Wise, Janice

Wise, Janice

Unique reference number (URN): 2757051 Address: 7 Hadleigh Close, Shenley, Radlett, WD7 9LT Type: Childminder Registered with Ofsted: 23/11/2023 Registers: EYR Registered person: Wise, Janice

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 make progress in all areas of learning and show high levels of concentration when trying new things. Children learn spoken English as they are supported to develop in a holistic way. Children enjoy looking at a range of books and handle these with care. Children feel supported and nurtured, and this helps them to develop a love for learning and exploration. For example, large animal figures near the drawing area and the use of animal cards help to teach children animal names. Children enjoy slotting a card into an electronic reader, looking at the picture and listening to the name of the animal. Children are generally confident in their learning. Children learn vocabulary through listening to stories and singing songs. Children develop their imagination and speaking skills through role play with the childminder. This helps prepare them for their future learning in school.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children explore the environment freely and enjoy the range of opportunities on offer. The childminder creates a calm environment, which enables children to make choices and develop their interests. The childminder involves children in tidying up, and routines run smoothly.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations of behaviour, and children's developing attitudes towards learning reflect this well. Children play alongside each other and begin to show patience and resilience in their play. The childminder supports their turn-taking skills in a patient and kind manner. For example, they take turns to brush the hippopotamus's teeth until they are 'sparkly clean'. Disagreements are dealt with in a calm and supportive way. The use of simple, clear words and body language helps children who speak English as an additional language to follow routines and understand positive learning behaviours. Children show concentration and use tools to role play hygiene practices. When children find a task tricky, they do not give up; they keep trying. The childminder praises children for their efforts and achievements. This helps develop children's resilience.

p.2

Behaviour, attitudes and establishing routines Expected standard

Parents and carers value the childminder's supportive approach to attendance, which helps keep children safe and well cared for. Parents feel a sense of calm when leaving their children with the childminder, and value that their children are happy attending her home.

p.2

Children's welfare and wellbeing Expected standard

Children build warm and trusting relationships with the childminder. When children are unsure, they seek reassurance and support. This enables them to develop independence and self-confidence. These secure attachments mean children feel a sense of belonging, and parents and carers trust the childminder to provide appropriate care and support. The childminder provides healthy foods at mealtimes. She creates a calm atmosphere and keeps children safe when eating. Children understand how to keep themselves safe when eating, listening and responding to the childminder well. The childminder is aware of the risks when young children eat and prepares food carefully. She understands safe-sleep guidance and to keep up to date with changes.

p.2

Children's welfare and wellbeing Expected standard

Children run freely outside, enjoy exercise and learn healthy habits to support them in life. The childminder supports children to develop their independence and self-care needs. She establishes a routine of handwashing, nappy changes, eating and playing. The childminder makes routines for all children clear and easy to follow, including for those who speak English as an additional language.

p.3

Curriculum and teaching Expected standard

The childminder provides a broad curriculum with children's interests woven throughout. She provides activities that support children's development across all areas of learning. She understands that language development is a priority and teaches children new vocabulary every day. Children share books with the childminder and name minibeasts in their books. They sing 'Incy Wincy Spider', for example, and make links in their learning. The childminder uses pictures, objects and books to help children understand and learn. These strategies help children who speak English as an additional language to develop their vocabulary, in line with their peers.

p.3

Curriculum and teaching Expected standard

The childminder teaches mathematics through everyday activities. For example, she consolidates children's understanding of number by counting animals in a book. She moves learning along as she counts past 10 and repeats numbers clearly back to children. She teaches capacity through play and exploration with cups and dry beans and encourages children to explore using their senses. She gives children time and plenty of opportunities to become deeply engaged in play. However, the childminder does not always use her questioning skills to move children's learning on swiftly. She encourages children to use interesting vocabulary and starts conversations that inspire learning. For example, the childminder sits with children while they find puzzle pieces and join them together. They talk about the pictures they can see and link these to experiences in their own lives. However, the childminder does not always plan learning in the outdoor area, which means children's

p.3

Curriculum and teaching Expected standard

thinking skills and curiosity are not always fully developed. Parents receive regular updates about what children can do, and they feel involved in their children's learning.

