Goodman, Jacqueline

Goodman, Jacqueline

Unique reference number (URN): 2768706 Address: 14 Shuttleworth Road, Clifton upon Dunsmore, Rugby, Warwickshire, CV23 0DB Type: Childminder Registered with Ofsted: 19/12/2023 Registers: EYR, CCR Registered person: Goodman, Jacqueline

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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

All children make good progress from their starting points and achieve well. They understand the importance of personal hygiene. All children respond well to the consistent routines and wash their hands competently from a young age.

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Achievement Expected standard

Children enjoy role play and explore the resources with enthusiasm. They play cooperatively with their peers and interact socially, negotiating rules of their games. They engage in pretend play, such as preparing a picnic. Children enjoy books and stories and engage fully in small group story times. They are enthusiastic singers who delight in making animal noises as they join in with the song 'Old Macdonald'.

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Achievement Expected standard

Babies develop confidently and are keen to explore the environment. They respond positively to their peers, show interest in the other children and develop as social beings.

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Achievement Expected standard

Weaknesses in planning for children's next steps sometimes impact on children's achievement. Despite this, all children, including those with barriers to their learning, typically achieve well and are prepared for the next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and demonstrate a clear understanding of the childminder's expectations. She effectively adjusts and adapts her communication to support all children in making positive behaviour choices, including those with barriers to their learning. The childminder adopts a calm, gentle approach, helping children understand the impact their actions may have on others. For example, she uses age-appropriate explanations to encourage children to be aware of others when they are moving boxes and equipment.

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Behaviour, attitudes and establishing routines Expected standard

The childminder takes time to develop nurturing relationships with every child. Every interaction is respectful and kind, helping children demonstrate kindness and compassion toward their peers. Older children show great interest in babies and are keen to make them happy by looking for their comfort items when they are upset.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to understand what is going to happen next through firmly embedded routines. This supports children to get involved in tasks, such as putting toys back where they belong. They also go to the bathroom to wash their hands in readiness for mealtimes. Children ably support their peers to understand what is expected of them. For example, they delight in forming a short queue at the step ladders to wash their hands.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works in partnership with parents to help them understand the importance of attendance, which helps to develop positive habits for the future. Parents demonstrate a respectful approach to informing the childminder when their children do not attend due to illness.

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Behaviour, attitudes and establishing routines Expected standard

While the childminder effectively shares progress information with parents, she recognises that she has not found consistent methods to share information with external professionals such as health visitors, particularly regarding the progress check age 2.

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Children's welfare and wellbeing Expected standard

All children, including those with barriers to their learning benefit from the thoughtful, nurturing and responsive care of the childminder. They actively seek her out when they are upset or unsettled. Children know they can rely on the childminder to meet their physical and emotional needs, such as helping them find their drinks or offering comfort when they feel sad. The childminder prioritises children's social and emotional development. She models the use of feelings and emotions, which positively impact children's ability to express themselves. Young children check in with their friends and ask them how they are feeling when they are quiet. The childminder explicitly praises children and celebrates their thoughtfulness.

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Children's welfare and wellbeing Expected standard

From a very early age, children develop an awareness of their own health and hygiene. They recognise when their noses need wiping and ask the childminder for help. Children also develop competent handwashing skills through consistent support and skilful modelling from the childminder.

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Children's welfare and wellbeing Expected standard

While children learn about the importance of a healthy lifestyle through sensitive interactions with the childminder, she recognises how she can strengthen this further through access to training and professional development opportunities. The childminder works closely with parents to ensure that children bring healthy lunches that support their growth and development. Children build their physical stamina as they walk through the local community and use the large play equipment in the local park.

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Curriculum and teaching Expected standard

The childminder implements an inclusive curriculum that makes the best use of the seasons and children's experiences of the world around them. She considers children's interests and their current development . Children learn about each different season through hands-on experiences as they gather natural resources and explore their local environment. The childminder has designed a clear curriculum and she uses her observations of children to support their development; however, she does not yet consistently focus on what each child needs to learn next to be fully prepared for the next stage of their learning.

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Curriculum and teaching Expected standard

The childminder interacts skilfully with all children through their play. She ensures that they have time and space to talk, modelling turn taking in her interactions with them. The childminder adopts an unhurried approach, which builds children's confidence in persevering and building their resilience. For example, children work together with the childminder and cooperate with their peers to construct the track and ramp for their vehicles. They develop a sense of fairness as the childminder encourages them to ensure that everyone has an equal turn.

