Coker, Sharney Lisa

Childminder

Unique reference number (URN): 2789826 Registered with Ofsted: 17/06/2024 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

The childminder provides a warm, nurturing environment, where children understand what is expected of them. She plans individualised settling-in sessions that meet the needs of the children she cares for. The childminder seamlessly includes children's interests and care routines in her planned day. This helps children feel extremely settled in her care and within the environment.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder skilfully and consistently uses singing to support children in understanding routines. This helps young children to follow instructions with enthusiasm. For example, young children are highly motivated to tidy away their toys before moving on to the next activity. The childminder is a positive role model. As children play together pretending to be doctors, she talks about how they may feel. The childminder uses age-appropriate strategies to help children identify their feelings and respond appropriately. This helps children to understand their emotions.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with families to promote punctuality, and supports them to access funding and the sessions they are entitled to. The childminder ensures that parents and carers follow her clear and robust processes, when children are absent. She monitors children's attendance and recognises how these measures contribute to safeguarding children, including children known to social care.

p.2

Children's welfare and wellbeing Strong standard

The childminder places children at the heart of everything she does. She is very attentive to children's individual needs, helping them to feel safe and secure in her care. She provides many opportunities to support children's self-care skills, wellbeing and emotions, including for children who may face barriers to their learning and wellbeing.

p.2

Children's welfare and wellbeing Strong standard

The childminder seamlessly teaches young children to be confident in their self-care, through her embedded daily routines. Children demonstrate a real sense of belonging as they confidently wash their hands before meals and learn to cut up their fruit for snack. The childminder models how to use child-sized knives and ensures that children have regular sips of water to stay hydrated. This helps children to keep themselves safe while developing life skills. The childminder regularly involves children in cooking activities. She uses these opportunities to teach children the importance of a broad and balanced diet. For example, children learn how to make sauces from various vegetables. This helps children's understanding of making healthy choices.

p.2

Children's welfare and wellbeing Strong standard

Children benefit from daily outdoor exercise and fresh air while exploring a well-resourced garden. The childminder ensures that children's sleep patterns are mirrored from home. Care routines are a real strength of this setting and are individualised to the unique needs of the children.

p.2

Achievement Expected standard

Typically, children make steady progress from their starting points and develop the knowledge they need for future learning, including children with special educational needs and/or disabilities. Children develop their language and communication skills. They turn the pages of familiar stories and have meaningful conversations as they play. Children demonstrate their mathematical knowledge and show pride in their understanding. For example, they proudly count how many pretend eggs they have, as they place them in the egg box.

p.3

Achievement Expected standard

Children develop their physical skills with plenty of opportunities to develop both small and large muscles. They grow in independence, confidently serving and preparing their food. They run, play football and enjoy transporting water in various containers.

p.3

Achievement Expected standard

Children know that they need to wash their hands before mealtimes, showing they know the hygiene routines. They sing songs about germs and place tissues in the bin. Children become increasingly independent, confident and ready for their next stage of education.

p.3

Curriculum and teaching Expected standard

The childminder has created an ambitious curriculum that focuses on children's personal, social and emotional development. She uses her understanding and assessments well to identify the skills and knowledge that she wants children to learn. Overall, the curriculum is well taught, and learning is well sequenced to build on what children already know and can do. Typically, this helps all children make progress from their starting points, including children with special educational needs and/or disabilities.

p.3

Curriculum and teaching Expected standard

The childminder regularly sings and reads stories with children, enabling them to have regular exposure to different vocabulary and to build on their mathematical and literacy skills. Children use resources to re-enact familiar stories and as they learn new concepts. They are absorbed and listen intently to the engaging childminder. This helps children develop their expanding vocabulary. The childminder weaves in opportunities for children to count and compare sizes, as they play. This promotes children's understanding of early mathematics in readiness for later learning.

p.3

Curriculum and teaching Expected standard

The childminder plans activities that are engaging and introduce new concepts to children, such as using different types of containers to transfer water and explore ice. However, sometimes, during children's chosen play, the childminder introduces too many ideas at once. This means that children do not always benefit from the intended learning, as they do not have time to consolidate their previous understanding and ideas.

