Weaver, Michelle

Weaver, Michelle

Unique reference number (URN): 313381 Address: 152 Lee Street, Hull, HU8 8NP Type: Childminder Registered with Ofsted: 13/01/1997 Registers: EYR, CCR, VCR Registered person: Weaver, Michelle

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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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Children's welfare and wellbeing Strong standard

The nurturing childminder has a clear strength in supporting children's welfare and emotional wellbeing. She builds strong, trusting relationships, so children settle quickly and feel safe and secure. Families consistently praise the warm, individual care she provides. The children access a range of resources such as books and puppets, which promote emotional literacy. They talk about their feelings and are supported to manage their emotions with songs and simple conversations.

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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's welfare and wellbeing, ensuring that policies and practice are adapted effectively when required. All children, including those who speak English as an additional language, are welcomed, and strategies are put in place to ensure that they feel included and develop a sense of belonging. The childminder understands that mealtimes are opportunities to promote children's good manners and social skills. She promotes good oral hygiene and supports children to learn the skills they need to take care of themselves. Oral health, healthy eating, social skills and swimming lessons all help to support children's health and positive wellbeing in this setting.

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Children's welfare and wellbeing Strong standard

The childminder has a comprehensive knowledge and understanding of the setting's children. She is able to adapt her practice and environment to ensure children feel safe, secure and supported. The childminder also ensures that routines and practice are tailored to children's individual needs and abilities. Children help themselves to drinks throughout the day and choose which fruits they would like for their snacks. They know the routines of the setting and speak about what is going to happen next. Routines are well structured and embedded. Children are motivated to develop long-lasting healthy habits, fostering a solid foundation for self-care, physical health and emotional wellbeing. As a result, children consistently make their own healthy choices and decisions.

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Achievement Expected standard

Children, including disadvantaged children, those with special educational needs and/or disabilities, and those who may face other barriers to their learning, generally achieve well from their starting points. They are typically well prepared for their next stage of learning, including school.

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Achievement Expected standard

Children develop communication and language skills through daily interactions with adults and their peers. They listen during group times and respond to familiar questions. Children use language to share their ideas and take part in conversations during play. Practitioners support children to extend their vocabulary, particularly through stories, songs and planned activities. Children gain expressive art and design skills that allow them to explore imaginatively and creatively. They create their own narratives and interact with their peers through role play. Children are becoming confident mathematical learners. They count to 20 and use mathematical language during their play. For example, they talk about numbers, sizes and shapes as they role play shops.

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Behaviour, attitudes and establishing routines Expected standard

The childminder teaches children the importance of treating others with kindness, care and respect. She uses positive reinforcement throughout the day, and children respond well. They say 'please' and 'thank you' without prompting and share nicely with their peers. Children play games and activities collaboratively and get along well with others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has positive working relationships with parents and carers. The childminder provides families with consistent and clear information about the importance of attendance and punctuality to support children's preparation for school, and parents respond positively.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear boundaries and routines in place, which help children to feel settled and secure. Children demonstrate that they are happy and feel loved in the setting. They have meaningful relationships with the childminder as they invite her into their games and frequently engage her in conversation. They eagerly approach activities alongside their peers and follow the routines of the setting well.

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Curriculum and teaching Expected standard

The curriculum is well sequenced, broad and balanced and ensures that children make progress on what they already know. The childminder ensures that the curriculum is typically taught well. She uses assessments to check what children know and can do and recognises where additional support is required. Activities are tailored to children's different starting points, needs and stages of development.

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Curriculum and teaching Expected standard

Children are eager to learn. The childminder provides plenty of opportunities and activities that support mathematical development. These activities promote children's confidence in, and enjoyment of, mathematics. Children initiate their own games and ask the childminder to be the shop keeper. The childminder adds coins to the till and models mathematical language. The children then happily join in with number songs.

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Curriculum and teaching Expected standard

Children are provided with a wide range of books and songs that promote communication and language. However, the childminder does not provide many opportunities for the older children to learn new vocabulary. Children's personal, social and emotional development is prioritised, alongside physical development. Children access ride-on toys in the outdoor area and learn how to manage risks as they navigate the climbing frame.

