Whitmey, Mary Katherine

Whitmey, Mary Katherine

Unique reference number (URN): EY273783 Address: 95 Coldershaw Road, LONDON, W13 9DU Type: Childminder Registered with Ofsted: 02/12/2003 Registers: EYR, CCR, VCR Registered person: Whitmey, Mary Katherine

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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 develop a love of books and stories. They freely access a selection of age- appropriate and interesting books. Children enjoy listening to stories and repeat familiar words. This supports them to begin to understand that reading is important for their future learning. Children enjoy interactive games that prompt them to listen to words and repeat them aloud. This motivates children to participate and helps them improve their speaking skills.

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Achievement Expected standard

Children thoroughly enjoy painting and develop their imaginations and creativity as they paint ladybirds. They talk about the 'red' and 'black' paint and count how many spots are on their pictures. Children learn about the world around them, taking part in many activities to explore worldwide festivals. Children, including those with special educational needs and/or disabilities, make secure progress in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is conscientious and forms secure relationships with children. She knows children very well and provides lots of cuddles when needed. The childminder adheres to a daily routine, which helps children to understand what comes next. Children develop an understanding of rules and boundaries. The childminder teaches them to sit still while eating, and children know they should sit upright at the table during meals. She also encourages them to help tidy up after the morning session. The childminder helps children to learn to respect their environment and avoid accidents caused by toys left out.

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Behaviour, attitudes and establishing routines Expected standard

The childminder reinforces children's positive behaviour through lots of praise and encouragement. Children show good manners and say please and thank you when offered their snacks and meals. The childminder speaks with parents when they first start. She explains the importance of their children attending her setting regularly and being punctual. This helps to ensure that children learn consistently and helps to prepare them for school and later life.

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Children's welfare and wellbeing Expected standard

The childminder makes time to understand each child and their families needs from the start. She gathers key information about children's health, medical conditions and dietary requirements to support their wellbeing. Children form secure and trusting relationships with this kind and nurturing childminder, and enjoy their time with her. The childminder talks to children about how they are feeling, and also uses books to support them to articulate their emotions.

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Children's welfare and wellbeing Expected standard

The childminder encourages healthy habits effectively. She offers a variety of nutritious snacks, reminding children to drink water and serving home-cooked meals that children really enjoy. Children are able to feed themselves confidently with spoons and forks. The childminder is fully aware of supporting children with food allergies and understands how to respond if a child has a reaction.

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Children's welfare and wellbeing Expected standard

Children learn to care for their health and practise good hygiene, such as washing their hands after outdoor play and before eating. The childminder arranges regular visits to the local dentist to support children to learn about good dental health. However, she does not fully encourage children's independence in self-care, such as recognising when children need to wipe their noses. Children learn to stay safe outdoors, such as by walking and holding onto the childminder's pushchair. They get plenty of chances to play outside, which they love and helps to keep them physically healthy.

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Curriculum and teaching Expected standard

The childminder plans a broad curriculum, allowing for young children to make decisions in their play. She is aware that younger children's attention span is shorter and organises her home with a selection of resources that enable them to choose most toys. However, on occasion, there are too many resources available. This slightly hinders children's learning as they sometimes struggle to focus on an activity, impacting their developing concentration skills.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language skills effectively. She encourages lots of conversations as children play and provides a range of age-appropriate books for them to explore independently. Children enjoy sitting with the childminder to listen to stories. They show enthusiasm as they take turns, lifting flaps to discover hidden insects. Children also engage in activities, such as searching for woodlice at the park. This supports children's curiosity as they learn about nature and living things. The childminder extends their learning, reading related books and helping children build a bug hotel. Through these activities, children learn about size, shape and space by fitting toy insects into different-sized spaces.

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Curriculum and teaching Expected standard

The childminder supports children's physical development effectively. She encourages children from a young age to walk to local places of interest, such as the park, where they can then run around safely and practise using the apparatus. The childminder focuses on supporting children's personal, social and emotional development. She encourages children to make decisions about their play and they show confidence to ask to play outside. The childminder has a caring and kind approach, which supports children to learn how to manage their own feelings and that of their friends.

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Inclusion Expected standard

The childminder knows children well. She is knowledgeable about their individual care and learning needs. The childminder obtains key information from parents and carers when children start, so she is aware of their needs and what their interests are. Following this, the childminder observes and undertakes regular assessments to track children's development. This allows her to detect if any children are not reaching their expected milestones and helps her target support where it is most needed.

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Inclusion Expected standard

The childminder has worked together with other professionals, integrating their plans into her teaching to help all children to make the progress they are capable of. The childminder is aware of how to use early years pupil premium funding to enhance children's development. The childminder knows when she may need to contact external agencies to get their support with children's development. Furthermore, she has completed inclusion training and shows awareness of seeking additional training to support individual children should the need arise.

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Leadership and governance Expected standard

The childminder is experienced and holds a relevant childcare qualification. She regularly reflects on her practice, takes action to make improvements and actively engages in ongoing training to keep her professional knowledge up to date. Recent training has strengthened her understanding of supporting children with special educational needs and/or disabilities. A nutrition course has supported the childminder's awareness of obesity concerns with children. She keeps in touch with the local authority's development workers and networks with other childminders for support and guidance. The childminder regularly reflects on her curriculum and continuously seeks ways to improve it. She meets with other childminders and they share ideas to enhance the curriculum further for children.

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Leadership and governance Expected standard

The childminder has effective relationships with parents. They are extremely happy with the care that is provided. The childminder keeps parents up to date with their children's progress and offers advice on how they can support their children's progress at home. This helps to ensure there is a consistent approach to children's care and learning. Parents' comments include that the childminder is caring, well organised and that their children's wellbeing is placed at the centre of everything she strives for.

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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 are very happy in the childminder's care. They thoroughly enjoy their time in the homely environment. Children have secure relationships with the childminder. They approach her for reassurance and cuddles throughout the day. This helps children to feel safe and secure. Children have ample opportunities for physical play and fresh air every day. The childminder plans many trips outdoors, for example, to local parks, where children are able to run around safely and attends regular toddler groups. This supports children to develop an understanding of the world around them and the community they live in. Children are eager to play outside in the garden first thing in the morning. They wait patiently for everyone to be ready and have a fun time riding on push-along cars, running around and

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Inspector:

Jenny Devine helping to sweep up the leaves. This supports children who need to run around first thing to release their energy before starting to focus on other areas of learning.

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Inspector:

Children have positive attitudes to their learning. The childminder supports children to develop across all areas of learning. Children show an interest in activities that the childminder plans and willingness to try new skills. They develop confidence and become independent learners. This supports children's eventual move on to school. Children learn to play together and are developing their awareness of taking turns. They listen to the childminder and help with routine tasks during the day, such as helping to tidy up when its time for lunch. The childminder is knowledgeable in recognising when children need additional support and works closely with parents, and knows when to involve other professionals. This ensures that all children, including those with special educational needs and/or disabilities, are fully supported and make the progress of which they are capable.

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Next steps

The childminder should review the organisation of resources so children can engage more in activities to help them to focus better and develop their concentration fully. The childminder should strengthen the curriculum for personal development to support children to be aware and manage their self-care routines.

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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:

Registered person: Whitmey, Mary Katherine

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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