O'Dell, Sarah

Childminder

Unique reference number (URN): EY460275 Registered with Ofsted: 02/05/2013 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

Generally, children make steady progress through the curriculum. They are curious and access learning across all areas of development. The youngest children enjoy the company of the older children. They listen intently to them as they talk, and watch them closely as they play. This provides the youngest children with opportunities to imitate, observe and interact with others, which supports their confidence and social development. In addition, the older children develop patience, empathy and responsibility.

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Achievement Expected standard

Children develop their fine motor skills as they colour in pictures and draw. They begin to give meaning to the marks they make and develop their fine motor skills. Children freely access resources, explore and investigate. For example, children press the buttons on technology toys, watching the lights flash. They learn cause and effect and develop their hand–eye coordination. The youngest children explore sensory play, where they learn about different textures. This helps them to begin to make sense of the world through their senses. Typically, children achieve well from their starting points and are prepared well for their next stage of learning, including for going to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created an environment that is respectful, inclusive and peaceful. Children are kind and thoughtful, and demonstrate empathy for the childminder and each other. For example, older children gently rub the backs of the youngest children when they become upset. Children are developing secure relationships. When children return to the setting following the weekend, they tell the childminder how much they have missed her. The childminder embraces them warmly with hugs and genuine happiness to see them. This helps children feel like they belong and gives them a sense of security.

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Behaviour, attitudes and establishing routines Expected standard

Generally, activities rooted within the daily routines are planned well. However, some activities are not organised well enough to meet the developmental needs of the youngest children. At these times, these children are not fully supported to help them remain engaged in meaningful learning.

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Behaviour, attitudes and establishing routines Expected standard

On the whole, the childminder has put appropriate rules and boundaries in place, which helps children to learn what is right and what is wrong. Children listen intently to what the childminder tells them and follow directions well. For instance, the childminder gives children small tasks, such as passing a tissue. Children are generously praised, which helps them feel proud and self-assured.

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Children's welfare and wellbeing Expected standard

Typically, the childminder's policies and procedures promote children's health, welfare and overall wellbeing. These are generally understood and implemented well by the childminder and any assistants. The key-person arrangements are effective, and help children to build warm attachments and trust in those that care for them. The childminder is nurturing and responsive to the children's needs. For example, children are carefully monitored when they are placed down for rest. When children show signs of distress while they sleep, the childminder attends to them promptly, talks to them soothingly and gently pats their stomach. They are comforted, feel safe and fall back to sleep.

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Children's welfare and wellbeing Expected standard

Overall, the childminder promotes healthy eating well. Mealtimes are social and offer opportunities for conversations about foods that are healthy and that give children energy. In addition, the childminder provides supportive guidance and advice to parents, helping them make informed choices that promote children's health and wellbeing. Children learn about online safety through age-appropriate resources, such as books. This helps them understand how to stay safe when using digital technology. Children are developing healthy foundations in the childminder's care.

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Curriculum and teaching Expected standard

The curriculum in place is well thought out, and helps children build on what they already know and develop new skills. The childminder has a sound knowledge of child development and early education. She knows children well and incorporates their individual interests into activities and daily routines. Children thrive in an environment that is nurturing and, mostly, well organised. The childminder helps children to become independent and to do things for themselves. For instance, she encourages children to put on their coats and helps them develop confidence as they climb apparatus at the park. She stays close by to offer reassurance and guidance as they climb. The childminder acts as a secure base for children, and they check in regularly with her as they go off and explore their environment.

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Curriculum and teaching Expected standard

Typically, the childminder supports children's communication and language well. For example, children enjoy singing songs and listening to stories, and share many back-and- forth interactions with the childminder and any assistants she works with. However, on occasions, some less confident children are not always encouraged fully to develop their speech by contributing to discussions and answering questions. At these times, they are not supported as well to share their ideas and thoughts.

