Manley, Mary

Manley, Mary

Unique reference number (URN): 132896 Address: Rising Sun House, Farrington Road, Paulton, BRISTOL, BS39 7LW Type: Childminder Registered with Ofsted: 25/04/1997 Registers: EYR, CCR, VCR Registered person: Manley, Mary

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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 Expected standard

The childminder creates a warm and positive environment where expectations for behaviour are clear and consistently reinforced. Children behave well. They listen to instructions and follow the routines of the setting. Relationships between the childminder and children are nurturing. This helps children to feel secure and confident. The childminder models positive interactions and encourages sharing, turn-taking and cooperative play. This supports children's personal, social and emotional development effectively. The childminder promotes the importance of punctuality and attendance effectively. She communicates with families about how regular attendance and arriving on time support children's wellbeing and learning. She is flexible to suit families' differing needs, where possible.

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Behaviour, attitudes and establishing routines Expected standard

Children generally show positive attitudes towards learning and have a clear understanding of the childminder's expectations. They respond well to praise and reassurance and demonstrate polite manners throughout the day. Children share toys and resources willingly while the childminder guides them to take turns and use kind words, praising them as they learn to negotiate. This helps them feel secure, understand boundaries and develop confidence in managing their own behaviour. Overall, children show a genuine willingness to engage and play happily alongside each other.

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Children's welfare and wellbeing Expected standard

The childminder creates a nurturing environment in which all children feel emotionally safe and secure. She warmly welcomes them into her setting, and they settle quickly, exploring the activities and resources available for them to access independently. The childminder works closely with parents from the start. She gathers detailed information about children's routines, preferences and home experiences. There is a robust settling-in process in place, which is tailored to the needs of each individual child and helps them settle at their own pace. This collaborative approach helps children feel well understood before they even begin attending. Children are encouraged to express their feelings, talk about what they need and develop early emotional awareness. The calm, consistent approach of the childminder helps children feel valued, supported and able to explore the environment with confidence.

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Children's welfare and wellbeing Expected standard

Children develop strong relationships with the childminder and happily accept the comfort and care that she offers. The childminder follows advised nutritional guidance. She promotes the importance of children's healthy diets to parents so that this can continue at home. The childminder encourages children to eat varied and balanced meals. Snack time is a sociable occasion where children sit with their friends and chatter. Children happily try new fruits, while the childminder describes them as 'juicy'.

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Inclusion Expected standard

The information the childminder gathers from parents enables her to understand each child's background, culture, learning needs and experiences. She uses this information to help all

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Needs attention

children as they settle into her setting smoothly. The childminder provides a nurturing environment where all children, including those with special educational needs and /or disabilities (SEND), can develop confidence, resilience and self-belief. The childminder knows each child and their family well. She works diligently to collect evidence to assess and identify children's ongoing individual progress and needs.

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Needs attention

To support the development of her understanding, the childminder enrols on a targeted training program to increase her skills. Recent training helps her to identify children who have emerging SEND. She works closely with her local authority representatives and responds to recommendations from external agencies. She follows these in practice and works collaboratively with parents to ensure that her understanding of children's SEND needs aligns with that of parents and other professionals. Ongoing communication with parents helps to ensure continuity of care and shared approaches that support every child's development.

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Achievement Needs attention

The wide range of activities and resources the childminder provides are often generic to all, or most, children. They are not purposefully planned to promote progress in the areas that each child would benefit from most. This does not help all children to achieve well in their learning and development. Children are developing some communication and language and independence skills. They enjoy listening to stories, and the childminder prioritises independence and self-care skills to help children become ready for their next stage in their learning. However, at times, learning is incidental and not carefully planned to fully support and meet all children's individual needs. As a result, not all children are well prepared for their future learning.

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Achievement Needs attention

Children have some experiences that help them to learn more about the wider world and learn to develop their physical skills outdoors as they visit parks, woodland areas and nature reserves. Children, including those with special educational needs and/or disabilities, make progress from their starting points. This is because the childminder follows agreed strategies and works on recommendations from external agencies to help ensure that their care and learning needs are met.

