Dowling, Tracie Marion

Dowling, Tracie Marion

Unique reference number (URN): EY412346 Address: 441 Walton Breck Road, Liverpool, L4 2RW Type: Childminder Registered with Ofsted: 17/06/2010 Registers: EYR, CCR, VCR Registered person: Dowling, Tracie Marion

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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 supports children's behaviour with kindness and sensitivity. She teaches them to recognise emotions and links between their behaviour and feelings. Children are considerate and calm. A sense of kindness permeates as the childminder has embedded a respectful culture in which children thrive.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from a range of opportunities that develop their character, such as learning opportunities about recycling and caring for the planet. As a result, children increase their knowledge of the world around them. Children take pride in their achievements. For example, cooking meals for their families with vegetables they have grown in the garden. They are confident to share and celebrate their talents and interests.

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Behaviour, attitudes and establishing routines Strong standard

Children have an awareness and appreciation of diversity. Inclusive resources, such as books about other cultures, enrich learning, resulting in children widening their understanding of difference. Consequently, children quickly develop a sense of self and treat everyone with respect. The childminder works effectively with families to ensure they understand the importance of regular attendance. She provides attendance updates that successfully shares information on how daily attendance and establishing routines positively impacts children's wellbeing and outcomes.

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Inclusion Strong standard

The experienced childminder makes a demonstrable difference to the opportunities and experiences for children with special education needs and/or disabilities, or those who may face barriers to their learning and/or wellbeing. She consistently ensures that any barriers children face are swiftly identified and effectively addressed, so that their progress is sustained. Informed decisions on additional funding that children are in receipt of, precisely targets purchasing resources, experiences of training. For example, the childminder has attended specialist teaching to improve children's early language development.

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Inclusion Strong standard

The childminder systematically monitors and adjusts her curriculum to meet individual need. Parents appreciate these adaptations and have a full understanding of how targeted learning plans are helping their children to progress. They praise the childminder for the

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Expected standard

bespoke support their child receives and the knowledge they have gained, to continue their care and learning at home.

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Expected standard

The childminder and her assistants attend a range of high-quality training to support all children. As a result, children's needs quickly and accurately identified, including any emerging or changing needs. The consistent partnership with parents and external professionals ensures that the childminder is able to take prompt and highly effective action.

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Leadership and governance Strong standard

The experienced and dedicated childminder is passionate about creating a high-quality setting where all children thrive. The childminder places a consistently focus on staff's wellbeing, ensuring they are supported, mentored and feel valued. The childminder has high expectations for all children and demonstrates an understanding of how children develop. She personalises planning to ensure children's needs including complex needs are met. Children have the opportunity to meet others in the community and explore their similarities and differences between themselves and others. This helps them understand that everyone is different and develops social skills.

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Leadership and governance Strong standard

The childminder regularly evaluates her provision and welcomes the views of parents to ensure that the setting is meeting the needs of all children. Parents report that they are extremely happy with the care their children receive and that the childminder goes above and beyond each day.

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Leadership and governance Strong standard

The experienced childminder understands the importance of assessment. For example, she knows what children need to learn next in their speech and language development. Termly targets are shared with parents so that they can work together to support progress. Funding is used highly effectively to improve outcomes for all.

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Achievement Expected standard

Typically, all children achieve well from their starting points. Gaps in children's learning are closing consistently, in particular for children with special educational needs and/or disabilities. Children progress in their personal, social and emotional development. As a result, all children are independent, achieve well and love to learn. They embed skills that will prepare them for their move on to school.

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Achievement Expected standard

Generally, children learn to express themselves and develop their communication and language well. Children develop listening and attention skills effectively. During discussions with the childminder, children remember and talk confidently about their interests and recall favourite books. They enthusiastically engage fully in activities that the childminder provides. Children demonstrate their conversation skills and mathematical knowledge while talking with their friends. There are effective partnerships with specialist teachers, multi-agency organisations and local authority to ensure all children receive the necessary support to reach their developmental goals.

