Keane, Jane

Keane, Jane

Unique reference number (URN): 2732607 Address: 3 Keswick Gardens, Keswick Avenue, Wirral, CH63 0QQ Type: Childminder Registered with Ofsted: 25/07/2023 Registers: EYR, CCR, VCR Registered person: Keane, Jane

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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 sing a welcome song as they arrive at the setting each morning. They confidently say their names and enthusiastically shout a big 'hooray' at the end. Children are content and able to develop at their own pace, which promotes their confidence and emotional wellbeing. They achieve well and progress well from their starting points. Children who previously used only a few words are now able to name objects and copy simple sentences.

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Achievement Expected standard

Children who face barriers to their learning develop the confidence to settle in the setting, demonstrating increased confidence and emotional security.

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Achievement Expected standard

Children are well prepared for the next stage of their learning. They demonstrate increasing independence, for example, when dressing themselves to go outside. Children show a positive 'can-do' attitude. They are able to articulate their feelings. For example, after listening to the story Baby Owls, children confidently say, 'I love my mummy.' This further supports the development of their communication and language skills as well as their emotional wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets high expectations for children's behaviour. Children demonstrate good manners consistently. The childminder builds secure attachments with the children. She creates trusting relationships that help them feel secure and supported. While playing together, children take turns. The childminder promptly and appropriately addresses any instances of inappropriate behaviour, such as disagreements over a toy. In addition, she supports children to understand the impact of their actions on others. This is achieved by explaining, in a clear and simple way, the importance of treating others with kindness. The childminder also provides praise to reinforce positive behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes good attendance. She works closely with parents to help them understand the importance of regular attendance. Children's days in the setting often increase following her guidance and support. This supports children's future success as they develop positive habits.

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Children's welfare and wellbeing Expected standard

The childminder supports children to make healthy choices. She helps them develop an understanding of nutrition from an early age. The childminder provides guidance on packed lunches and explains to parents what constitutes a healthy choice. Care practices are responsive to children's needs. Children wash their hands independently before and after mealtimes, as well as after care routines. The childminder reinforces the importance of good hygiene. For example, she comments, 'Your hands might be sticky after your fruit, let's go and wash them.' This helps children understand how to stay safe and healthy. Children also have access to their water bottles. They are regularly reminded to stay hydrated, particularly after returning from outdoor play.

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Children's welfare and wellbeing Expected standard

Sleeping routines are effective. Children sleep in their own cot beds, using individual sleeping bags. The childminder carries out regular checks to ensure children's safety. The childminder also promotes children's social skills. Mealtimes provide opportunities for children to talk about what they are eating. They engage in conversations about fruit and healthy foods. The childminder works with parents to support children managing their personal needs. For example, she provides guidance and support to parents during the potty-training period and supports parents with the children's toothbrushing.

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Curriculum and teaching Expected standard

The childminder demonstrates a clear understanding of the curriculum. Mathematics is securely embedded across the setting. It is taught in a playful and purposeful way. This promotes children's enjoyment and confidence in using mathematical language. Children regularly identify colours during play, use numbers and recognise shapes. For example, they can recognise the shape 'diamond'.

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Curriculum and teaching Expected standard

Singing is woven into daily routines and experiences, and children participate with enthusiasm. For example, children select a puppet from a bag and sing along to familiar songs. Books are readily available in all areas of the setting. This supports children's independent access and early literacy development. Children engage well with books. They make comments about illustrations and listen to favourite stories. However, on some occasions, assessment tools are not used consistently. Interactions with some children are not always tailored accurately to their individual needs . As a result, children's next steps are not consistently clearly identified, impacting on the progress they make.

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Curriculum and teaching Expected standard

The childminder focuses well on children's physical development. Children have frequent opportunities to be physically active, both indoors and outdoors. They have regular access to the outdoor area. As children go up and down the slide, they develop large-muscle movements, coordination and balance.

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Inclusion Expected standard

The childminder demonstrates high expectations for children. She understands the importance of timely intervention. She uses daily observations effectively and shares information with parents. This supports children in making good progress. The childminder completes the required two-year-old progress checks and discusses these with parents. She encourages them to share outcomes with the health visitor. She plans learning experiences that target areas where children require additional support. However, there are times when the arrangements for assessing children's progress are not fully precise. This impacts on the accuracy of the targeted support the childminder offers to close any gaps in learning.

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Inclusion Expected standard

The childminder engages in professional development through webinars around children's, who face barriers to learning, needs. This supports her to enhance her practice and ensure that teaching is effective. She also uses Early Years Pupil Premium funding to purchase resources that meet the learning needs of eligible children. This has a positive impact on their progress and engagement.

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Inclusion Expected standard

The childminder understands her responsibility to support disadvantaged children. She works in partnership with other local professionals to provide multi-agency support where required. This approach helps to reduce gaps in learning.

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Leadership and governance Expected standard

The childminder has clear aims and ambitions. She uses her professional curiosity to reflect on and improve her practice. She is ambitious for all children, and she tries to maintain high standards of care. She is also eager to learn and accesses relevant training courses and webinars to further develop her knowledge and skills. This also supports her confidence as she strengthens her professional skills. The childminder also seeks feedback from parents. Her purpose is to evaluate her work to refine her practice.

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Leadership and governance Expected standard

Parents provide positive feedback about the childminder's practice. Their comments demonstrate a high level of trust. Parents describe choosing this childminder as 'the best decision they made'. This highlights the supportive relationships she builds with both children and their families. The childminder ensures that parents are well informed and able to reinforce learning opportunities at home. This makes parents feel valued and included as part of their children's learning journey.

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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 settle well and show good attendance in the setting. They are keen to spend time with the childminder. They happily share their experiences with her, often seeking comfort and affection. Children develop positive social skills in the setting. For example, they say 'please' and 'thank you' when the childminder gives them fruits. Children are happy, safe and fully engaged in daily activities. For example, they show high levels of focus while making Christmas cards. They carefully peel off chosen stickers. This supports the development of their fine motor skills. Children also participate in group activities, such as singing songs and listening to stories.

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Inspector:

Christina Moraiti The childminder provides gentle support for all children. Children develop close attachments with the childminder. As a result, they feel safe and make good progress from their individual starting points. Children who were previously reluctant to separate from their parents now separate confidently. In addition, children are well supported to overcome speech delays, for example, through the childminder's effective modelling of language.

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Inspector:

The childminder supports children to talk about their feelings. For example, she asks children how they feel as they first arrive at the setting. She acknowledges their feelings and provides support to children who need it. For example, she says, 'What do you think can make us feel better?' This supports children's wellbeing.

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Inspector:

Books are easily accessible throughout the setting. Children are provided with frequent opportunities to enjoy stories. The childminder promotes a love of reading. This supports children's language development. It also helps them to prepare children for future learning,

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Next steps

The childminder should enhance the arrangements to identify and overcome any barriers on children's learning.

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About this inspection

The inspector spoke with the childminder, the parents and the 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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Address:

3 Keswick Gardens Keswick Avenue Wirral CH63 0QQ

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00

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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

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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