Greenway, Paula

Greenway, Paula

Unique reference number (URN): EY337563 Address: 68 Brownhill Drive, Padgate, Warrington, WA1 3DR Type: Childminder Registered with Ofsted: 30/08/2006 Registers: EYR, CCR, VCR Registered person: Greenway, Paula

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a highly stimulating learning environment in which children are encouraged to test their ideas and solve their own problems. Children are successfully encouraged to be independent and to explore and engage positively in the opportunities provided. They develop a high level of confidence in their own abilities and eagerly welcome the childminder into their play. The childminder is very effective in engaging children and developing their curiosity and enthusiasm.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children very effectively to engage well with each other. She establishes clear, highly consistent and well-understood rules and boundaries. Children are offered gentle reminders and are supported to respond appropriately in a range of situations. The childminder skilfully teaches children how to regulate their own behaviour. For example, some children know when they need to take time to be by themselves to help manage their emotions. They develop a secure understanding of how their behaviour may impact on others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works successfully with parents to overcome any potential barriers to children's attendance. For example, she offers to collect children from their homes if needed. This helps to ensure that all children can make the most of the learning opportunities the childminder provides. The childminder is committed to ensuring that children receive their full curriculum entitlement.

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Children's welfare and wellbeing Strong standard

The childminder implements a holistic approach to ensuring that children's individual welfare and wellbeing needs are met extremely well. She knows each child incredibly well and establishes positive relationships which help children to thrive in her care. Children manage their emotions well and treat each other and the childminder with kindness, understanding and respect. The childminder is aware of changes in children's circumstances, such as the arrival of a new sibling. She takes thoughtful steps to support children and their families, which has a highly positive impact on their wellbeing.

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Children's welfare and wellbeing Strong standard

Clear policies and procedures underpin the childminder's approach to assuring children's good health and wellbeing. Effective hygiene practices are embedded throughout everyday

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Expected standard

routines. For example, children independently know to wash their hands before they eat and respond well when reminded to cover their mouths when they cough. The childminder teaches children about the importance of eating a healthy range of foods. Children as young as 2 years of age explain that cake should only be eaten occasionally. They understand that eating too much is not good for them. The childminder checks that all children are registered with a dentist. She discusses the importance of good toothbrushing routines with children. Furthermore, children recall positive experiences of visiting the dentist. This helps to build children's confidence in new situations.

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Achievement Expected standard

Typically, all children, including those who may face barriers to their learning and/or wellbeing, achieve well from their individual starting points. They build on their achievements in a sequential way over time. In particular, children make secure progress in their personal and social skills and physical development. This provides a firm foundation on which to build future learning.

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Achievement Expected standard

Children demonstrate positive attitudes to their learning and embrace new challenges with enthusiasm. They are confident and resilient in applying their knowledge and skills. They engage in meaningful conversations. This helps to generally support their achievement in all areas of the curriculum. Children are well prepared for their eventual move to school.

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Curriculum and teaching Expected standard

The childminder demonstrates an effective knowledge of the early years foundation stage, overall. She understands how young children learn and develop. The childminder develops an interesting and ambitious curriculum. She understands how to assess and sequence children's learning to help them to build on what they know and can do. For example, she provides opportunities for children to thread beads and manipulate dough using a range of tools. The childminder carefully plans opportunities for children to practise and refine their skills independently. Children confidently use mathematics as they play. For example, as they share dough, they compare how much they each have, using words such as 'more' and 'less' as they decide when they have 'equal' amounts.

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Curriculum and teaching Expected standard

The childminder generally encourages children's social and communication skills. She immerses children in well-known rhymes and stories. Children are encouraged to engage in conversations and to ask questions to help clarify their understanding and find out more. The childminder introduces some new words as children play and during daily routines. For example, she encourages children to use the word 'persimmon' to describe a new fruit at snack time. That said, there are occasionally times when children's communication skills are supported less effectively. For example, at times the childminder does not support children to learn the correct pronunciation of some words and build further on their language skills and vocabulary.

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Inclusion Expected standard

Overall, the childminder values each child as a unique individual and has built on her understanding of how to plan for children's unique needs. She reviews the progress that all children make carefully. This enables her to identify any emerging gaps in children's learning and development. The childminder targets her support and, when required, seeks the advice and guidance of relevant agencies to help meet the needs of individual children.

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Inclusion Expected standard

The childminder has high expectations for all children. She adapts and implements appropriate plans to help support children as they wait for appointments with outside agencies. For example, screening tools are used to identify children who may need additional help to develop their communication skills. This means that the childminder is then able to focus her teaching to help children. She works in close partnership with parents to help them to contribute to their child's learning consistently. For example, she shares advice on children's use of dummies and how this can impact on children's speech development.

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Leadership and governance Expected standard

The childminder understands the needs of the families whose children attend her provision. She develops close professional relationships with parents that help to ensure she meets children's unique care and learning needs effectively. Communication with parents, other settings and professionals is a strength of the setting. The childminder values the opportunity to share information to promote a consistent approach for all children. Parents speak highly of the childminder's dedication to their children and value the regular updates, advice and guidance she provides.

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Leadership and governance Expected standard

The childminder reflects on the quality of the service she provides and takes account of the views of children and parents. She accurately identifies the strengths of her provision. However, the childminder does not rigorously identify areas for improvement to help enhance her practice further and to promote a culture of continuous improvement. She ensures that all mandatory training is completed to help to keep her knowledge and understanding up to date, but does not precisely target any further professional development on areas that would help to refine her practice further.

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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 childminder knows children and their families extremely well. She provides a very well- organised, warm and welcoming environment in which children demonstrate that they feel secure. The childminder gathers detailed information from parents when children first attend to help tailor her approach to meet the needs of individual children. Flexible settling-in routines enable children to swiftly receive the support they need to settle quickly.

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

The childminder carefully considers what individual children already know and can do. She uses this knowledge to plan their learning from the outset. She provides a wealth of opportunities that children may otherwise not experience. For example, children remember trips to a temple and to a farm. They help to raise money for charity and eagerly anticipate visits to meet with the elderly residents of the local rest home. These opportunities help to enrich children's experiences.

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

The childminder quickly recognises when some children may need additional support. She promptly seeks advice and guidance from outside agencies to help her in meeting children's unique needs. This helps all children to achieve and make good progress from their individual starting points. Children are well prepared for the next stage in their education, including school, when the time comes.

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

Children form very strong and trusting relationships with the childminder. They derive a deep sense of comfort and belonging from her presence and demonstrate the confidence to try new things. Children are eager and enthusiastically make choices about what they would like to play with. The childminder is aware of children's individual interests and uses these to successfully motivate and engage children in their learning. For example, children who are interested in different animals compare the sizes of different toy animals. They discuss how some are bigger than others and decide which one is the smallest. Children play well together, negotiating, sharing and taking turns. They are curious, and help each other to recall events and experiences from the past when applying their knowledge in new situations. For example, children remember being taught how to cut dough and remind each other how to position their hands when cutting fruit at snack time. Children have an excellent

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

understanding of the expectations that the childminder has for their behaviour. This helps to create a highly harmonious and positive atmosphere.

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Next steps

The childminder should build on the support for children's communication and language skills further to ensure a fully consistent approach. The childminder should strengthen self-evaluation procedures and more rigorously identify and target next steps to further enhance the quality of her practice and instil a culture of continuous improvement.

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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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Address:

68 Brownhill Drive Padgate Warrington WA1 3DR

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:45 - 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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