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Curriculum and teaching Needs attention

Children enjoy their time at this provision. For example, they delight in spending time together in the role-play areas, interacting with each other, developing their personal, social and emotional skills in their imaginative play. The childminder knows children well. She observes them and assesses their development to identify their key next steps in their learning. However, the childminder does not plan and deliver a consistently ambitious curriculum that supports all children's individual development across all areas of learning. The childminder's ethos is to be child-led and predominately guided by children's interests, and there are times when children's learning is left more to chance. Interactions that the childminder has with children has some impact on their learning and development, particularly those with special educational needs and/or disabilities (SEND). Children with SEND are quickly identified and appropriate strategies are put in place to help support their

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Curriculum and teaching Needs attention

Children show they have favourite stories as they ask the childminder to read them numerous times. The childminder uses opportunities to count objects and uses positional language with children during their play. This helps children to develop their mathematical skills. Children learn how to make and manage friendships as they play cooperatively in the childminder's home and with other children when attending childminding groups. This supports them to develop the personal, social and emotional skills they will need as they continue their education. However, the lack of effective planning does not ensure that all children make consistently secure progress from their starting points.

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Leadership and governance Needs attention

The childminder completes self-evaluation and has attended a range of training to improve her knowledge, especially in relation to children with special educational needs and/or disabilities (SEND). She undertakes observations of children and uses recommended guidance to identify the next steps in their development. However, she does not recognise that the curriculum is not targeted sharply enough for all children to progress from their next steps or progress in all areas of their learning. The childminder works closely with outside agencies who provide her with information and targeted strategies to follow to help children with SEND to make progress in their learning. She works hard to engage with parents, sharing ideas they can use at home. For example, she gives them examples of how to help their children to continue to develop their skills outside of the setting, such as potty-training tips.

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Leadership and governance Needs attention

The childminder liaises with wider support services and willingly seeks advice and guidance from other early years professionals, such as those who work in the local authority. The childminder works with parents and gives them information about what their children are doing in their day and gives them ideas for continuing the activities at home. The childminder gathers pertinent information from parents at the outset to help her understand children's backgrounds and circumstances. This includes gathering information to support children who face barriers to learning and those with SEND.

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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 arrive happily and settle quickly into this welcoming and nurturing environment. They receive calm, sensitive support that helps them to develop trust, independence and secure attachments. Children enjoy spending time with the childminder. They demonstrate they feel safe and comfortable in her home. For example, they self-select books, bring them to her and ask her to read to them. Children build relationships with the childminder and each other. They show kindness and willingly share resources with others. They learn to play cooperatively and invite the childminder to join in with them as they play. For instance, as they play alongside each other, they choose dinosaurs, hide them and ask the childminder to find them. Children are developing some aspects of their independence skills throughout the day and enjoy exploring the range of different activities and resources that the childminder provides. Children enjoy snack time and learn new descriptive words as

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

they describe the texture of fruit, such as 'spikey'. They talk to the childminder as they play and are given time to respond to questions and share their own thoughts and ideas. For example, during play, children find an insect. They discuss what it could be and learn that it is called a woodlouse.

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

The childminder has clear expectations for children to promote positive behaviour and attitudes towards learning. However, she has not recognised that the curriculum is not targeted sharply enough to support all children to progress in all areas of their learning. On the other hand, the childminder supports children with special educational needs and/or disabilities and those who face other barriers to learning really well. She ensures that these children experience an inclusive and welcoming environment. Activities are planned around children's interests. For example, they enjoy discovering dinosaurs' names, the food they eat and hiding them in their play. Children benefit from stable routines that strengthen their confidence and development.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke to the childminder, parents 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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Address:

Rising Sun House, Farrington Road Paulton BRISTOL BS39 7LW

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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Address:

Local authority: Bath and North East Somerset 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

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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