p.3

Inclusion Expected standard

The childminder has high expectations for what all children can achieve. She collaborates effectively with parents and carers, and carries out frequent observations and assessments. This enables her to track children's development and identify any potential barriers to their learning and development. The childminder adapts her curriculum and plans focused activities. She uses Makaton and simple vocabulary to support children who speak English as an additional language. Parents comment on the progress their children have made, in particular, in their language and communication skills. Typically, children with special educational needs and/or disabilities (SEND) are supported effectively to achieve the best possible outcomes in their learning and development.

p.3

Inclusion Expected standard

Although the childminder has developed her understanding of children's communication, she recognises that her overall knowledge and understanding of children with SEND could be strengthened. She has not yet fully explored opportunities to extend her understanding of the different types of needs she may care for, to ensure rapid identification of any additional support children may benefit from.

p.4

Inclusion Expected standard

The childminder shows a clear awareness of when and how to involve external professionals and agencies, including accessing any additional funding available for children. She understands how she would use such funding appropriately to source relevant training or resources to reduce barriers to learning and support individual needs.

p.4

Leadership and governance Expected standard

The childminder understands her role to keep children safe. She thoroughly considers risks and implements new procedures, showing forward thinking to maintain children's safety. For instance, in particularly warm weather, she skilfully adapts her curriculum so that children have access to fresh air and the opportunity to develop their physical skills. This helps keep children safe while accessing the curriculum.

p.4

Leadership and governance Expected standard

The childminder is reflective and generally identifies her priorities for improvement appropriately. For instance, she plans to undertake further professional development to enhance her practice, specifically for children with special educational needs and/or disabilities. As the childminder has not yet precisely identified the opportunities to support her knowledge and understanding, any positive impact on children is yet to be embedded.

p.4

Leadership and governance Expected standard

The childminder has established effective partnerships with parents and carers. She gathers a wealth of ongoing information from them, regarding children's individual needs. This helps her to support children appropriately in her provision. The childminder regularly communicates with parents. This helps parents to be informed about their children's next steps in learning and development. For example, the childminder shares ideas and strategies with parents to help children reduce using soothers. This helps to offer a consistent approach to the support children receive.

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 the care of this dedicated and nurturing childminder. They quickly engage within the well-planned environment, following their play interests. Children have established close attachments to the childminder, enabling them to feel secure in her home-from-home setting. Children behave very well. They are kind, share resources and take turns with their peers. They work together to create a dinosaur train track and explore their own ideas with enthusiasm. The childminder is calm and models positive behaviour. She uses praise and encouragement constantly with children. This supports their emotional wellbeing. The childminder supports families from the outset to promote the importance of regular attendance, so children benefit from her planned learning opportunities.

p.5

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

Children flourish as a result of a, typically, well-implemented curriculum, that focuses on children's language skills. Children benefit from the rich, language-focused environment, where the childminder engages them in meaningful conversations and models new vocabulary that is age- and stage-appropriate. Children talk confidently at snack time and name the different fruits they would like to try. The childminder narrates as children play. She repeats words back to children, which helps those who speak English as an additional language make progress in their communication and language skills.

p.6

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

Children thoroughly enjoy imaginative play. They pretend to become doctors and use their toys as patients. Children learn about keeping their bodies healthy as they check temperatures and pretend to listen to their hearts using a stethoscope, as the childminder mimics the sound, saying 'boom boom'. Children use bandages to wrap up toys who are 'poorly'. These experiences help them develop healthy habits, independence and early self- care skills.

p.6

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

Children benefit from a wealth of outdoor play. They enjoy daily access to the outdoors, exploring local woodlands and play parks. The childminder adapts her provision to support all children, including those with special educational needs and/or disabilities. For instance, younger children develop the muscles in their hands as they scrape away ice and squeeze water from pipettes. This helps children to develop physical skills in readiness for later learning.

p.6

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

Overall, children who face barriers to their learning are fully included. The childminder observes carefully, adapts activities and uses visual cues and simplified language to support children's next steps in learning. This typically ensures that every child can access learning and make progress.

p.6

Next steps

The childminder should strengthen her interactions with children, allowing them more time to process questions and express their ideas. The childminder should engage in further professional development to enhance her knowledge and skills to promptly identify children with special educational needs and/or disabilities, supporting these children to achieve the best possible outcomes.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.6

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

p.6

About this setting

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

p.7

Facts and figures used on inspection

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

p.7

Our grades explained

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 .

p.8

Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8