Scattergood, Nicola Jane

Childminder

Unique reference number (URN): EY338221 Registered with Ofsted: 19/10/2006 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 are confident and kind. They engage and focus in activities and develop secure language skills as they explore and learn to care for pets. They are gentle and considerate of each other's and the childminder's pet. They know how to manage hygiene practices when handling pets and identify they should wash their hands when they have touched the childminder's kitten. They generally build on and develop their language skills and use key words well. They learn to describe the kitten and how the kitten grows and becomes a cat. They join in with songs and rhymes and enjoy sharing books and naming familiar animals in the book. Children develop a love for reading and their early literacy skills. Children are well prepared for their next stage in learning and development.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well. The childminder has developed and established routines so that children learn what to expect and when. She models positive behaviour and interactions with the children to help them learn to show care and consideration to each other. The childminder is quick to respond to minor disagreements to support children to recognise and regulate their emotions. She talks with children about their feelings and helps them resolve any small disagreements. Children use cushions to sit on during some activities. This helps them identify it is a time to join in, listen to each other and take turns.

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Behaviour, attitudes and establishing routines Expected standard

The childminder helps children to make positive choices and offers options so that children develop decision-making skills. For example, as children explore musical instrument, the childminder gives each child a turn in choosing which coloured instrument they prefer. This helps children to learn valuable turn-taking skills. The childminder builds positive relationships with children. She supports them to explore their personal, social and emotional skills. She supports children to recognise their feelings and guides them in regulating their emotions.

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Children's welfare and wellbeing Expected standard

The childminder is gentle and calm in her approach to supporting children's welfare and wellbeing. She knows children well and provides a warm and nurturing environment. This helps children feel safe and secure. The childminder generally supports children to develop their independence skills well. She encourages children to take their own shoes on and off. However, there are some aspects of her approach where she completes tasks for children. For example, the childminder models handwashing and teaches children hygiene practices, and then washes children's hands for them. This means that children do not receive consistent opportunities to build their independence.

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Children's welfare and wellbeing Expected standard

The childminder builds trusting and positive relationships with children, where they receive the comfort and care they need to feel emotionally secure. She ensures that children's individual care routines are followed, and effective in meeting their varying needs. For example, the childminder ensures that children remain safe during mealtimes and ensures that she manages children's dietary needs well, and removes risk of cross-contamination to ensure children's safety.

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Curriculum and teaching Expected standard

The childminder has developed a curriculum that identifies children's different learning needs and styles. She uses this information to plan the provision to teach and support children to make steady progress. She is ambitious in her aims for children's learning during adult-led activities. She focuses her teaching and support on developing children's communication and language. The childminder provides discussion and introduces new vocabulary to help children secure their skills and extend their language development. However, this is not as consistent and purposeful during free play. This means that children do not build on their communication skills as much during some activities.

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Curriculum and teaching Expected standard

The childminder teaches mathematics well, and children are currently working on primary and secondary colours. They learn through activities where they can explore and mix colours to identify the changes they see. Additionally, children explore resources to identify big and small pieces. They particularly like comparing sizes of toy dinosaurs.

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Curriculum and teaching Expected standard

Children are curious and the childminder is quick to respond to children's excitement when they find a grasshopper. They identify the legs, antenna and compare it to a toy grasshopper that they find. They notice the toy is bigger than the grasshopper.

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Inclusion Expected standard

The childminder knows the children well and recognises their individual learning needs. She works with parents to gather information about children's interest, skills and abilities, and develops targeted support to help children make progress form their starting points. She uses assessments and observations effectively to identify children's current skills and provide the teaching, and support children need to make steady progress and build on their next steps in learning.

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Inclusion Expected standard

The childminder ensures that she understands the wider family unit and their values to help children transition into her care. This helps children to feel safe and secure, supporting them to be able to engage and take part in their learning and development.

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Inclusion Expected standard

The childminder promotes regular attendance and adapts the learning environment and provision of care to help remove barriers to learning, and support children to access all areas across the early years foundation stage. She is aware of further support and external agencies she can refer to and seek additional support for children if they need it.

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Leadership and governance Expected standard

The childminder generally has a good understanding and oversight of her provision. She is ambitious for her aims for children's learning and development, and how she plans to provide the support children need to progress in their next steps in learning. The childminder recognises her strengths and areas for development, and works collaboratively with early years colleagues to support her own professional development and knowledge. The childminder shares her practice and evaluates her provision with colleagues. This helps her ensure she continuously meets the needs of the children attending.

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Leadership and governance Expected standard

The childminder works closely with parents and carers to remove barriers to learning for all children, and particularly for those with special educational needs and/or disabilities. She is aware of the provision for additional support from external agencies, and how to refer children and families to services, to support their ongoing progress in learning and development.

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Leadership and governance Expected standard

The childminder develops trusting and respectful relationships with children and their families. She ensures that these relationships remain positive to enable her to learn and understand the varying contexts of the individual children. This helps the childminder to plan her provision well to support children to secure their skills and abilities in preparation for their next stage in education.

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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 are happy, settled and confident in this caring and nurturing environment. They receive a warm welcome as they arrive. The childminder smiles and shows how happy she is to see the children, through positive interactions. This supports children in developing a secure sense of belonging and to feel safe at the setting. The childminder knows children well and has formed positive bonds that support children's emotional development.

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

Children are curious and quick to engage in play with their friends. They are creative as they join each other in building and creating models with stickle bricks. Children are beginning to learn about colour, size and shape, and explore materials so that they can compare items that are big and small.

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

The childminder promotes and supports communication and language skills through meaningful discussion, and introducing descriptive vocabulary that supports children's thinking and language development. Children particularly enjoy music and movement activities. They ask the childminder for their favourite songs and sing along. They enjoy playing musical instruments and learning the rhythm of the music. This helps develop their coordination and physical skills as they explore shaking and tapping a range of instruments. Children develop secure listening skills.

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

The childminder promotes healthy lifestyles and habits through modelling hygiene practices. For example, the childminder washes her hands with the children ready for snack time. She talks to children during key moments, such as during snack time about healthy foods, to continuously support their learning and understanding.

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About this setting

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

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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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Next steps

The childminder should further develop the delivery of the curriculum so that there is a consistent approach to supporting children's communication and language development. The childminder should further develop opportunities for children to build on their independence skills.

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About this inspection

The inspector spoke with the childminder and parents 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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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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