Cleary, Donna-Anne

Cleary, Donna-Anne

Unique reference number (URN): EY432794 Address: 21 Highmoor Road, ROWLEY REGIS, West Midlands, B65 8DJ Type: Childminder Registered with Ofsted: 30/08/2011 Registers: EYR, CCR, VCR Registered person: Cleary, Donna-Anne

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's welfare and wellbeing. She ensures that her procedures and practises are reviewed regularly and adapts to the emerging needs of children. The childminder immediately recognises when children are feeling tired and invites them to have a period of rest. Children naturally follow the childminder's lead, lying themselves down on their individual beds. The childminder recognises the importance of healthy care practices for children's brain development. As a result, children's emotional and physical needs are consistently met, and they continue to thrive in the childminder's care.

p.2

Children's welfare and wellbeing Strong standard

The childminder creates a warm and welcoming space where children feel confident and happy. She builds secure and responsive attachments with all children. The childminder has a firm knowledge of the children who attend and is highly responsive to their needs and changing circumstances. The childminder has embedded well-structured routines for the children, which support healthy habits. Children are attuned to these routines and confidently let her know when they are feeling hungry or thirsty. Children learn to live healthy lifestyles, including healthy eating and emotional wellbeing. They eat a variety of well- balanced foods at mealtimes and access fresh drinking water throughout the day. The childminder has toothbrushes available for each child to encourage good oral hygiene. She works with parents to promote the importance of brushing teeth twice a day and limiting the number of sugary treats.

p.2

Children's welfare and wellbeing Strong standard

Children benefit from effective care practices. The childminder is attentive to children as they begin to recognise if they need to be changed. Children are supported to practise using a potty or toilet during changing times. The childminder delivers a robust handover to parents to share children's progress throughout the day. This helps children to make rapid progress with their toilet training.

p.2

Inclusion Strong standard

The childminder uses effective assessment strategies with all children as they begin attending her setting. She works with parents to find out about children's early experiences and early developmental milestones. The childminder identifies children's needs quickly and accurately. She ensures that required support is implemented swiftly in collaboration with parents. For instance, the childminder seeks additional advice and learning resources from outside agencies that she shares with parents to promote partnership working. This provides consistency in children's experiences, both in the setting and at home, and helps children to progress well. The childminder has high expectations for all children. She offers support that helps to reduce barriers to children's learning, such as strategies to enhance the development of children's speech and language and emotional wellbeing.

p.2

Inclusion Strong standard

The childminder uses resources and props to support children's development of speech and vocabulary. She uses communication assessment tools to determine children's specific area of need and focuses her teaching on children's individual targets. For instance, to support the development of speech, she models language and repeats single words. The

p.2

Expected standard

childminder extends this support into the community. She delivers bespoke courses for parents at local playgroups, where she shares ideas and resources.

p.3

Expected standard

The childminder recognises the importance of building secure relationships with children. She keeps in contact with children even when they are unable to attend to ensure that they maintain communication and a sense of belonging. As a result, children develop strong attachments with the childminder. The childminder has a robust understanding of how additional funding can be utilised to enhance experiences for children. She strives to provide children with experiences that are enriching and rewarding.

p.3

Achievement Expected standard

Children attending this setting are suitably prepared for the next stage in their education. All children make steady progress from their starting points. They benefit from a communication-rich environment. Children learn to communicate with the childminder and each other. They understand and follow instructions and develop a broad vocabulary. Children learn to make choices about what they would like to play with. They demonstrate enjoyment while playing with the trains and make vocalisations such as 'choo-choo'. Children learn how to play cooperatively with others. They begin to explore how to share resources and how to be kind to their friends.

p.3

Achievement Expected standard

Children learn to be physically strong and develop their coordination. They practise mark making using chalkboards and chalk, enjoying the ability to rub marks off and start again. Children proudly explore construction toys, learning how to stack bricks to build a tower. Children are less confident to use some tools themselves, such as at mealtimes.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder sets high expectations for children's behaviour and attitudes to learning. She recognises that children may need different strategies to support their understanding of rules and expectations. The childminder teaches children how to share resources, and she responds swiftly when children have difficulty with this. The childminder is a positive role model, demonstrating kindness and respect to others. She teaches children how to understand their own feelings and how to consider the feelings of others. This helps children learn to play cooperatively with their friends.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder considers each child's personal circumstances and makes suitable adaptations where necessary, while reflecting on the children's age and stage of development. For instance, she changes routines, such as providing earlier sleep times when she identifies that children are tired. Children build warm trusting relationships with the childminder, which helps them to settle well. They know that they can go to her for comfort when needed. Children actively seek out the childminder to share in their play.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder maintains records of attendance, which are shared with parents. She promotes the importance of children attending regularly and keeps in touch with children when they are not attending. This helps them to maintain a secure bond when they return.

