Winters Sandra

Winters Sandra

Unique reference number (URN): 504717 Address: 10 Thatchway Gardens, Kings Norton, Birmingham, West Midlands, B38 9UU Type: Childminder Registered with Ofsted: 15/01/1993 Registers: EYR, CCR, VCR Registered person: Winters, Sandra

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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 develop independence progressively over time. This is because the childminder provides children with demonstrations and time to practise their skills. Older children show kindness and help younger children, such as collecting their drink cups for them and finding resources so that they can both play with dough. Children are sociable, and they learn how to be kind to one another. They have opportunities to make choices about what they play with and lead their own learning. For example, toddlers select to build a road using magnetic tiles. They organise turn-taking between themselves and chatter while they fit their pieces together, using the large space in the childminder's lounge. However, sometimes during adult-led activities, children have few opportunities to express their own ideas.

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Achievement Expected standard

Babies enjoy role play with baby dolls. They use a toy bottle to feed the doll. They gasp when they find another bottle to give to the childminder, along with a big smile. She says 'thank you', which helps them to know when to use these manners. All children, including the youngest children, enjoy sitting and listening to stories. They engage well, focusing on what they hear and see in the pictures that the childminder points out. Children have a range of opportunities that help them to develop the skills and abilities they need for their future learning.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established to meet the needs of the children attending. The childminder makes adaptations as needed to accommodate children's changing needs, including those with special educational needs and/or disabilities or other barriers to their learning. This helps children to know what is taking place next. For example, children help to tidy away toys. They know when it is time to wash their hands before lunch. This helps children to develop routines that help to keep them healthy.

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Behaviour, attitudes and establishing routines Expected standard

All children generally behave well. The childminder gives praise for positive behaviours and uses a calm approach with children. The childminder uses a range of strategies, such as distraction or finding alternative resources, when minor disagreements occur. For example, the childminder takes out a range of dinosaurs for children to explore and talk about. She highlights various body parts on the dinosaurs, pointing out spikes and a long tail. Children show interest, and this helps them to engage positively in play experiences alongside their peers. However, at times, weaknesses in relation to planning impact on younger children's involvement.

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Behaviour, attitudes and establishing routines Expected standard

The childminder engages well with parents and promotes regular attendance and effective communication where changes are needed. This ensures that children attend consistently and gain the most from their time with the childminder, in preparation for when they move on to school.

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Children's welfare and wellbeing Expected standard

The childminder consistently promotes how to live a healthy lifestyle. Children receive a range of nutritionally balanced meals, snacks and drinks. Children regularly access their water and often hand bottles to their peers to remind them to also have a drink.

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Children's welfare and wellbeing Expected standard

The childminder encourages children to be physically active in a range of ways. She uses play equipment and wheeled toys in her garden and takes resources to local spaces outdoors to enable children to run and use larger-scale equipment. This helps to strengthen their physical skills, along with their coordination and balance, to confidently climb on other equipment.

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Children's welfare and wellbeing Expected standard

The childminder uses opportunities to help children to recognise and understand their emotions and the emotions of others. For example, during play with play dough, children press shapes into their dough, which show different emotions, such as a sad face. The childminder asks children if they can also make these faces while they discuss what could make them feel sad. This supports children's welfare and wellbeing, including children with special educational needs and/or disabilities or those who may face other barriers to their learning to feel included. As a result, children begin to accept that there are differences in how each of them feel and may respond.

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Children's welfare and wellbeing Expected standard

The childminder has regular discussions with parents about children's development and their wellbeing. She has built positive relationships with parents to enable regular sharing of information and support as needed. For instance, when children need support to regulate their emotions, strategies are shared to enable consistency between the home and the setting.

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Curriculum and teaching Expected standard

The childminder understands child development and has designed a curriculum with clear intentions for what she wants children to learn, building on what they already know and can do. She uses information gained from parents at the start to find out about children's prior learning and experiences to help her to provide for their learning appropriately. The childminder considers children's interests along with their learning needs to prepare learning activities and play experiences for children to engage with. However, she does not consistently adapt her interactions to provide children with opportunities to express their thoughts and ideas. For example, sometimes she asks questions that require simple one- word answers. That said, during child-led activities, the childminder does engage in more open, 'two-way' conversation. For example, older children share their thoughts and recall playing with their parents at home when they share their trampoline.

