to meet children's needs. However, parents do not have a clear understanding of their children's next steps, which limits their ability to contribute fully to their learning at home.

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Inclusion Expected standard

The childminder does not currently care for any disadvantaged children eligible for additional funding, but she understands how this funding can be used to reduce barriers and enhance learning opportunities.

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Leadership and governance Expected standard

The childminder demonstrates a clear understanding of her strengths, such as offering families a welcoming home-from-home environment. She is reflective and proactive in identifying areas for development. For example, the childminder plans to enhance the outdoor play area to extend children's physical development and enrich the quality of their outdoor play experiences. However, the childminder does not always teach children about personal safety, such as why they need to wear hats to protect themselves from the sun. Additionally, the childminder could develop more efficient ways to share children's next steps with parents to support their learning at home.

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Leadership and governance Expected standard

The childminder uses her precise knowledge of each child to identify meaningful training. For instance, she has undertaken training in how to support children with special educational needs and/or disabilities, which has a positive impact on children's communication and the support they receive. The childminder actively seeks guidance from a local authority childminding adviser to share good practice and continually improve outcomes for children. She plans to work with an assistant, enabling her to grow her business further.

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Leadership and governance Expected standard

The childminder is forward-thinking in her approach to leadership within the local community. She aspires to establish a networking group for families living on a new housing estate on a non-working day, offering support, guidance and opportunities to reduce feelings of isolation. The childminder plans to invite multi-agency professionals, such as speech and language therapists, to provide information and advice. This initiative has the potential to make a significant positive contribution to children's development and the wellbeing of families within the wider community.

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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 form secure, trusting relationships with the childminder, which underpin their confidence and readiness to learn. They demonstrate a strong sense of belonging within her home and show that they feel safe and secure. Children confidently explore their environment and independently access a wide range of high-quality toys and activities. This helps to sustain their engagement and curiosity. Children engage in well-supported pretend play that is appropriate and suitably challenging for their stage of development. For example, they use play money and a toy till to buy food from the childminder, confidently re- enacting familiar real-world experiences. Children demonstrate an understanding of the world around them as they scan items, say 'Beep' and name resources such as doughnuts, fish and an egg. They benefit from the childminder providing a narrative to extend their thinking through interesting questions, such as whether the cups of coffee are hot or cold.

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

This effectively supports their imagination and develops their language skills. Children explore early mathematical concepts and learn new vocabulary, such as 'half' as they manipulate a wooden knife to cut a play tomato into two pieces. They develop their physical skills and strengthen their hand control and coordination. Children follow their interests and thrive in their play. The childminder praises children for their achievements, which supports their confidence and self-esteem. Children behave well.

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

Children benefit from the childminder consistently singing songs spontaneously throughout the day, such as when washing their hands. They develop their social skills when the childminder includes all children in singing a morning song on arrival. Children develop a love of books through linked activities. They enjoy their favourite stories being read to them by the enthusiastic childminder, who encourages their participation and concentration by asking questions. For example, children learn to recall and describe key events in stories and finish the end of familiar storylines. This strengthens their knowledge of sequencing and telling a story from the start to the end.

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Next steps

The childminder should review the arrangements for sharing children's next steps for their learning with parents. The childminder should develop children's awareness of the purpose of wearing a hat when in the sun to teach them how to keep themselves safe.

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About this inspection

The inspector spoke with the childminder and children during the inspection. The inspector also spoke to parents about the service provided.

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Address:

5 Bouverie Avenue Northfleet Gravesend DA11 9FS

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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0 to 7

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

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 .

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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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