Mawby Deborah

Mawby Deborah

Unique reference number (URN): 225918 Address: 7 Grange Close, Ratby, Leicester, Leicestershire, LE6 0NR Type: Childminder Registered with Ofsted: 13/09/1993 Registers: EYR, CCR, VCR Registered person: Mawby, Deborah

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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 has high expectations for children's behaviour. She promotes the importance of supporting children to regulate their emotions, promoting an environment where kindness grows. For instance, she encourages older children to take part in activities that relax them, such as art and craft. She teaches older children to show care and concern for younger children and include them in their games. She teaches children to take turns and share the resources that are available. When minor disagreements arise, she helps them by diverting their attention.

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Behaviour, attitudes and establishing routines Strong standard

The childminder embeds a secure daily routine that supports children to understand what is expected of them. She shares this with parents, working closely with families to support their parenting skills. For instance, she helps them to understand the importance of regular attendance to support consistency in promoting positive behaviour.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children's independence skills effectively. She encourages children to have a go and do things for themselves in an age-appropriate way. For example, she encourages babies to find their nappy before changing them. The childminder consistently praises children for their achievements, which helps build on their confidence and self-esteem.

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Children's welfare and wellbeing Strong standard

Babies thrive in the safe, secure care of the childminder. From the start, the childminder develops strong partnerships with parents and carers. These help her to gather information to plan for children's care needs and interests. She uses routine times, such as mealtimes, nappy changes and sleep times, to provide consistency and security. The childminder uses this time to provide high-quality interactions, helping children feel valued. As such, children are very happy, and they develop strong relationships with the childminder.

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Children's welfare and wellbeing Strong standard

The childminder ensures that the children are physically active. They take walks to the school or local play areas to provide opportunities for them to build strength and stamina as they play on park equipment. The childminder teaches children how to stay safe on these outings. They learn about road safety and the importance of listening to instructions.

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Expected standard

The childminder successfully teaches children to be independent with their self-care. Younger children are supported with personal hygiene, such as handwashing and toilet training. The childminder provides positive role modelling when supporting children to recognise their emotions, for example, using books to discuss kindness. She has individual strategies in place to meet each child's needs. This helps children to feel safe and learn to self-regulate.

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Achievement Expected standard

Children make steady progress from their starting points through all areas of learning. Children learn to become sociable and be able to manage their feelings in preparation for their move to school through stories, games and the childminder's supportive interactions. Children learn to develop their self-care and independence skills through daily routines, for example learning to feed themselves using cutlery and practising putting on coats and doing up zips. Children develop a good understanding of hygiene practices, such as washing their hands before eating and after toileting.

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Achievement Expected standard

The childminder seeks extra support for children who face barriers to their learning. She utilises local authority resources effectively to request assistance when necessary, making prompt referrals and collaborating with other professionals. As a result, children with special educational needs and/or disabilities or those requiring further help receive timely and appropriate support through early identification to help them make progress in their learning and development.

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Curriculum and teaching Expected standard

The childminder's curriculum is designed to ensure that children learn through all areas of the early years foundation stage, offering a well-sequenced curriculum that builds on what children know and can do. She knows how to obtain support and guidance to adapt learning for any child with special educational needs and/or disabilities. The experienced childminder places high focus on children's personal, social and emotional development, ensuring that all children feel secure in the setting. She understands the impact of children's wellbeing on learning and makes it her priority to ensure that babies are well settled and their care needs are met. This helps children to develop confidence and creates a positive attitude to learning, giving them confidence to explore the setting.

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Curriculum and teaching Expected standard

The childminder uses effective assessment to support the development of babies. For example, once babies have learned to walk, she offers further challenge to them by introducing climbing activities that help build strength and balance. She provides activities that build on their hand strength, such as building block towers with babies, introducing numbers as she counts out loud.

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Curriculum and teaching Expected standard

The childminder appropriately supports children's communication and language. She narrates their play, reads stories and sings songs with them daily. She teaches words by repeating them. However, sometimes the childminder does not give babies enough time to listen, think and repeat words back. At times, this hinders babies ability to learn and say new words.

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Inclusion Expected standard

When children first start, the childminder gathers information from parents about children's learning and development. This helps her to identify children's starting points and plan meaningful activities. The childminder's thorough monitoring procedures help her to identify emerging gaps in children's learning early on. She supports those specific areas, helping to close gaps and enabling children to make effective progress in their learning and development. The childminder understands when to seek additional support and guidance to ensure that children with special educational needs and/or disabilities receive the help they require. The childminder also partners with other agencies to provide consistent support for the children so that all children make typical progress from their starting points.

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Inclusion Expected standard

The childminder adapts her practice to support all children to achieve and make steady progress. She focuses her teaching on what each individual child needs to learn next. She is aware of the children's abilities and will offer support and encouragement. For example, she helps babies to hold spoons and begin feeding themselves. She adapts activities to ensure that the individual needs of all children are met.

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Leadership and governance Expected standard

The childminder is reflective about her practice and consistently seeks out new information to ensure that she stays up to date with any changes within early years. She uses online support forums and discussions with other childminders to ensure that she keeps her knowledge up to date. She receives regular emails from her local authority that highlight any changes she needs to be aware of. The childminder ensures that mandatory training, such as paediatric first aid and safeguarding, is current and up to date. She recently completed training on nutrition guidelines, prompting her to change some of the foods offered to children to promote healthier eating habits. She shared the information with parents to promote a consistent approach to children's care needs.

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Leadership and governance Expected standard

The childminder builds professional connections with staff at other settings that children may attend. She communicates important information about children's next steps or shares any concerns regarding their development. In addition, she collaborates closely with teachers to ensure smooth transitions into school. When additional support is needed for children with special educational needs and disabilities, she partners with families and other professionals, making timely referrals to relevant agencies to guarantee children receive a smooth transition.

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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 feel at ease and comfortable in the childminder's safe, welcoming home. Those new to the setting quickly form strong attachments with the childminder. They have lots of opportunity to explore the well-equipped environment and make their own choices during play. Children interact confidently with the childminder, turning to her for cuddles and reassurance whenever they need it.

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What it's like to be a child at this setting

Children experience a curriculum that focuses on building positive relationships with others and developing confidence and resilience. They visit playgroups on a regular basis to mix with other children and adults, building on their social skills and confidence. Children benefit from daily fresh air as they take walks and spend time in nearby parks, where children can

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Inspector:

Charmaine Cayton develop their physical strength and enjoy taking well-managed risks, such as using age- appropriate climbing equipment.

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Inspector:

Children benefit from quality time with the childminder. Babies express delight as they use low-level climbing equipment, which aids in developing their strength and coordination. Children participate in role-play activities, such as preparing pretend meals for the childminder, who actively engages them in conversation to promote speech and language development. Additionally, children are introduced to mathematical concepts at an early age by using shape sorters to identify different shapes and sizes.

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Inspector:

The childminder encourages children to be polite and kind and to play well together. She joins in with their activities, helping them practise patience and consideration for one another. For example, she promotes older children to be caring towards younger children. Through consistent praise and encouragement, she helps boost their self-esteem, supporting them to do things for themselves, such as encouraging older children to put on their own coats and supporting babies to use spoons by themselves. This helps children to develop a positive attitude to learning and build on their self-confidence and independence to prepare them for school.

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Next steps

The childminder should support babies' speech by giving them time to respond to and repeat words.

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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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Address:

7 Grange Close Ratby Leicester Leicestershire LE6 0NR

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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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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