Coburn, Sara Jayne

Childminder

Unique reference number (URN): 132047 Registered with Ofsted: 08/02/2000 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

In general, children make secure progress in their learning and development. This includes children with special educational needs and/or disabilities, and other vulnerable children. Children climb ladders and go down slides confidently. Younger children crawl through tunnels and push wheeled walkers to practise their walking skills. This shows that children gain effective physical skills. Children drink from beakers and cups. They feed themselves and help to tidy up after play. This demonstrates growing independence skills. Children listen attentively and learn simple words. They develop a love of books and engage well with stories. This demonstrates secure development in their language and literacy skills. Children count securely and know different shape names, showing secure growing mathematical skills. These skills serve as an effective foundation for children's next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to sit together as they listen to stories and songs. They create games together where they chase each other through tunnels. Children relate well to each other and play collaboratively. This supports children's social skills well. They concentrate well and persevere as they try to balance bricks carefully on top of each other. Children show awe and delight as they watch water cascading from a height into a tray. They are enthusiastic about learning and smile as they readily engage in different activities throughout the morning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder manages children's behaviour in effective ways. She considers anything that may have triggered negative behaviour and reviews ways to promote positive behaviour. The childminder talks to children about why some behaviour is not acceptable and discusses alternative positive ways to act. She adjusts strategies to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. The childminder promotes regular attendance by talking with parents about the benefits on helping children to settle well. She also highlights the positive effect of regular attendance on children's progress.

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Children's welfare and wellbeing Expected standard

The childminder views children's safety as highly important. She checks all areas for safety and cleanliness each day and removes any hazards. This helps to protect children from harm. The childminder makes sure that children are supervised closely and seated appropriately at meal and snack times. She provides a healthy and well-balanced diet that meets any special dietary needs and talks to children about the value of eating well. The childminder provides daily opportunities for children to engage in a range of outdoor physical activities. This helps to promote healthy lifestyles well.

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Children's welfare and wellbeing Expected standard

The childminder places children to sleep safely and securely and follows safer sleeping guidelines. She checks children regularly as they sleep to ensure that they are safe. The childminder teaches children how to use the stairs safely and to walk indoors. This helps children to learn to act in safe ways. The childminder helps children to understand their feelings, for instance by asking how they feel. She sings songs about different emotions and reads related stories. This helps to develop children's understanding of different feelings.

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Curriculum and teaching Expected standard

Children gain a range of useful skills that provide a secure foundation for their next stage of learning. They enjoy a widely varied and interesting curriculum. The childminder effectively adapts the curriculum to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. The childminder supports children's mathematical development successfully. She teaches children names of different shapes and supports their number skills as they count coloured balls. The childminder helps children to learn how to do things for themselves. For example, she teaches children how to use the potty and become toilet-trained.

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Curriculum and teaching Expected standard

The childminder promotes children's communication, language and literacy skills well. For example, she teaches new words such as, trickling and dripping, as the childminder squeezes water from a sponge into a tray. The childminder uses story props, such as puppets, to engage children well in stories. She sings songs and rhymes with children who learn new words. Generally, the childminder provides some opportunities for children to gain expressive arts and design skills, such as water play and sand play. However, she has not fully developed this area to enable children to experience different tools and materials for wider expression. This means that children are not fully expressing themselves creatively. The childminder questions children as they play, however, she does not consistently give children time to think and respond to questions. This means that, at times, children do not have sufficient time to develop their thinking skills.

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Inclusion Expected standard

The childminder uses effective ways to identify if a child is falling behind in their learning. For instance, she makes use of developmental guides, observations and 2-year-old progress checks to determine whether children need extra help. The childminder guides parents to appropriate sources for further support, such as local doctor or health visitor. She makes skilful adjustments to activities to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. For instance, she provides extra time and space for babies to move around on their front to develop core strength. This helped babies to learn to sit up and crawl on their own. The childminder makes effective use of extra funding to support children's learning. She completed a course on supporting children with speech delay. The childminder uses this knowledge well to help children who need more support in their communication, language and literacy skills.

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Leadership and governance Expected standard

The childminder is eager to maintain continual professional development. She has completed different courses, such as healthy eating in the early years, and sustainability for children under five years of age. This has contributed to improved understanding in these areas. The childminder considers her practice and generally recognises areas for development. She sets relevant goals to promote best outcomes for children. The childminder has successful partnerships with parents. She talks with parents each day to share feedback on children's development and activities. The childminder also uses secure electronic messaging to offer flexibility in communication to parents. She liaises effectively with parents to support children's progress, in areas such as physical development and toilet training. Parents express high levels of satisfaction with the childminder's practice. Written comments from parents describe the childminder as kind,

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Leadership and governance Expected standard

attentive and warm and she focuses well on each child's needs. The childminder supports her wellbeing successfully, for instance she plays a musical instrument and likes to read books.

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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 and their families build positive relationships with the childminder who welcomes them each day. They enjoy their learning and engage well in tasks. Children feel valued and secure as the childminder interacts warmly with them by smiling and talking gently to them. They feel cared for and safe and enjoy the warm attention given by the childminder to each child. Children have warm, secure relationships with the childminder. They settle quickly as the childminder gets to know children's likes and dislikes and reflects this in activities.

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

Children generally make secure progress, whatever their starting points. This includes children with special educational needs and/or disabilities (SEND), and other vulnerable children. The childminder provides thoughtful alterations to activities to meet the needs of children with SEND, and other vulnerable children. Children learn valuable skills in preparation for their next stage of learning. Children gain effective understanding of the world. They learn about insects as the childminder takes them on outdoor nature trails. Children begin to learn about sustainability when the childminder takes them to visit the local recycling centre. They develop understanding of how things grow when the childminder plants broad bean seeds with children. They learn where food comes from. Children take part in a range of well-organised physical activities. For example, they enjoy learning to jump on a mini-trampoline. Children practise their climbing skills along frames and low

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

platforms. This supports children's physical development well. They build positive relationships with each other and play well together. Children attend regularly and the childminder promotes this well to parents by highlighting how this supports children's progress.

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Next steps

The childminder should strengthen the curriculum for expressive arts and design to enable children to express themselves more freely and consistently. The childminder should strengthen the quality of teaching to enhance children's thinking skills, particularly in relation to giving children more time to think and respond to questions.

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About this inspection

The inspector spoke with leaders, staff and children , She considered comments from 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00

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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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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

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 .

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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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