Gale, Ms Petralouise Marion

Childminder

Unique reference number (URN): EY560067 Registered with Ofsted: 03/07/2018 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, including those who face barriers to learning, make typical progress in their learning and development across all 7 areas of learning. They are prepared well for their next stage of learning, such as school. Children make steady progress in their communication and language. They regularly benefit from stories and nursery rhymes, as well as a language-rich environment. This helps children to communicate their wants, needs and thoughts clearly.

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Achievement Expected standard

Children develop their personal, social and emotional skills throughout their time at the provision. For example, they take pride in their creations as they play with play dough. Children are confident and independent. For example, children independently fill their cups with water from the water dispenser. They persevere when they find the tap tricky and take pride in their achievements.

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Achievement Expected standard

Children learn to take risks safely as they build their own obstacle course. They beam in delight when they jump off the end. This also supports their physical development as they improve their balance and coordination skills.

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Behaviour, attitudes and establishing routines Expected standard

Children have warm and trusting relationships with the kind and caring childminder. The childminder typically has high expectations for children's behaviour. She ensures these expectations are age- and stage-appropriate for children's individual needs. The childminder ensures that she is consistent in her expectations and that these are easily understood by children. Children, including those who face barriers to learning, demonstrate that they have a secure understanding of the rules and boundaries of the provision. Children learn to take turns with each other, and the childminder supports them effectively as they learn to solve minor conflicts, such as over a toy.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of attendance and punctuality. She has clear policies and procedures in place for contacting parents when children are absent to ensure their wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Children develop high levels of self-esteem and self-confidence. The childminder frequently praises their efforts and encourages them to keep trying when they encounter difficulties. Children typically play collaboratively together and build positive relationships with their peers. For example, children enjoy decorating their playhouse together.

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Children's welfare and wellbeing Expected standard

The childminder has developed secure attachments with children. They are keen to share their thoughts, wants and ideas with the childminder. The childminder prioritises all children's wellbeing. For example, the childminder tailors the settling-in process to each individual and adapts her practice to ensure children's needs are being met. The childminder recognises the importance of the key-person role in building children's attachment and the impact this has on children's emotional wellbeing. Children demonstrate that they feel safe and settled in the provision.

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Children's welfare and wellbeing Expected standard

The childminder supports children as they develop their knowledge of keeping themselves healthy. She acts as a positive role model as she supports children's development in making healthy choices. For example, the childminder role models being thirsty and drinking her water, which encourages the children to drink their bottles as well. The childminder also uses mealtimes as an opportunity to develop children's social skills, as well as encouraging them to think about healthy options, such as fruit and vegetables.

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Children's welfare and wellbeing Expected standard

The childminder teaches children to manage their hygiene needs well. For example, children typically act as role models for each other as they remind each other how to wash their hands ready for lunch.

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Curriculum and teaching Expected standard

The childminder has developed a curriculum that covers the required 7 areas of learning and meets the needs of all children, including those who face barriers to learning. The childminder uses assessment to effectively identify children's next steps and then to build on what children know and can do to help them thrive and flourish. She tailors teaching to children's individual starting points as well as their age and stage of development. For example, there is a significant focus on children's communication and language. The childminder effectively narrates play and introduces new vocabulary to children as they play. This helps to build children's vocabulary as well as their confidence in using their language skills.

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Curriculum and teaching Expected standard

Children demonstrate that they feel safe and secure. Their personal, social and emotional skills are prioritised by the childminder throughout the curriculum. Children benefit from frequent opportunities to improve their physical development. This includes regular access to outside play, as well as trips within the local community.

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Curriculum and teaching Expected standard

The childminder typically teaches mathematics explicitly as children play. For example, the childminder introduces the concept of weight as they explore pumpkins. However, this is not yet consistently implemented across the provision.

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Inclusion Expected standard

The childminder recognises that barriers to learning cover a wide range of aspects. She ensures that her provision meets the needs of all the children in her care. The childminder builds positive relationships with parents from the start. This enables her to make any early adaptations needed, as well as being aware of any changes in circumstances that may require additional support.

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Inclusion Expected standard

The childminder has a secure knowledge of children's individual needs and progress in their learning and development. She has high expectations for all children and understands the importance of reducing barriers to learning through identified strategies. Typically, the childminder uses assessment appropriately and regularly to identify any emerging needs quickly. The childminder ensures referrals are made promptly to external agencies, such as speech and language therapy. This helps children make steady progress in their learning and development.

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Inclusion Expected standard

The childminder ensures that additional funding is used appropriately to meet the needs of the children. For example, the childminder purchases resources to support children's sensory needs and to support their ability to regulate their emotions.

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Leadership and governance Expected standard

The childminder is passionate about and dedicated to her role. She takes part in regular professional development opportunities to continue to develop and broaden her knowledge. Overall, the childminder has a broad overview of the strengths and areas of development for the provision. However, this is not yet precisely refined to identify the key priorities for development.

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Leadership and governance Expected standard

The childminder works closely with parents and professionals to effectively support children's wellbeing. For example, the childminder works closely with parents to tailor children's settling-in process to ensure they develop secure attachments with her before they begin. Parents say that they think highly of the childminder and her 'home-from-home' provision. The childminder also works closely with professionals, such as speech and language therapists, to ensure children's needs are met effectively.

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Leadership and governance Expected standard

The childminder did not report a significant event to Ofsted as required. However, there was no impact on children. The childminder now has a secure understanding of the aspects that are notifiable to Ofsted. Therefore, no further action is required.

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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 thrive in the warm and welcoming environment. They have secure attachments with the childminder and other children. This helps them to feel happy, settled and confident at the provision, and they demonstrate a secure sense of belonging. Children are curious about the world around them and eagerly explore the environment. For example, children make different concoctions in the mud kitchen and are keen to share these with others.

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

Children, including those who face barriers to learning, make steady progress from their starting points. Children benefit from a language-rich environment and meaningful interactions with the childminder. She consistently narrates play as she builds children's vocabulary and language skills. For example, the childminder introduces the words 'roll' and 'scoop' as children play with play dough. Children enjoy taking part in nursery rhymes. With support from the childminder, children take turns as they eagerly pull a song prop from the bag and join in with familiar phrases. Children eagerly develop their physical skills as they develop obstacle courses together. Children beam in delight as they slide across the soft- play blocks and encourage each other to have a go. Children's interests are used by the childminder to build on what they know and can do. For example, the childminder introduces pumpkins to the mud kitchen as many of her families visit the local pick your own farm.

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

The childminder acts as a positive role model for children. For example, she role models how to take turns and to share resources. This enables children to become more confident as they learn to share resources with their peers. The childminder has a secure understanding of children's home lives and plans her curriculum to provide children with new and different experiences. For example, children are involved with growing vegetables in the garden and the new allotment.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 16:00

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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 strengthen teaching to consistently support children's mathematical development. The childminder should refine her use of reflective practice to evaluate the curriculum and her practice to precisely identify clear priorities for development.

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About this inspection

The inspector spoke with the childminder and children 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

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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