Woodall, Sarah-Jane

Childminder

Unique reference number (URN): 2794685 Registered with Ofsted: 09/10/2024 Registers: EYR, CCR, VCR

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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 age- and stage-appropriate knowledge and skills for their future success, helping them to progress to the next stage of learning. This includes older children being encouraged to share their thoughts and ideas to help develop their confidence to communicate with others. Younger children join in group times with their peers and take it in turns to choose nursery rhymes to sing, helping to develop their interactions with others. Although sometimes, they are not able to build on what they already know and can do to help them make the progress they are capable of with their early speaking skills. Children with special educational needs and/or disabilities receive support to meet their individual needs, such as to build on their communication skills.

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Achievement Expected standard

Outside younger children navigate different level surfaces in the garden, showing their balance and coordination as they attempt to climb onto apparatus. Younger children pull themselves up to standing as they hold onto trays while they explore different objects, developing the strength in their legs.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has rules and boundaries in place that help all children, including those with barriers to their learning, to understand what is expected of them. This includes reinforcing the phrase, 'choose it, use it and put it away' to encourage children to take care of the toys and resources they play with. Children are supported to follow routines in the day. This includes the childminder giving younger children specific toys to put away to support their engagement in the activity. Older children are keen to help. Children receive praise for completing tasks, helping to raise their self-esteem and confidence in their own abilities. The childminder shares with parents how she supports children's behaviour, so they can implement the same strategies at home. This includes asking children to use their hands kindly and to lower their voices when they play indoors. This helps to provide consistency for

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Behaviour, attitudes and establishing routines Expected standard

children in helping them to behave well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a good role model for children. She shows children kindness and gets down to children's level when she plays alongside them. Children respond positively to this and are keen to engage her in their play. These interactions contribute to the positive relationships that children form with the childminder. The childminder shares the importance of children's regular and prompt attendance with parents. This is to promote continuity in children's learning and their welfare.

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Children's welfare and wellbeing Expected standard

The childminder supports children's welfare and wellbeing. This includes sharing information with parents about how they can promote their children's safety when they access devices on the internet at home. She talks to children about different emergency services and how they can help them. If children hear emergency vehicle sirens, the childminder talks to children about what they are doing to help people. This contributes to children's understanding of how different services can promote their safety. The childminder offers children nutritious food. She talks to children about the importance of eating fruit and vegetables and the benefits on their bodies. For example, when children eat fruit and crackers at snack time, she talks to them about how the food in their tummies will give them lots of energy. This contributes to children's understanding of how to keep themselves healthy.

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Children's welfare and wellbeing Expected standard

When children struggle to regulate their emotions, the childminder helps them to name and understand how they are feeling. For instance, she talks to children about how they are feeling, sings songs about emotions and shows them images of different emotions. When children first start attending, the childminder gathers information from parents about children's routines at home. This helps her to identify how to adapt her practice to meet their individual needs, helping them to feel secure in her care. The childminder should strengthen partnership working with other early years settings children attend to promote their care and learning more consistently.

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Curriculum and teaching Expected standard

The childminder implements a curriculum for all children, to promote their independence. For instance, she would adapt her teaching practice for children with barriers to their learning. The childminder encourages children's independent thinking and to complete tasks on their own, such as managing their self-care needs. This includes children wiping their noses and washing their hands prior to eating to promote hand-hygiene routines.

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Curriculum and teaching Expected standard

The childminder takes children for trips away from the home. This includes taking them to groups at churches and soft play centres. This offers children opportunities to mix with others to develop their social skills. They engage in physical exercise to develop their body strength. The childminder shows and talks to children about the structure of buildings, such as stain glass windows in churches.

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Curriculum and teaching Expected standard

The childminder helps older children to learn about similarities and differences between themselves and others. For instance, children are supported to recognise different features. The childminder talks to children about her hair being straight and children's being curly. The childminder invites children to join group times where they sing nursery rhymes to support their speaking skills and concentration. Sometimes, the childminder does not recognise how to pitch her interactions at the right level to support children's age and stage of development. As a result, sometimes younger children struggle to build on what they already know and can do. For example, occasionally she asks younger children questions they are not able to answer and to play matching games they do not understand.

