Jenkins, Tina Margeret

Jenkins, Tina Margeret

Unique reference number (URN): EY296382 Address: 18 Bramley Avenue, Stretford, Manchester, M32 9HE Type: Childminder Registered with Ofsted: 13/12/2004 Registers: EYR, CCR, VCR Registered person: Jenkins, Tina Margeret

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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 make steady progress in all areas of learning and development. They develop social skills and confidence as they visit playgroups and interact in lager groups. The childminder delivers a child-led curriculum that responds to children's interests, promoting engagement, exploration of nature and self-directed learning. This enables effective planning of activities and trips that extend learning beyond children's current interests. The childminder promotes children's communication and language development particularly well. For instance, she introduces new key words to broaden children's vocabulary and extend their communication skills. Children demonstrate resilience. For example, as books fall over, they know to pick them up and try again to stand them up a different way. They develop the knowledge and skills they need for their next stage of learning, including school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a positive environment for children to play, explore, feel safe and learn. She is kind and caring and helps children to feel happy and secure in her care. Children have developed trusting relationships with the childminder and eagerly ask her for assistance when needed. The childminder sets clear expectations for children's behaviour based on their age and stage of development. She role models to children the behaviours she expects from them. Children behave typically well. The childminder supports children to get along with others. Children join in group song time during their visits to playgroups. They share physical equipment with others, such as scooters and take turns well. Children show the skills they need to collaborate with others. The childminder works with families to promote punctuality and maintain consistent attendance, with the knowledge that this supports outcomes for children.

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Children's welfare and wellbeing Expected standard

Children are developing healthy habits. They eat nutritious meals and clean their teeth as part of the childminders routine. Children access fresh air and exercise every day. The childminder meets children's individual care needs but does not consistently embed opportunities for children to manage their own self-care needs. The childminder does not seize all opportunities to enhance childrens skills, she occasionally completes tasks for children that they are capable of doing themselves.

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Children's welfare and wellbeing Expected standard

The childminder works closely with parents to meet children's individual needs. She offers flexible settling-in sessions, which enable children to become familiar with the environment and develop secure attachments with her, which fully supports children's well-being. Children sleep on mats where they are lay in a flat position with their own clean bedding. They settle to sleep easily feeling emotionally secure in the childminders care. The childminder supports children to learn about being safe in her home and when out on visits in the community. Children enjoy trips to visit people that help keep use safe, such as the local fire station and the lollipop person, where the learn about different professionals in the community. The childminder models how to manage emotions effectively and gently guides children in recognising and responding to their feelings.

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Curriculum and teaching Expected standard

The childminder plans and implements an effective curriculum that prioritises the knowledge and skills that each child needs to learn next. The childminder particularly enhances children's communication and language skills well. For example, she narrates as children play, introducing a range of new words, such as, 'under' and 'over', which incorporates mathematical concepts. This helps children to listen well, follow instructions and grow in confidence when communicating. The childminder focuses on children's physical development. She sequences learning and provides opportunities for children to consolidate the skills they have gained. Children enjoy using scoops to tip and pour. They develop strength in their hands and their large co-ordination skills. The childminder enhances children's personal, social and emotional development. She reads stories to children and uses soft toys to explain different emotions to children. Children learn about how people

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Curriculum and teaching Expected standard

might feel in different situations. The childminder pays close attention to how children respond to her teaching. She uses her knowledge of child development and individual children to adapt her interactions. The childminder could enhance her curriculum even further to extend opportunities for children to attempt their own personal care needs, supporting them even further with the skills they will need when they start school.

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Inclusion Expected standard

The childminder creates an inclusive culture. She values children's individuality and brings family traditions into play and learning opportunities. For example, children share special foods and learn about clothes that are worn in different cultures. This helps children to feel included, valued and to understand cultures that are different to their own. Children develop a secure sense of belonging at this setting. The childminder identifies children's learning needs early by assessing what children know and can do, when they first start to attend. She adapts children's experiences to enhance their learning based on her knowledge of each child. For example, the childminder extends the range of outdoor opportunities for children who prefer to learn outdoors. This helps all children make progress in their learning and development. The childminder works closely with families. She uses photos and feedback to keep parents informed about what their children are learning in her care. The

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Inclusion Expected standard

childminder is committed to professional development training and uses new knowledge to support children's well-being and development.

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Leadership and governance Expected standard

The childminder reviews her practice and takes steps to make improvements to the service she offers to children and families. She undertakes regular training to help her identify areas of practice she can develop even further. For example, following training the childminder now provides children with more time to fully engage in their learning experiences to extend their concentration and deepen their learning. This helps her maintain a setting where children's learning and care is consistently prioritised. The childminder meets the statutory requirements and shows an understanding of how to manage safer recruitment effectively. The childminder works with parents to share children's progress and ideas for home learning. This supports consistency between home and the childminders 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 benefit from a calm and welcoming environment. They demonstrate that they feel safe and valued in the childminders care. Routines are clear and consistent. This gives children confidence in knowing what is going to happen next. Children's learning is supported well. They engage in a range of varied and engaging experiences. These include sensory play indoors and exploration outdoors. Children are curious and motivated in their play. Children grow in confidence as they make choices about the things they want to play with. The childminder understands the value of children's regular attendance, how this supports their progress and prepares them well for the transition to school.

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

Children build positive relationships with each other. They learn to share and take turns. Children listen attentively during stories. The childminder promotes children's love for books very well, which helps to enhance their communication and early literacy development. The childminder regularly observes children's play and interactions to understand their progress and identify next steps. She plans a curriculum to help children make steady progress across the seven areas of learning.

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

Children are happy, confident and eager to learn. They show good levels of concentration. Children are eager to explore new experiences and develop the foundations they need for future success. Parents appreciate the communication that supports consistency for children.

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Address:

18 Bramley Avenue Stretford Manchester M32 9HE

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Address:

Registered person: Jenkins, Tina Margeret

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 09:30 - 16:30

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Next steps

The childminder could support children to manage their own self-care tasks so that independence becomes a consistent part of daily routines. The childminder could strengthen her curriculum to further embed opportunities for children to practise taking care of their personal needs and further develop their life skills.

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About this inspection

The inspector spoke with the childminder 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 inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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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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