Johnson, Julie

Childminder

Unique reference number (URN): 320154 Registered with Ofsted: 01/01/1997 Registers: EYR, CCR, VCR

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

Behaviour, attitudes and establishing routines Strong standard

Children, including those with special educational needs and/or disabilities and those who may face barriers to their learning, display extremely positive attitudes towards their learning. The childminder has clear and well-established routines that children know, understand and follow confidently. Children's behaviour is exemplary. They are consistently kind, caring and considerate toward their friends. The childminder develops extremely positive relationships with the children in her care, helping them to feel safe and secure. Children learn good manners and regularly use polite language such as 'please' and 'thank you'.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder supports children to understand and express their emotions. For example, they read books and engage in discussions about how characters and people may be feeling. Children learn and understand the rules and boundaries within the setting. For example, children know not to go beyond the fence when others are using the swings. This helps to keep themselves and others safe.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children show high levels of determination and willingness to keep on trying, even when activities are challenging. For example, children persevere with the scissors until they successfully cut along the lines. The childminder offers consistent praise and encouragement, which helps to build children's confidence. For example, when young children complete the jigsaw independently for the first time, everyone celebrates the achievement by clapping and cheering. Children are extremely proud of their accomplishments and enthusiastically share their successes with their friends.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of regular attendance and has clear procedures in place to follow up on any absences. She works closely with parents to encourage children's attendance, helping to ensure continuity in their learning and development.

p.2

Children's welfare and wellbeing Strong standard

The childminder establishes extremely warm and caring relationships with children and their families. Children, including those with special educational needs and/or disabilities and those who may face barriers to their learning, feel safe, secure and happy in her care. She is highly responsive and sensitive to children's individual needs. The childminder helps children to understand how to keep themselves safe and begin to recognise risks in their environment. For example, she reminds children that outdoor equipment may be slippery after the rain and encourages them to take extra care when playing.

p.2

Children's welfare and wellbeing Strong standard

The childminder promotes healthy lifestyles and helps children to develop an understanding of healthy eating. She encourages children to try new foods and actively seeks information to help plan balanced menus, which she then shares with parents. Children particularly enjoy planting and caring for a variety of fruits and vegetables. They help to grow, prepare and then eat them. This helps children to develop a positive attitude towards healthy foods.

p.2

Expected standard

Children benefit from many opportunities to play outdoors. When it begins to rain, children confidently put up their hoods and continue enjoying outdoor play. They develop a positive attitude to spending time outdoors and enjoy the fresh air in different weather conditions. Children form extremely secure attachments with the childminder and positive relationships with their friends. They develop a strong sense of belonging within the care of the childminder. Children consistently show kindness and consideration. For example, children thank their friends for sharing and politely ask to use resources during play.

p.3

Inclusion Strong standard

The childminder supports children with special educational needs and/or disabilities (SEND) and those who may face barriers to learning consistently well. She is skilled at identifying any barriers children may face. Children received timely and effective support, helping them to overcome any barriers to their learning at an early stage. The childminder actively seeks additional support and carries out research to find the best ways to help children. As a result, children make the levels of progress of which they are capable, and gaps in their learning are reduced.

p.3

Inclusion Strong standard

The childminder ensures that all children, including those with SEND and those experiencing barriers to learning, receive the support they need. She adapts her provision to meet each child's individual needs. The childminder clearly explains any changes within the setting to children. This helps them to be prepared for any changes and transitions. The childminder provides resources and books to help children understand changes happening in their lives. She encourages them to talk about and explore their feelings. This helps children to feel confident and secure about any changes and helps them overcome any challenges that they may face.

p.3

Achievement Expected standard

Children, including those with special educational needs and/or disabilities (SEND) and those who may face barriers to learning, make typical progress in their development, particularly in their spoken language. They become confident communicators who enjoy engaging in conversations with adults and their friends. Children develop their independence skills and confidently put on their shoes and attempt to zip up their coats. They develop a love of books and enjoy sharing stories and discussing the pictures. Children learn about authors and can recognise the names of authors from their favourite books. They identify stories written by the same author. Children, including those with SEND and those who may experience barriers to learning, develop the skills they need for the next stage of their education. They become confident, independent and happy individuals while in the care of the childminder.

p.3

Curriculum and teaching Expected standard

The childminder plans a curriculum that meets the needs of all children in the setting, including those with special educational needs and/or disabilities and those who may face barriers to their learning. Teaching is carefully tailored to children's individual needs and stages of development. For example, when children complete jigsaw activities, the childminder provides puzzles with varying numbers of pieces to match each child's ability, while still offering appropriate challenge for all children.

