Lloyd, Gillian Yvonne

Lloyd, Gillian Yvonne

Unique reference number (URN): EY395661 Address: 66 St. Pauls Hill Road, Hyde, Cheshire, SK14 2SW Type: Childminder Registered with Ofsted: 13/08/2009 Registers: EYR, CCR, VCR Registered person: Lloyd, Gillian Yvonne

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.2

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.2

Achievement Expected standard

All children make progress from their starting points across all areas of learning and development. The childminder regularly assesses children's development. She shares this with the parents/carers. As a result, children are prepared for their next transition of learning. The childminder works on children becoming school ready. She takes them to the local playgroup, which they enjoy and talk about at home with their parents. This supports the children to socialise in larger groups and follow instructions in preparation for school.

p.2

Achievement Expected standard

Children are confident learners and are eager to show what they know and can do. Children enjoy completing a shape sorter using mathematical language such as 'triangle' and 'circle'. Children are proud of themselves when they are able to complete this correctly. Parents speak highly of the progress their children have made at the provision and how well they feel valued. Children demonstrate positive attitudes to learning and explore new experiences to extend their learning further.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children feel safe and secure at the provision. They have close bonds with the childminder and seek comfort when needed. The childminder monitors children's attendance well. Parents understand the importance of their children having good attendance at the provision to support children's learning and development. The childminder has consistent routines in place for all her children and supports their emotional development. She knows what children like to do and adapts activities to support them further.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children respect each other with the childminder, and they follow her clear instructions. Children say 'please' and follow the childminder's instructions well. The childminder allows children time to listen and respond. She treats all children with respect and the children respond warmly to her. She is a good role model to them. The childminder supports children to have a go at new experiences through adult-led activities. As a result, children start to build their confidence further.

p.2

Children's welfare and wellbeing Expected standard

The childminder supports children to lead healthy lifestyles by providing a healthy diet for all the children. She shares this information with all her families to support their choices at home. The childminder promotes children's hygiene practices by supporting them to wash their hands before meals and to eat healthy snacks. She also encourages children to use their manners. As a result, they are kind and caring.

p.3

Children's welfare and wellbeing Expected standard

The childminder takes the children to the local care home to sing with the residents. This allows children to feel part of their local community and teaches them about being kind and caring towards others. They enjoy their visits and build confidence after each visit.

p.3

Children's welfare and wellbeing Expected standard

Children are happy at the childminder's home. She has a close bond with the children's families. Parents report they feel valued and part of the family. They feel their child has a sense of belonging with the childminder. Parents also report that the childminder provides them with important information about being healthy and leading healthy lifestyles.

p.3

Curriculum and teaching Expected standard

The childminder provides a language-rich curriculum for all her children. She reflects on her provision and what key improvements she wants to make to enhance outcomes for all children. The childminder knows what she wants all children to know and do. However, she does not plan and implement activities to extend children's next steps of learning even further.

p.3

Curriculum and teaching Expected standard

The childminder supports children's personal, social and emotional development well. Children feel safe and secure and seek guidance from the caring childminder. They engage in purposeful play and are mesmerised by the childminder as she makes all play fun. She uses all opportunities to teach the children, and they respond well to her. All children make good progress from their starting points. Children enjoy regular outings with the childminder to the local allotment. This supports their physical development and sparks their interest in the world around them.

p.3

Curriculum and teaching Expected standard

The childminder supports children's language and communication throughout. She models play skills using a range of language skills, such as 'squishy', 'squeeze' and 'tricky' when playing with the play dough. Children become focused on creating cupcakes with different shaped toppings. This also supports children's early writing skills in preparation for school. Children smile with delight at their masterpieces.

p.3

Inclusion Expected standard

The childminder has high expectations for all her children to support their learning and development and wellbeing. The childminder understands her responsibility to support all children with barriers to learning. The childminder collects children's starting points when they start and uses these to inform her of their next steps. The childminder continuously assesses children's development to ensure any gaps are quickly identified, and swift support is put into place if required. The childminder assesses the impact of children's learning and if more needs to be done to embed this learning further before moving on to the next stage. The childminder works with parents/carers to meet the children's individual needs.

p.3

Inclusion Expected standard

Additional funding for children has had a positive impact for children. This supports them to gain a rich set of experiences. Through daily discussions with parents, children's learning and development is supported well. The childminder supports children through play and is a good role model to the children. She plays alongside them, which has a positive impact on their time spent with her. They smile and laugh and join in with the childminder. She shares the impact the additional funding has had with parents. They celebrate children's progress with the childminder and continue learning at home to support their children.

p.4

Leadership and governance Expected standard

The childminder knows what key improvements she wants to make to her provision, such as extending her own professional development even further. The childminder has kept herself up to date with mandatory training and knows she can seek help and support from her local authority. The childminder discussed how further training would enhance her provision even more.

p.4

Leadership and governance Expected standard

The childminder ensures all her children have a rich range of experiences while in her care. This provides children with a broad range of learning and development opportunities. This supports children's cultural capital and supports them with their next stage of learning. The childminder teaches the children about the world around them. They enjoy celebrations and different festivals. They share stories about the world around them with each other. This supports children to learn about life in modern Britain.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

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 are welcomed when they arrive by the kind and caring childminder. Children quickly settle into play with her. Children have developed strong bonds with the childminder and feel safe and secure in her care. The childminder collects children's starting points when they start at the provision. She uses this information to plan for their next steps. As a result, all children make progress from their starting points. Children are supported to explore new skills. The childminder provides activities that engage children's curiosity. For instance, children explore different ways to paint to be creative. Children use potatoes to make marks, and they have a real sense of pride with their finished artwork.

p.5

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

The childminder provides a language-rich environment and models language and communication skills with the children well. Children foster a love of books. They enjoy reading a range of stories with the childminder as she gets into character for the story. This helps children stay focused and engaged with the storybook. Children carefully handle books, turning pages and closing at the end. Children engage in play, selecting different farm animals and singing nursery rhymes during play. Children use mathematical language during play activities, such as 'big', 'bigger' and 'small'. Children learn to count in sequence well. As a result, children make good progress in their mathematical development.

p.5

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

The childminder encourages children to be independent. She bases her curriculum on them becoming school-ready. For example, children learn how to feed themselves and wash their own hands. Children have good manners and are kind and caring towards each other. They follow the rules set out by the childminder and have respect for one another. All children are prepared for their next stage in transition from the provision.

p.5

Address:

66 St. Pauls Hill Road Hyde Cheshire SK14 2SW

p.6

Address:

Registered person: Lloyd, Gillian Yvonne

p.6

Address:

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

p.6

Next steps

Focus teaching more accurately on what children need to learn next to build on their skills even further.

p.6

About this inspection

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

p.6

About this inspection

The inspector spoke with the childminder, children and parents 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 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.6

Facts and figures used on inspection

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

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.7

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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8