Martin, Hannah Marie

Martin, Hannah Marie

Unique reference number (URN): 2740503 Address: 4 Rushton Drive, Stockport, SK7 3LA Type: Childminder Registered with Ofsted: 26/07/2023 Registers: EYR, CCR, VCR Registered person: Martin, Hannah Marie

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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

All children make good progress from their starting points in development. They are well prepared for their next steps in learning and eventual move to school. Children have opportunities to express themselves and to be creative. For example, they thoroughly enjoy dancing to music, create Christmas trees using paint and glitter and manipulate pretend snow.

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Achievement Expected standard

Children are developing their communication skills well. They acquire new language quickly through the many exciting play opportunities on offer. They have back-and-forth conversations with their friends and are becoming confident communicators. Children benefit from being physically active. For example, they enjoy dancing to music and playing in the childminder's well equipped garden. This supports children's growing physical skills. Children benefit from their individual achievements being celebrated. For example, children's artwork is displayed proudly around the setting. This helps to develop children's self-esteem and develop a sense of pride in their achievements.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is attentive to the needs of the children. She teaches children the importance of treating others with kindness, care and respect and is a positive role model. Children develop close bonds with the childminder. The childminder shares with parents and carers the importance of regular attendance and punctuality. The childminder sets high expectations for children's behaviour and attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Children thrive on the positive praise given by the childminder. Through this they develop a sense of right and wrong and how to treat each other with kindness. The childminder addresses any incidents of frustration or unacceptable behaviour quickly. She labels children's emotions, helping them to understand what they are feeling and gives them effective strategies to help them calm and regulate their emotions. The childminder reminds children to use their manners and that they must take turns and share their toys. As a result, children are polite and are developing their collaborative play, personal and social skills.

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Children's welfare and wellbeing Expected standard

The childminder forms warm and trusting relationships with children. She takes steps to make sure that all children are settled and happy before they start. For example, she offers flexible settling-in sessions that meet the needs of parents and carers and children. The childminder adapts her routines to meet children's individual needs. For example, for young children, she follows children's home routines for sleep and meals. This helps children to make the most of planned activities and to feel safe and secure. However, at some points during transition times, such as nappy changes and nap times, children do not have access to activities that extend their learning. As a result, children can become easily distracted from their play.

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Children's welfare and wellbeing Expected standard

Children develop their independence skills and are beginning to understand how to keep themselves healthy. For example, they learn how to make healthy food choices, feed themselves independently and understand the importance of brushing their teeth.

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Children's welfare and wellbeing Expected standard

Children develop their physical skills and benefit from plenty of fresh air and exercise through regular outings and playing in the childminder's inviting garden. For example, children enjoy walks in the community and outings with other childminders. They attend playgroups and participate in music sessions. The childminder uses these experiences to support children's self-confidence and self-esteem.

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Curriculum and teaching Expected standard

The childminder has high expectations of all children and has planned a curriculum that covers all areas of learning. She shares this information with parents and carers and helps them to feel involved in their child's learning. The childminder observes children and uses accurate assessment to review their current knowledge and takes time to revisit and embed new ideas. This helps children to build a firm foundation of knowledge before moving on to more complex ideas.

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Curriculum and teaching Expected standard

The childminder knows what she wants children to learn and plans a range of interesting activities that generally meets children's next steps in learning. However, occasionally, the childminder does not adapt her teaching of planned activities so that all children, including the youngest, gain the most benefit for their learning. For instance, some activities focus more on older children's learning. This does not consistently help all children to achieve the best possible learning outcomes.

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Curriculum and teaching Expected standard

The childminder makes the most of daily routines to support children's developing communication skills. For example, children thoroughly enjoy singing songs and using puppets and props during story time. The childminder extends these opportunities further to build on children's counting and mathematical understanding. The childminder promotes children's personal and social development well. For example, she reminds them to use their manners and be kind to one another. This helps children to understand boundaries and form firm friendships.

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Inclusion Expected standard

The childminder has a positive attitude to inclusion and is confident in the steps she would take to support children with special educational needs and/or disabilities. She understands the importance of working closely with parents and carers and external professionals to achieve the best possible outcomes for all children.

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Inclusion Expected standard

The childminder regularly observes children at play and accurately assesses their development. She uses this information to identify children's next steps in learning and plans a range of exciting activities that supports their development. The childminder completes the required written progress check when children are aged between 2 and 3 years. She shares this information with parents and external professionals. This means that any potential delays in children's development are highlighted early and effective strategies put into place to close any gaps in their learning.

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Inclusion Expected standard

The childminder identifies children who are in receipt of additional funding and carefully considers how this may be used to maximum effect. For example, she plans to attend speech and language training, so that she can better help children to acquire the vocabulary and skills they need to become effective communicators.

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Leadership and governance Expected standard

The childminder has a clear and ambitious vision for providing high-quality education and care that prepares all children for their next stage of education, including school where appropriate. The childminder reflects on her practice well. She is clear on her strengths and targets her priorities for improvement to ensure the best possible outcomes and experiences for children. For example, she plans to develop her knowledge of working with babies and young children to raise her teaching practice even further.

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Leadership and governance Expected standard

The childminder uses any additional funding she may receive well. For example, she plans to attend speech, language and communication training to help her enhance her skills even further. The childminder works collaboratively with schools and other providers to ensure that children have the opportunity continue their learning, helping to achieve the best possible outcomes for all children.

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Leadership and governance Expected standard

The childminder shares information with parents and carers and other agencies about children's needs and progress. She develops warm trusting relationships with her families. Parents speak extremely positively about the value the childminder places on building warm bonds with their children and friendships with their peers. They also appreciate the childminder's expertise and the practical guidance she offers, which helps them to support their children's development at home.

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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 creates a nurturing environment that encourages children's curiosity and promotes their learning. As a result, children are comfortable, confident, ready to learn and make progress on their learning journey. The childminder designs a curriculum that follows children's interests and builds on what they know and can do. She places a high priority on children's speech and language development and provides lots of opportunities for them to develop their early communication skills. For example, children eagerly join in with songs and action rhymes using props and musical instruments. The childminder skilfully extends children's vocabulary and repeats words that children struggle with so that they can hear the correct pronunciation.

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Inspector:

Kerry Maddock The childminder knows children very well and is attuned to their individual needs. She recognises when they are hungry or tired, or when they need a little extra reassurance. Children eagerly seek the childminder out to play a game or snuggle in when it is time to read a story. This demonstrates that children feel safe and secure in the childminder's care. Children are given lots of positive praise for their efforts, which helps to build their self esteem. The childminder encourages children to keep trying when at first they do not succeed. For example, when children do not immediately find the right key to open a door, the childminder provides them with helpful hints and tips until they achieve their goal. This builds children's resilience and self confidence.

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Next steps

The childminder should enrich daily routines and times of transitions, such as nappy changing, to consistently provide children with activities that promote and extend their learning. The childminder should strengthen the implementation of the curriculum to consistently build on what younger children know and can do to further support their engagement.

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About this inspection

The inspector spoke with the childminder 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 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:

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

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 .

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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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