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Curriculum and teaching Expected standard

The childminder supports social skills, independence and motor skills to ensure that children are ready for their next stage in learning. They use play dough to build up strength in their hands, and the childminder encourages and supports children's conversations with peers.

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Curriculum and teaching Expected standard

The childminder is confident in what she would like children to learn and how to support them in doing so. The childminder adapts activities, the environment and her practice to ensure that her teaching supports all children, including those with potential barriers to learning, to make progress. To build even further on the curriculum, the childminder could enhance the consistency of high-quality teaching to maximise learning opportunities for children.

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Inclusion Expected standard

The childminder understands how to identify any gaps in children's learning and development. She takes account of children's starting points and implements strategies to help reduce any gaps. The childminder adapts the environment, routines and her practice to meet the needs of all children, including those with special educational needs and/or disabilities (SEND). The childminder recognises the context of her setting. For example, she understands that children in the area may need additional support with oral health, and she therefore supports daily toothbrushing.

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Inclusion Expected standard

The childminder has a thorough knowledge of the children and their families. This enables her to celebrate their differences and tailor her support to meet individual children's needs. The childminder consistently prioritises children's welfare and wellbeing, ensuring that policies and practice are effectively adapted when required. All children, including those who speak English as an additional language, are welcomed, and strategies are put in place to ensure that they feel included and develop a sense of belonging.

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Inclusion Expected standard

All children, including those with SEND, are well supported. Reasonable adjustments are made to ensure children are able to access the environment and curriculum. The childminder uses assessments and her knowledge of individual children to adapt the environment and activities to minimise any barriers to learning. The childminder works closely with families and other professionals to ensure that children's needs are met and that all children make steady progress.

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Leadership and governance Expected standard

The childminder is ambitious for all children and demonstrates a strong commitment to continuous improvement. She takes appropriate and timely action to enhance the quality of education and care. She works collaboratively with parents, other childminders and the local authority to reflect on her practice, share ideas and identify areas for development. For example, she has recently enhanced the outdoor area with additional resources to further support children's physical development, helping them to build coordination, confidence and enjoyment in active play.

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Leadership and governance Expected standard

The childminder is proactive in her professional development. She engages in training to strengthen the quality of her teaching and to keep up to date with current frameworks and guidance. This has a positive impact on the learning experiences she provides, as she confidently applies new knowledge to her daily practice. She seeks the views of parents, families and children to help evaluate her provision and environment. Feedback forms are used effectively to gather parents' suggestions and reflections, which she then uses to inform improvements.

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Leadership and governance Expected standard

Parents and carers speak highly of the childminder and the learning experiences she provides. They value the benefits of the warm, nurturing environment and the childminder's clear and supportive communication. Parents and families feel confident asking for advice, knowing the childminder is approachable and supportive.

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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 safe, secure and happy in this warm and welcoming setting. They enjoy very warm relationships with the childminder and approach her throughout the day for support and guidance. Children develop a sense of belonging in this setting. They look at photos of

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About this setting

their peers and families on the walls and talk enthusiastically about previous experiences and activities. Children have lots of opportunities to explore the local area. They visit farms, parks and the local animal sanctuary, and they attend the local swimming pool on a regular basis.

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About this setting

Children have access to a wide range of activities and experiences that promote development in knowledge and skills. Children sing songs, read stories and join in with small-group activities to promote their communication and language skills. Children play and communicate confidently with peers and adults. They demonstrate wonderful imaginative skills as they create and play their own role-play games alongside the childminder. In the outdoor area, children use ride-on toys confidently. They navigate space and change speed to ensure the safety of themselves and others around them. They explore water, pouring and stirring in the mud kitchen, using mathematical language as they make 'drinks' for the childminder.

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About this setting

This inclusive setting ensures that any potential barriers to learning are minimised and that children make steady progress from their starting points. Children are treated as individuals and their uniqueness is celebrated.

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Next steps

The childminder should introduce new vocabulary during everyday routines and play to help older children develop their language and communication skills. To build even further on the curriculum, the childminder should enhance the consistency of high-quality teaching to maximise learning opportunities for children.

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About this inspection

The inspector spoke with the childminder and children and gained feedback from parents 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. Unique reference number (URN): 313381

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Address:

Local authority: Kingston Upon Hull City Council

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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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