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Children's welfare and wellbeing Expected standard

The childminder demonstrates high standards to establish and sustain high quality wellbeing for all. Relationships are warm, respectful and secure. The childminder forms close bond with children developing their confidence to try new things and motivation to learn. Effective care practices and routines take into account individual needs such as alternative diets and mirror sleep patterns from home. Attendance is considered paramount and the childminder regularly provides parents with information on how attendance improves wellbeing, belonging and outcomes. As a result, all children and their families feel involved and engage.

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Children's welfare and wellbeing Expected standard

The childminder ensures children receive nutritious food and drink and knows how to promote children's emotional and physical wellbeing. The outdoor environment has been developed to provide areas that help children develop their strength balance and coordination. It also has sensory spaces and well-resourced exploration dens which promote the benefits of fresh air and exercise. As a result, children are able to independently regulate their emotions and understand their feelings.

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Children's welfare and wellbeing Expected standard

The childminder teaches children to become increasingly independent and supports them to understand the risks of using technology and staying safe online. The childminder and her assistants have an effective understanding of their role and help form secure attachments with children and their families.

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Curriculum and teaching Expected standard

The well-sequenced exciting curriculum supports all areas of children's development and motivates them to learn. Children develop a wide range of skills. The childminder knows how to adapt teaching appropriately for children with special educational needs and/or disabilities. She knows what children need to learn next monitoring small steps and regularly uses daily diaries, photos and learning journals to record achievements. This ensures all children celebrate their progress with the childminder and can share their learning with their family.

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Curriculum and teaching Expected standard

The childminder adapts her communication, explaining everything to children, successfully supporting their understanding of the meaning of words and provides daily opportunities for children to practise their mathematical skills. Children develop their motor skills effectively, building their strength and coordination in the renewed outdoor environment. They practise using tools to plant seeds and make marks in writing areas. However, occasionally, assistants do not provide enough thinking time for children when they ask questions. This means some children do not have the time to respond, before assistants move on to the next question.

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Curriculum and teaching Expected standard

Children learn to share, take turns, dress themselves and use the toilet independently. Children are involved in planning multi-cultural events with different groups in the local community. This builds their self-confidence and understanding of similarities and difference as they engage in purposeful activities.

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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 thoroughly enjoy attending this warm and welcoming setting. Interactions between the childminder and children are nurturing and respectful. The childminder and her assistants create an inclusive atmosphere where children, including children with special educational needs and/or disabilities feel happy, safe and secure. The childminder and her

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Inspector:

Sandra Hamilton assistants spend time getting to know the children very well. This provides them with the essential knowledge needed to adapt their teaching accordingly. The childminder's curriculum is based on what children already know, remember and can do. This helps build on children's knowledge so they achieve and quickly progress in their learning and development.

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Inspector:

Children have consistently positive attitudes to their learning, and play cooperatively with each other in a harmonious and trusting environment. They have a strong sense of belonging. Children manage their own feelings and show kindness to each other, build friendships and thrive. Children demonstrate resilience and the physical skills that are required, for them to be independent. For example, children increase their agility in the garden as they explore green spaces and navigate ramps.

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Inspector:

The highly skilled childminder has designed an ambitious curriculum which provides purposeful learning opportunities. She has high expectations for children's behaviour and regular attendance. The childminder works successfully with other agencies, when appropriate, to ensure all children have personalised plans and effective support at times of transition. The childminder has consistently thoughtful and positive engagement with parents, professionals and the local community. This fosters links with other settings that children attend and helps parents to extend learning at home.

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Next steps

The childminder should support assistants to provide children with the time they need to think and respond to questions, to continue to develop their communication skills.

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About this inspection

The inspector spoke with the childminder, assistants 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 yeas foundation stage.

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Address:

Registered person: Dowling, Tracie Marion

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30

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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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