p.3

Inclusion Expected standard

The childminder understands how to identify and address any concerns about children's learning and development. She is aware of possible barriers to learning and understands how to overcome these should any arise. The childminder makes time to ensure children benefit from one-to-one interactions with her, as well as with their peers. This means that all children get the attention and support they require to develop and grow. This helps to ensure children's individual needs are met and makes them feel nurtured and valued.

p.3

Inclusion Expected standard

The childminder supports language development as she communicates with parents and carers, regularly updating them about the vocabulary their children know, have learned and use. This supports children's language development and communication where families speak English as an additional language. She helps reduce barriers to learning through her supportive body language, gestures, eye contact and enthusiasm. Children respond positively and are keen to learn. The childminder has appropriate knowledge around supporting the unique needs of each child, including those with special educational needs and/or disabilities or from disadvantaged backgrounds. The childminder understands the importance of sharing information with parents and professionals should the need arise. This means all children in her care make progress from their starting points.

p.3

Leadership and governance Expected standard

The childminder puts children's safety and wellbeing at the heart of what she does every day. She identifies and reduces risks to children through daily practice. She understands her setting's strengths and areas for development and reflects on the quality of teaching she provides. She teaches children about the importance of oral hygiene and a healthy diet, and she prioritises children's health and wellbeing.

p.4

Leadership and governance Expected standard

She shows passion for supporting children to learn and develop in readiness for the next stage in their learning. She values play and understands the importance of developing children's language skills. However, the childminder does not always ask questions that enable children to reach a deeper level in their learning. The childminder is aware of her own professional development and is working on how to support children to develop skills, such as fine motor skills. She reflects on her practice and identifies areas for improvement. The childminder does not plan outdoor learning consistently, so children's opportunities across all areas of learning are not always enhanced.

p.4

Leadership and governance Expected standard

The childminder is gentle in her nature and treats children with kindness. Children respond positively and are happy to come to her setting. Parents and carers speak highly of the childminder. She builds working relationships with parents that support children's wellbeing. Parents say dropping their children off with the childminder feels like leaving them with family.

p.4

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

Children happily enter the childminder's home, settle quickly and begin playing or drawing. They enjoy the calm environment the childminder creates; they feel comfortable and relaxed and freely choose toys and resources to play with. Children access resources easily and the variety encourages them to learn a range of skills and develop their knowledge. Children respond positively to the childminder's gentle nature and approach. The childminder fosters secure relationships, and children listen to and talk to her in a positive way. They show joy when sharing books with the childminder, excitedly flapping their arms like the wings of a butterfly, for instance.

p.4

Address:

7 Hadleigh Close Children develop their social skills by sharing resources, such as hippopotamus teeth, as the supportive childminder guides children to manage disputes. Children make progress in their spoken English and emerging vocabulary. The childminder supports children to develop their motor skills and concentration, as they draw with chalk and pour and scoop beans, for example. Children smile as they receive praise for their drawings. The childminder supports children's creativity and imagination through role play with dolls, offering a wide range of learning opportunities that support gender equality. Children benefit from the positive relationships that the childminder builds with parents and carers. The childminder communicates well with parents; language barriers are reduced and children receive continuity of care. She promotes the importance of regular attendance. Children feel safe, and parents feel reassured knowing their children are secure. They say the setting is like a

p.5

Next steps

The childminder should develop her questioning skills so children's knowledge, skills and next steps in learning are built upon more effectively. The childminder should enrich outdoor learning so children's progress in all areas can be maximised.

p.5

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.5

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.

p.5

About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Shenley Radlett WD7 9LT Type: Childminder

p.5

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 16:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.6

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.7

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.7

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.7

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.7

Urgent improvement

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

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7