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Inclusion Expected standard

Overall, the childminder adapts her practice well to meet the individual needs of children, including those who face barriers to their learning. For example, she liaises with parents about reducing some children's sessions when they first start attending. This is to help children get to know her, their peers and the environment gradually before they attend full time. When children struggle to separate from parents, she gathers and shares photos of their family members and pets. This helps them to make connections between their home and the setting. Children see images of familiar people, helping them to settle. This contributes to promoting their emotional wellbeing. If the childminder has concerns about children's development, she knows to share these with parents and health visitors. She understands the importance of involving specialist teachers and other professionals to support children's individual needs. Furthermore, she

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Inclusion Expected standard

recommends local community groups for parents to take their children for extra support to meet their speech, communication and emotional needs. Previous strategies the childminder has used to support children's needs. These include using visual cards to show objects and routines to support children's understanding and eye contact when speaking to children to help their communication skills.

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Inclusion Expected standard

The childminder shows an understanding of how to spend additional funding that some children receive. Previously, she has used the money to purchase toys, trips away from the setting and clothing. This was to support children's interests and to promote them to have a sense of belonging in her care.

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Leadership and governance Expected standard

The childminder manages her workload well to help promote her wellbeing. She builds on her professional development. For instance, she attends training courses that help to develop her knowledge of how to promote children's safety when they sleep. Furthermore, she builds on her understanding of how to support children to learn about similarities and differences between themselves and others.

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Leadership and governance Expected standard

The childminder helps children to learn about their local community and attractions. Children go for visits to local farms to help them learn about farm animals and machinery. She shares information with parents about different groups they can take their children to in the community. This is to contribute to children receiving additional support to help close any gaps in their learning.

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Leadership and governance Expected standard

Since registering, the childminder has made changes to her setting to benefit the children. This includes introducing clothing that displays the childminder's logo. This contributes to children having a sense of belonging in her care. The childminder shares information with parents about their children's care routines and learning to help keep them updated of their children's progress. In discussions with parents, she has agreed to provide them with less information about their children's day to day activities, so she can spend more time to meet their care and learning needs. The childminder supports parents to continue their children's learning at home, such as to read books to their children to promote their communication and literacy skills. Although she reflects on her practice regularly, she has not identified how to work more effectively in partnership with other early years settings children attend to help

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Leadership and governance Expected standard

provide more effective support for their care and learning.

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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 soon settle into the childminder's welcoming environment. Children are very sociable and show positive relationships with their peers and the childminder. Older children show kindness to their friends as they pass them drinks at snack time. Younger children play peek a boo games with the childminder, using their hands to cover their eyes, removing them and smiling. Nappy changing times are a positive experience for children. During this time, the childminder talks to children about their previous holidays and if they remember

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Inspector:

Hayley Ruane splashing in water. This contributes to children forming strong bonds with her, promoting their social skills further.

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Inspector:

Children's safety and welfare is promoted well. They confidently explore and investigate toys and resources in the secure home. Furthermore, children's attendance is monitored. If they do not arrive on time, the childminder finds out the reasons why and monitors this.

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Inspector:

Children arrive to an environment where adults already know about their achievements and abilities, so they feel understood and supported from the start. The curriculum intent is planned to help children progress from their starting points in learning and overall, this is effectively implemented, particularly for older children. For example, when children need to learn how to share, she provides activities that encourages them to take turns with others as they choose objects from a basket. Children show a positive attitude to learning and engage well in planned activities. During a circle time, children show excitement to be the first to choose nursery rhymes they want to sing, promoting their communication skills. Children show empathy and an understanding of feelings. They talk about how ducks feel in nursery rhymes when their ducklings fly away. Although the childminder does not currently care for

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Inspector:

any children with special educational needs and/or disabilities, she understands how to support them. Previously she has supported children's communication skills to help close gaps in their learning.

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Next steps

The childminder should strengthen her interactions with younger children to consistently help them to build on what they already know and can do. The childminder should strengthen partnership working with other early years settings children attend to promote their care and learning more consistently.

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About this inspection

The inspector spoke with the childminder, her co-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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 15:00

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About this setting

Local authority: Nottinghamshire County Council

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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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