Jimenez, Jacqueline

Jimenez, Jacqueline

Unique reference number (URN): 503919 Address: 83 Grange Park Road, Blackley, Manchester, M9 7AN Type: Childminder Registered with Ofsted: 21/08/2001 Registers: EYR, CCR, VCR Registered person: Jimenez, Jacqueline

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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 consistent progress across all areas of learning during their time attending the childminder's setting. They progress well as they build confidence and overcome shyness from when they first begin attending.

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Achievement Expected standard

Children who have delays in their speech and language soon develop confidence and build their vocabulary and learn to speak in sentences. This is due to the childminder working well with speech and language therapists to gain support for children with communication and language needs. In addition to progress with their communication and language skills, children develop confidence in terms of their social skills and learn to verbalise their needs and communicate what they are thinking.

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Achievement Expected standard

Children gain independence, such as pouring their own drinks and meeting their personal needs such as toileting, which really helps them gain the valuable skills they need in readiness for the next stage in their development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder's consistent routines and boundaries are clear and secure. This helps children to know what is expected of them. As a result, children behave well and get along with each other. The childminder builds a secure attachment with the children. This helps children to feel safe, settled and happy. For example, children smile and give the childminder a hug.

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Behaviour, attitudes and establishing routines Expected standard

The childminder teaches children to be kind and care for others. When children demonstrate this, they are praised by the childminder. Children learn valuable skills such as sharing and taking turns. The childminder models respect through her interactions and conversations with children.

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Behaviour, attitudes and establishing routines Expected standard

Children are given support and are encouraged to try new things. The childminder celebrates children's achievements. For example, children are shown how to carefully peel stickers off a sheet and add them to a picture. Next, the children have a go and create their own picture. This builds children's self-esteem and confidence. The childminder encourages attendance and follows up all absences with a phone call.

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Children's welfare and wellbeing Expected standard

Children's wellbeing is a focus, and the children are well supported by the childminder. For example, children are supported to make healthy choices and are given opportunities to rest as needed.

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Children's welfare and wellbeing Expected standard

The childminder provides quality care and support for children and their families. She signposts families to further support when required. This means that individual children's needs are met. The childminder teaches children about making healthy choices. For example, children choose water or milk to drink. Overall, the childminder does encourage children to become independent but is sometimes inconsistent in relation to enabling them to wipe their own noses and wash their hands afterwards.

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Children's welfare and wellbeing Expected standard

Children learn valuable social skills, such as sharing and taking turns. The childminder models this, and children build secure, positive relationships with each other. Children have a secure relationship with the childminder. Children demonstrate their emotional security and affection by giving the childminder a hug. Children learn about their emotions. For example, the childminder says, 'I like your smiling face, you must be happy.' This helps children to understand their own feelings and emotions.

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Curriculum and teaching Expected standard

The childminder has a clear, ambitious curriculum that covers all areas of learning. The carefully planned activities mostly support individual learning needs. However, mathematics teaching is not always age appropriate to fully support children's level of understanding. The childminder places a firm focus on the development of communication and language and weaves this throughout her curriculum. Through her quality interactions, she builds children's confidence and vocabulary.

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Curriculum and teaching Expected standard

The childminder carefully monitors and assesses children's progress. Children enjoy playing and learning safely, indoors and outdoors. Learning opportunities are further enhanced through trips to local open spaces, where children can walk and run and so develop physically. Trips to the dentist with the childminder enhance children's experiences and wellbeing.

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Curriculum and teaching Expected standard

Children are encouraged to join in with daily opportunities to share books and sing rhymes. Children take delight in choosing a prop from the song box to begin singing time.

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Curriculum and teaching Expected standard

The childminder places developing independence and confidence as a high priority. Children are encouraged to pour their own drinks and to use the toilet.

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Inclusion Expected standard

The childminder identifies children's needs quickly and accurately. The childminder swiftly refers to external services for advice and support, if required. For example, the childminder works well with speech and language therapists to gain support for a child with communication and language needs. The childminder implements advice from external services, such as speech and language therapists. This means that all children make progress.

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Inclusion Expected standard

The childminder has high expectations for all children. She differentiates activities and opportunities to ensure that all children are included. The childminder has a secure understanding of children's needs and assesses their progress to plan for next steps. She shares the child's next steps with parents. The childminder uses her knowledge and training on speech and language in her setting. She uses it to adapt her teaching for a child with speech and language needs. The childminder uses her child development knowledge and training to support parents to help their child at home. Giving them suggestions of play- based activities to try and practical tips, they can work together to get the best outcomes for the child. As a result, children grow in confidence, independence and make progress in their learning.

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Leadership and governance Expected standard

The childminder has a culture of continual improvement and generally knows what she needs to do to further improve her own practice. There is scope to develop this further to ensure that her teaching focuses more accurately on age-appropriate learning and development. Nevertheless, the childminder does assess the training she undertakes and implements newly gained knowledge into her setting. She uses her training to evaluate her curriculum and to achieve goals. For example, she plans to access training on dental health in view of local demographic concerns and issues affecting local families.

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Leadership and governance Expected standard

The childminder makes links with external services to gain advice and support on meeting children's individual needs. She signposts families to external services so that they can receive support as needed. Since her last inspection, the childminder has taken steps to further improve her knowledge of speech and language development to support children at her setting. The childminder uses her safeguarding knowledge and training to ensure that children are kept safe. She uses risk assessments to keep children safe in and out of her 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

The children are warmly welcomed by the childminder as they enter the setting. Children settle quickly and become engaged in activities that interest them. Children are cared for and are kept safe. The children have a special relationship with the childminder, which enables them to flourish. They go to the childminder for hugs.

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

The childminder plans and delivers a curriculum that meets all areas of learning. Planned activities begin with children's interests and spark children's curiosity. One child finds dinosaurs in the sand, and the childminder talks about them with the child. These activities provide children with opportunities to extend their thinking through quality interactions with the childminder. Well-planned learning opportunities ensure that children's individual

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Inspector:

Dawn Clancy learning needs are met. Children make progress and grow in confidence. Children are encouraged to try new learning opportunities and are praised for their efforts. One child fixes a new part to a toy vehicle that the childminder shows them. As a result, children learn to love trying new things.

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Inspector:

The childminder enhances her curriculum by taking the children on trips out in the community. These trips out include going to the local park, library and playgroup. During these trips out, children are given further opportunities to develop their communication and language skills. Children grow in confidence and gain knowledge of the world around them.

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Inspector:

The childminder quickly identifies any learning and development needs. Children have access to additional learning support, if needed. Parents are informed about their child's progress, and they are given ideas on how to further support their child at home. The childminder has clear behaviour expectations. In this small setting, children learn about how to get on with each other and make friends. Learning these social skills enables children to play happily together, learn and have fun.

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Next steps

The childminder should focus accurately on age-appropriate learning and development needs and draw on experts' guidance. The childminder should consistently motivate children to develop independence in relation to long-lasting healthy habits.

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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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Address:

83 Grange Park Road Blackley Manchester M9 7AN

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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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

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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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