p.4

Curriculum and teaching Expected standard

The childminder places a strong focus on children's personal, social and emotional development. She provides a wide range of opportunities to develop children's physical skills. Children confidently use outdoor equipment, such as swings, climbing frames and bikes. For example, children learn to coordinate their movements and use their legs to make the swing move higher. The childminder supports children's small muscles effectively through activities, such as completing jigsaws, mark making and learning to use scissors.

p.4

Curriculum and teaching Expected standard

The childminder promotes children's language development extremely well. Highly effective interactions help children develop strong language and communication skills. Children enjoy sharing books and stories, which are an integral part of the daily routine. The childminder naturally weaves mathematical language into children's play, helping them to confidently use numbers and understand concepts such as size and shape.

p.4

Curriculum and teaching Expected standard

The childminder promotes children's independence skills. Children confidently put their shoes and coats on before going outside to play. However, opportunities for children to develop their independence during mealtimes and snack times are not yet fully consistent. As a result, children may not make the highest possible progress.

p.4

Curriculum and teaching Expected standard

The childminder promotes equality and diversity throughout the setting. Resources reflect a wide range of cultural and ethnicities. The childminder encourages and supports children who speak English as an additional language to confidently use their home language within the setting.

p.4

Leadership and governance Expected standard

The childminder has a clear understanding of her strengths and is ambitious for all children, including those with special educational needs and/or disabilities and those who may face barriers to their learning. She provides a high standard of care and education for all children. The childminder is reflective in her practice and takes appropriate action when improvements are identified. However, self-evaluation could be strengthened further by incorporating the views of staff and parents to identify clear areas to develop, which supports a continuous cycle of improvement.

p.4

Leadership and governance Expected standard

The childminder has extremely positive relationships with families. Before children start, she gathers detailed information from parents. She finds out about children's home routines, likes and dislikes and current stages of development. The childminder takes time to get to know children before they begin attending. This helps them settle quickly and build secure relationships from the outset. The childminder works closely with parents and regularly shares information to support children's learning and development. She offers guidance, support and advice to ensure that children benefit from consistent and continuous learning experiences between home and the setting. However, the childminder does not yet consistently seek information from other settings that children attend. As a result, opportunities to provide fully joined up learning experiences for some children are not maximised. This may limit the progress they could

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children thrive in this warm, nurturing and inclusive home environment where they feel safe and secure. They form extremely strong relationships with the childminder and assistant. This helps children to settle quickly and develop a strong sense of belonging. Children are happy and confident, and they demonstrate extremely positive attitudes towards their play and learning. They benefit from a curriculum that is tailored to their interests, abilities and stages of development. Children enjoy a wide range of activities that supports all areas of learning. Children, including those with special educational needs and/or disabilities (SEND) and those who may face barriers to learning, benefit from high expectations. Children's individual needs are quickly identified and effective support put in place to help them make progress.

p.6

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

Children become confident communicators who enjoy conversations, stories and books. They develop a love of reading and confidently talk about the authors and familiar stories. Children develop an understanding of mathematical language as the childminder models this within their play. This results in children using the language of numbers, shape and size confidently in everyday activities. Children develop strong physical skills as they explore outdoors in all weathers.

p.6

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

Children's behaviour is exemplary. They are kind, considerate and respectful towards one another. Children consistently use good manners and learn to understand and manage their emotions. Their achievements are celebrated, helping them to develop confidence and pride in their achievements. Children learn about healthy lifestyles through nutritious meals, growing fruits and vegetables and regular outdoor play. They learn how to keep themselves safe and understand appropriate boundaries and risks. Overall, children, including those with SEND and those who may face barriers to their learning, develop the skills, confidence and independence they need for the next stage of their learning and education.

p.6

Next steps

The childminder should consider how to provide consistent opportunities for children to further develop their independence skills, particularly during routines of the day, such as snack and mealtimes. The childminder should consider how they can work with other settings that children attend to know and understand children's learning experiences, to be able to continue and extend their learning and development even further. The childminder should consider ways to strengthen their evaluation process to be able to clearly identify areas for improvement, to drive the quality of provision to an even higher level.

p.6

About this setting

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

p.7

Facts and figures used on inspection

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

p.7

About this inspection

The inspector spoke with the childminder, assistants, children and parents during the inspection.

p.7

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.7

Exceptional

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

p.8

Strong standard

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

p.8

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.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.8

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.8

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.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

p.8

Urgent improvement

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

p.9