Aldous, Holly Marie

Aldous, Holly Marie

Unique reference number (URN): 2741236 Address: 130 Windsor Road, Manchester, M34 2HF Type: Childminder Registered with Ofsted: 26/07/2023 Registers: EYR, CCR, VCR Registered person: Aldous, Holly 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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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently promotes positive behaviour through warm, positive interactions. She has high yet realistic expectations of behaviour that are based on the child's age and stage of development. She gives specific praise, when children show kindness, care and respect to others. As a result, children are considerate to others and learn to share. This contributes to a harmonious and positive learning environment.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has developed and embedded a curriculum to help children identify and understand their feelings and how they may influence their behaviour. Children confidently use the vocabulary they need to behave positively, when they are trying to navigate tricky situations. For example, children can name how they feel when a friend does not share and what they could say to resolve the situation. Children demonstrate a high level of empathy for the feelings of others and have consistently positive attitudes.

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Behaviour, attitudes and establishing routines Strong standard

Children show respect and consideration for others. For example, children praise others for trying to put their shoes on independently. The childminder's support enables children to behave well and learn together.

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Behaviour, attitudes and establishing routines Strong standard

The childminder takes decisive action to ensure that attendance is supported from the outset. She helps parents to understand that effective and predictable routines help children be ready to learn. She actively supports families to overcome any barriers to attendance and helps children to settle in quickly after rare periods of absence. This ensures children are able to benefit fully from the curriculum and develop positive habits for future learning.

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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's welfare and wellbeing. Ensuring that children feel safe, confident and secure is central to her practice from the outset. She organises initial sessions for children carefully to ensure children develop a strong and secure attachment to her.

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Children's welfare and wellbeing Strong standard

The childminder demonstrates robust practice in supporting children to feel confident in the setting and enjoy social interactions with their friends. All children, including those with special educational needs and/or disabilities, make excellent progress in this area from their starting points.

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Expected standard

Children are praised for having a go and trying hard. This helps to ensure they are well motivated to learn. The childminder creates a learning environment, where children are excited to explore. She ensures children can follow their own interests by regularly adding resources that support their learning. Children enjoy extensive opportunities for learning outdoors and through a range of highly stimulating outings.

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Expected standard

The childminder teaches children to identify and express their feelings to support their emotional development. She helps children to learn how to keep themselves fit and healthy. She teaches children positive behaviour at mealtimes to avoid choking and the importance of oral hygiene. Routines for children's independent handwashing and keeping themselves safe are securely in place. Children demonstrate this as they make positive choices for themselves, such as finding a tissue when they sneeze or reminding others to sit sensibly white eating.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, make good progress from their starting points. The childminder recognises that communication, physical development and social and emotional development are key to successful learning in other areas. Children share their ideas, needs and learning through conversations and positive interactions with the childminder. Children establish a solid foundation in these prime areas of learning on which to build further knowledge and skills.

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Achievement Expected standard

Children show that they know and remember what the childminder teaches them. For example, they demonstrate their new knowledge and skills at home. They show confidence to explore in unfamiliar situations and can communicate their needs and emotions effectively. This range of skills prepares them effectively for school.

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Curriculum and teaching Expected standard

The childminder has designed a broad curriculum that aims to build on children's prior learning to give them the knowledge and skills they need to help prepare them for school. For example, children practise independence skills, such as storing their own belongings and finding their shoes. She repeats and revisits key learning through new activities to ensure children retain the information. However, the childminder does not routinely assess the effectiveness of her teaching in order to identify areas for improvement.

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Curriculum and teaching Expected standard

The childminder uses assessment of children's learning effectively to monitor children's progress from their starting points and identify any barriers to learning. This helps her to identify where extra support is needed to help children reach their next steps.

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Curriculum and teaching Expected standard

The childminder generally has an accurate understanding of the quality of teaching, but this is not yet of a consistently high quality. At times, the childminder's evaluation of her practice is not precise enough to accurately identify ways to ensure children excel in their learning and development.

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Curriculum and teaching Expected standard

Mathematics is taught explicitly through activities the children are interested in. For example, the childminder supports children to count the eyes, noses and spikes they add to the models they build with play dough. She models language, such as full and empty, as they use buckets to fill the water wall. This develops children's confidence in counting and using mathematical language.

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Curriculum and teaching Expected standard

The childminder's curriculum promotes enjoyment of songs rhymes and books. She reads to children engagingly and encourages children to ask questions, join in with familiar parts and make predictions about what will happen next. This supports children's use and understanding of language while promoting a wide range of vocabulary.

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Inclusion Expected standard

The childminder monitors the progress children make in their development. This helps her to recognise the changing needs of the children in her care, including children with special educational needs and/or disabilities (SEND). She takes steps to reduce barriers to learning but does not consistently assess the effectiveness of these measures to be able to adapt and adjust the interventions in place. The childminder seeks specialist support from external professionals, when required, which has a positive impact on children's learning. She has a secure understanding of children's development, although teaching is not currently making a consistently demonstrable difference to the learning and wellbeing of children who experience barriers to their learning.

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Inclusion Expected standard

The childminder engages effectively with families and professionals to support children. She shares information to support learning and development at home. For example, the childminder shares effective positive behaviour management strategies so that children receive a consistent approach. Children make good progress through this collaborative support.

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Leadership and governance Expected standard

The childminder has a clear vision for the high quality, inclusive education and care she aims to provide. She successfully identifies some areas, where continuous professional development will help her achieve these high standards. For example, the childminder has identified that she needs more training in order to further develop the support she provides for some individual needs and has arranged this. However, evaluation is not yet robust enough to precisely evaluate the effectiveness of the teaching strategies she uses to secure excellence for all children. This prevents the childminder from identifying professional development opportunities sharply focused on areas for improvement.

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Leadership and governance Expected standard

The childminder is professional in her role and has a good understanding of her statutory duties and responsibilities within the early years foundation stage framework. She implements policies and procedures that ensure children's needs are met and communicates these to parents regularly. This ensures children thrive, are kept safe and make good progress.

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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 this setting. They show they feel safe with their nurturing childminder as they cuddle up for stories and are comforted as they fall asleep. The childminder delivers the curriculum through a wide range of engaging experiences that give children the skills and knowledge they need to prepare them for their next steps of learning.

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Inspector:

Natalie Myatt For example, children practise counting acorns as they spoon them into bowls and engage in creative play as they pretend to feed cuddly toys. Children achieve well from their starting points.

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Inspector:

Children settle quickly into purposeful activities and enjoy the wide range of experiences on offer. The childminder gets to know children well and uses her knowledge of children's interests to build on their prior learning. Children make steady progress, particularly with mathematics that is ingrained into all learning experiences. For example, children recall numbers and the names of shapes as they learn about road signs. The childminder takes steps to overcome barriers to learning. She promotes the importance of maintaining regular attendance, which ensures children develop healthy habits for future learning.

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Inspector:

Children are motivated to learn through praise and encouragement provided by their attentive childminder. This builds children's confidence to 'have a go' and learn through exploration. Children develop strong social skills and learn practical strategies to help them share and be kind to others. Children are beginning to manage their own emotions because the childminder helps them to describe their feelings. The childminder works closely with parents to help them understand their child's development and progress and how they can support this at home.

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Next steps

The childminder should strengthen the processes for evaluating the quality and impact of practice to inform planning and ensure all children consistently benefit from high-quality teaching.

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About this inspection

The inspectors 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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