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Curriculum and teaching Expected standard

The childminder does not always plan effectively for younger children's stage of development or interests when she prepares group activities. They sometimes struggle to engage because of this.

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Curriculum and teaching Expected standard

The childminder helps older toddlers to take turns and wait patiently. For example, children find the matching farm animal pictures on their card. She extends this activity for older children, encouraging them to find animals using other books and in the attractive farmyard scene that is set out. Children delight in returning with the correct animal toys and grin when they receive praise for their efforts. This helps to reinforce what children have learned so that it is embedded.

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Inclusion Expected standard

The childminder ensures that she knows all children well. She regularly assesses children's learning progress to help identify what they are ready to learn next. This also helps to highlight any areas of learning that need additional focus. The childminder liaises effectively with parents and professionals when needed to ensure that children receive the support they need to help reduce any barriers to learning or wellbeing. This includes children with special educational needs and/or disabilities and children who are disadvantaged. She has developed positive working relationships and understands how and when to contact professionals in relation to children who are known to children's social care. She provides relevant information and updates as required to ensure that barriers that may impact a child's wellbeing are significantly reduced.

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Inclusion Expected standard

The childminder provides specific resources for children that help them to feel calm. Children begin to recognise these emotions and independently choose these resources for comfort. The childminder provides a nurturing environment that helps children to feel safe. She consistently encourages and supports children to play well together. This helps children to gain the social skills they need to build positive relationships with their peers.

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Leadership and governance Expected standard

The childminder has taken action to put matters right since the last inspection. The necessary information was provided to Ofsted to enable the required background checks to be carried out to ensure that those living or working on the premises are suitable.

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Leadership and governance Expected standard

The childminder works with her co-childminder and consults parents to help ensure that the provision meets the needs of children and their families. Parents speak positively about the service they receive. They comment on how settled and happy their children are to attend. She works flexibly and adapts her provision based on the needs of children. She makes informed decisions about any action she may be required to take to ensure the welfare of children attending.

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Leadership and governance Expected standard

The childminder identifies where the strengths are in her setting, particularly to promote children's social skills over time. She ensures that her training, knowledge and skills are kept current, which contributes towards keeping children safe. She has identified further training that has recently been updated around child protection, which she wishes to complete next. The childminder has identified that she needs to strengthen her support for younger children to help them to develop their interests and engage in play that more consistently meets their learning needs. The childminder attends local childminder forums and groups to share support and expertise.

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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 feel safe and secure in the care of the childminder. They are happy in the setting and exchange lots of smiles with her. They build warm and close relationships with the childminder and are eager to show her the toys they are playing with, such as a car garage with a textured ramp. She acknowledges this, building on the excitement they share and asking children to show her how they use this toy. Children are keen to show how it works and giggle with excitement when their cars reach the end of the ramp. All children enjoy being involved in learning activities and are eager to join in, showing positive attitudes.

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About this setting

The childminder considers how to reduce any barriers to children's learning, including for children with special educational needs and/or disabilities, to ensure that all children feel a sense of belonging in the setting. Children generally show positive behaviours in the setting. They are kind to each other and give each other their drinks and other items. For example, toddlers listen and follow the childminder's guidance to give their peers some of their toys so that they can play together. This helps children to begin to understand how to share. The childminder gives timely praise for these actions, which helps children to know the behaviour that is expected of them. Children instinctively use the good manners they have learned, saying 'please' and 'thank you', particularly at mealtimes. This is because the childminder consistently models this practice with children throughout the day in a range of situations.

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About this setting

The childminder encourages and ensures that children regularly attend to enable them to gain the most from the experiences that she offers to them. Children develop increasing independence over time and are proud of their achievements. For example, babies feed themselves and begin to use cutlery, while toddlers and older children use their cutlery well. Children have many opportunities to complete self-help tasks, such as washing their hands, helping to tidy away toys, dressing and undressing in shoes and coats. Children generally develop the skills and knowledge they need to prepare them for the next stages in their learning and the eventual move on to school.

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Next steps

The childminder should amend her verbal interactions during teaching activities so that they enable children to think and respond with their own ideas. The childminder should provide suitable teaching activities for all children, including the youngest children, to meet their interests and learning needs.

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About this inspection

The inspector spoke with the childminder 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): 504717

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Address:

10 Thatchway Gardens Kings Norton Birmingham West Midlands B38 9UU

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30

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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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