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Curriculum and teaching Expected standard

The childminder consistently introduces new words in context to extend children's vocabulary and supports them in problem solving as they play together. The childminder implements effective teaching strategies to address children's needs. For example, she prioritises storytelling, looking at books, and singing to support children with communication and language development.

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Inclusion Expected standard

The childminder has a positive attitude and commitment to creating an inclusive setting. She understands her powerful role in promptly identifying children's individual learning needs. The childminder explains how she assesses each child as an individual, considering how best to support them to reach their potential. The childminder effectively identifies any additional support children might need to thrive. She works in close partnership with parents and holds respectful conversations to agree on interventions and strategies that support children to meet their developmental milestones. For example, the childminder consistently models communication and language to support their development in this area of learning. She ensures that all children hear the correct pronunciation of sounds and provides an unhurried approach to help them make themselves understood. The childminder uses books, stories and songs to extend children's language and encourage their confidence in

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Inclusion Expected standard

The childminder demonstrates a clear understanding of how best to meet the needs of children with special educational needs and/or disabilities and those who face barriers to their learning or are known to social care. She builds highly effective relationships with parents to ensure she understands how best to meet children's needs and to narrow any learning gaps. The childminder values children's lived experiences. She understands the importance of ensuring that any additional funding is used to enhance the learning and development of children who experience disadvantage.

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Leadership and governance Expected standard

The childminder regularly reflects on the learning opportunities she provides for children. She considers her use of age-appropriate materials and resources to ensure she effectively meets the developmental needs of the children who attend. The childminder demonstrates a sound understanding of the importance of robust systems and procedures that underpin her provision. For example, the childminder adheres to a recently implemented absence policy to highlight any concerns with children's attendance.

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Leadership and governance Expected standard

While the childminder pays close attention to local safeguarding briefings to ensure her knowledge is up to date, she has not yet identified relevant training and professional development opportunities to enhance her teaching further.

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Leadership and governance Expected standard

The childminder builds trusting, respectful relationships with parents and carers, who report that her flexible, nurturing service gives them complete peace of mind. The childminder regularly shares progress summary information with parents. However, she has not yet found consistent methods of sharing information with external professionals, such as health visitors.

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

Children experience a warm, nurturing and thoughtfully organised environment where their well being and development are at the heart of daily practice. Children are cared for by the consistently kind and compassionate childminder who is attuned to their individual needs. Her gentle and consistent approach creates an atmosphere in which children develop a sense of belonging and connection, encouraging them to explore, play and form positive relationships.

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

Children make good progress and reach developmentally appropriate milestones. The childminder builds trusting relationships with parents, helping them to develop an understanding of the importance of attendance in developing good habits for the future. Partnership with parents is positive and communication is clear, helping the childminder to share information clearly.

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

Children learn to treat others with respect and empathy. They observe the childminder modelling gentle interactions, and even the youngest children show kindness independently. Children share resources, offer help to their friends and celebrate one another's achievements. This fosters a strong sense of community and belonging.

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

Children develop as independent learners who confidently wash their own hands, supported by clear routines that help them understand why hygiene matters. Those who are toilet training receive sensitive guidance, enabling them to develop self care skills at their own pace. These experiences build children's confidence and contribute to them feeling prepared for transition to other settings.

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About this setting

Unique reference number (URN): 2768706 Children are encouraged to express their thoughts, make choices and engage in social interactions. Those with special educational needs and/or disabilities or barriers to their learning, benefit from targeted, positive interactions. The childminder uses repetition, modelling and rich vocabulary to support children's progress, ensuring every child has the opportunity to be heard and understood.

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About this setting

Babies thrive in this environment. They are nurtured through warm, responsive care and well embedded routines that help them feel secure. The childminder's gentle approach ensures babies develop strong attachments, supporting their emotional wellbeing and early sense of connection.

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About this setting

Overall, children flourish in this welcoming setting, where they are valued as individuals and supported to develop essential skills and knowledge that help them feel prepared for future learning.

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Next steps

The childminder should focus more effectively on what she wants each individual child to learn next in order to promote the highest level of learning. The childminder should undertake some further professional development opportunities in order to consistently enhance her practice and drive improvement. The childminder should review how she shares information with other professionals, particularly the Progress Check at age Two.

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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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Address:

14 Shuttleworth Road Clifton upon Dunsmore Rugby Warwickshire CV23 0DB

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 16:30

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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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