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Curriculum and teaching Expected standard

The childminder has woven mathematics into all aspects of the daily provision. The childminder and any assistants help bring enjoyment as children learn new skills. For example, they help children count as the children skilfully balance objects on their heads. Children wait in anticipation for the objects to fall. This supports children to develop a love of mathematics, and to begin to measure time.

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Inclusion Expected standard

Generally, the consistency in the childminder's practice meets the needs of all children attending. Regular, accurate assessments help the childminder identify children's needs or potential barriers to their learning swiftly. She uses this information to identify appropriate next steps for children's learning and development. This helps children make consistent progress and ensures that emerging needs are addressed at the earliest opportunity.

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Inclusion Expected standard

On the whole, the childminder has created a safe, welcoming environment where all children are valued and respected. Children demonstrate a sense of belonging and contentment. The childminder's close professional relationships with parents ensure that support for children is consistent, and that their individual needs are addressed. She recognises that some children, including those with special educational needs and/or disabilities, require additional support and strategies to help them make progress. The childminder seeks professional advice and guidance where required. She is reflective and adapts her environment to meet children's individual needs, providing appropriate resources and support. However, some activities provided do not always fully support the needs of the youngest children participating, which can impact on their involvement. The childminder is committed to strengthening her inclusive practice by undergoing additional training and

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Inclusion Expected standard

continuing to develop the early identification of children's needs through her close observation and assessments.

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Leadership and governance Expected standard

The childminder has high standards for children and their families. She has a good understanding of the service she offers and takes appropriate action to drive continuous improvement. The childminder communicates well with any assistants, sharing information to ensure consistency of support and positive outcomes for children. She ensures the effective deployment of herself and any assistants to make sure that children are always supervised and have their individual needs met.

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Leadership and governance Expected standard

The childminder is reflective and seeks to develop her knowledge and skills by attending additional training. She recognises the beneficial impact this has on the care and education that children receive. The childminder maintains effective partnerships with parents and other professionals. She carries out home visits before children start, helping to build positive relationships with children and their families, and ensuring that transitions are smooth. Parents are involved in reviewing their children's progress and are supported to continue their children's learning at home. Children choose a different book each week to take home and share with their parents. This helps them develop a love of reading. The regular two-way flow of communication with parents helps children to experience continuity between home and the childminder's setting.

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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 lovingly cared for and valued at the childminder's setting. The childminder is kind and caring, which supports children's wellbeing. Children are happy and relaxed and demonstrate a sense of security in the childminder's care. Older children self-register by placing their name on a board when they arrive. This builds their self-confidence and independence. Younger children are attentively welcomed with warm interactions and friendly smiles by the childminder. They hold their hands out in anticipation as they are taken from their parents, and are ready to start their day. Children's personal, social and emotional development are supported well. The childminder promotes regular attendance and punctuality to support children as they build relationships and develop familiar routines. This helps children feel safe in their environment.

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

Children are enthusiastic and enjoy learning. All children develop increasing confidence in their physical development. For instance, the youngest children develop their leg muscles as they pull themselves up to stand at tables and activity trays. This helps to improve their balance and core strength and prepares them for eventual walking. Older children strengthen their hand muscles as they use tweezers to pick up objects, such as leaves. This helps prepare children for their next steps in learning.

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

Children have ample opportunities to explore the outdoors. They enjoy being outside in the fresh air and go outdoors in all weathers. The childminder takes children to local parks and shops, which helps them feel part of the community and establish a sense of the world they live in. The childminder and any assistants help children recognise the changes in the weather as they learn about different seasons. For instance, children listen intently to stories

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30,Friday : 07:30 - 15:00

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About this setting

Local authority: Hampshire about autumn and share back-and-forth interactions about acorns. They learn about nature, growth and change over time.

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Next steps

The childminder should support children's communication and language development even further, particularly for those children who are less confident. The childminder should strengthen the organisation of planned activities and routines, to ensure that children of all ages are included at an appropriate level.

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About this inspection

The inspector spoke with the childminder, her assistant, children 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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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. 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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