p.3

Curriculum and teaching Expected standard

The childminder has an accurate understanding of the curriculum and teaching that she delivers and has an action plan to promote consistent improvement. She ensures that all children have access to an equally ambitious curriculum and that it adapts to children's changing needs. For instance, she reduces the volume of resources so that children find it easier to make choices about their learning. The childminder is committed to ensuring that children's personal, social and emotional development is promoted. She supports them to feel safe, secure and stimulated to learn. The childminder regularly takes children to meet up with others at local playgroups. This offers children the opportunity to learn social skills through interactions with other members of the community.

p.4

Curriculum and teaching Expected standard

The childminder weaves mathematics into all aspects of children's learning. They learn to negotiate shape and space as they build train tracks together. The childminder provides opportunities for children to develop their strength and coordination. They move around the childminder's home with confidence, mastering the step down into the kitchen with ease. The childminder does not consistently promote children's independence at mealtimes to refine their skills to use tools and equipment, helping them feel in control and build confidence.

p.4

Curriculum and teaching Expected standard

Children's communication and language development is prioritised. The childminder offers repetition of language to help children to develop their pronunciation and increase their vocabulary. She reads stories with children each day, sharing props with them to help them to immerse themselves into the roles of the characters.

p.4

Leadership and governance Expected standard

The childminder has high ambitions for the quality of care and education that she delivers in her setting. She takes appropriate action to drive improvement and maintain high standards of care. The childminder strives to make a positive impact on all children's lives. She is highly responsive to the needs of children who may face barriers to their learning, taking swift action to liaise with parents about how children can be best supported.

p.4

Leadership and governance Expected standard

The childminder offers thoughtful and positive engagement with parents, ensuring that children thrive. She communicates with parents daily, updating them on their child's progress and celebrating their achievements. Parents are grateful for the childminder's professionalism and commitment to their children. They share that their children are settled and nurtured in the childminder's care and that they make sound progress.

p.4

Leadership and governance Expected standard

The childminder identifies how she can enhance her teaching further to extend learning opportunities for children. She is passionate about consistently improving her knowledge through advanced professional development. The childminder identifies her strengths and is dedicated to supporting her own health and wellbeing so that she can offer the best level of care for the children who attend.

p.4

Leadership and governance Expected standard

The childminder is committed to driving improvement in the wider community. She regularly works with others to share good practice. For instance, she leads support sessions for parents and other professionals to share her knowledge and skills. This helps to enhance outcomes for families beyond those that she cares for.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are safe and happy in the home of the caring childminder. They develop secure bonds with the childminder through a nurturing settling-in process that is adapted to suit the needs of individual families. This includes opportunities for children to visit and get to know

p.5

About this setting

Unique reference number (URN): EY432794 the childminder in her home, as well as their own. The childminder gets to know each child's unique qualities and provides bespoke care to help them to settle well and thrive. She uses assessment to discover children's individual starting points and works alongside parents to share their progress and celebrate their achievements. The childminder promotes the importance of regular attendance for children's emotional wellbeing.

p.6

About this setting

Children develop the necessary skills to equip them for the next stage in their education. They learn to follow routines and the rules of the setting. The childminder supports children to develop their social skills through opportunities to visit local playgroups and join with other childminders and children. This helps children to develop their confidence in different social situations. Children learn how to play cooperatively with others and learn the skills of negotiation. The childminder teaches children how to recognise their own feelings, as well as those of others.

p.6

About this setting

The childminder offers a flexible learning environment that is responsive to children's changing needs and circumstances. She plans activities that promote children's interests and offer the development of new skills. For instance, children develop their hand–eye coordination and recognition of colours as they enjoy building enclosures for a toy lion. The childminder offers a highly inclusive environment that supports all children to progress well, despite any barriers that they may face to their learning.

p.6

Next steps

The childminder should enrich daily routines to promote further opportunities for children to develop their independence and confidence.

p.6

About this inspection

The inspector spoke with the childminder during the inspection.

p.6

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.

p.6

Address:

21 Highmoor Road ROWLEY REGIS West Midlands B65 8DJ

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8