Dooley, Julia Karen

Dooley, Julia Karen

Unique reference number (URN): EY136874 Address: 8 Myrtle Grove, Burnley, Lancashire, BB10 4JH Type: Childminder Registered with Ofsted: 13/08/2002 Registers: EYR, CCR, VCR Registered person: Dooley, Julia Karen

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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

Children are extremely settled in the childminder's home and have secure relationships with her and other adults who care for them. They know where to go if they need help and where to share their achievements. Children seek attention when they wish to play and know where to access their favourite games. The childminder has embedded clear expectations for children's behaviour, which are understood and consistently followed. For example, children help tidy up, know when to gather their outdoor clothes, and know how to help set up for mealtimes. There are no misunderstandings, and the environment remains calm and smooth during transitional times of the day.

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Behaviour, attitudes and establishing routines Strong standard

Older children are kind and caring to babies. They hand them toys and say 'here you go!' when babies are searching for them. The childminder recognises differences in children's ages when embedding routines and offers babies lots of praise and guidance as they learn the skills expected of them. Babies are happy to look on and have a go when they feel confident.

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Behaviour, attitudes and establishing routines Strong standard

The childminder monitors attendance closely and helps parents understand the importance of regular attendance. If children are absent, she remains in touch and encourages some learning to continue, where appropriate.

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Achievement Expected standard

Children successfully use mathematical skills during play. They count frozen penguins into snowy foam, compare quantities and discuss height and length when using a tape measure. Additionally, children have secure problem-solving skills, which help them continue to learn new information and build on what they already know. Children are chatty and use a range of words. The childminder models clear, varied language, which helps children hear and use new vocabulary.

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Achievement Expected standard

All children make steady progress through the curriculum and meet their expected levels of development, and sometimes more. Babies learn through their senses when given the opportunity, such as chasing bubbles and feeling sand between their fingers. Older children are independent and have positive attitudes when carrying out tasks such as helping to hand out snacks. Additionally, they concentrate on what is being asked of them and focus on activities they enjoy for long periods of time. They are building skills in preparation for future learning and their eventual move to school.

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Children's welfare and wellbeing Expected standard

The childminder cares for children well. She ensures that their personal and emotional needs are met and follows robust hygiene practices when washing hands, blowing noses and changing nappies. Children learn that they need to wash the germs away after playing outside and before eating their food. The childminder prepares healthy snacks for children, which are available throughout the day should children feel hungry. When children are eating, they learn about vitamins and the health benefits of different fruits and vegetables. This helps them begin to understand how to choose a healthy, balanced diet.

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Children's welfare and wellbeing Expected standard

Children are aware of their emotions and how their actions impact other people. They talk about their feelings regularly and the childminder has completed training on child wellbeing to help her support children's emotional security. She welcomes all children into her setting and provides a high level of care that suits their individual needs. The childminder ensures children are safe when playing indoors and in her outdoor area. Children are encouraged to hold onto the banister when walking up and down steps to help protect their own safety.

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Curriculum and teaching Expected standard

In the main, the childminder is skilful when extending children's learning by adding new concepts, especially for older children. For example, she reads a book to children in the sand area while spraying water to represent rain. This helps bring the story to life and develop literacy and imagination skills. Furthermore, she teaches children about freezing and melting. However, she does not consistently recognise some children's learning needs as swiftly in order to help them fully engage, particularly for babies.

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Curriculum and teaching Expected standard

The childminder takes children on a range of outings to help broaden their knowledge of the world. For example, they visit local parks, garden centres and the zoo. She then carefully plans further experiences for children to extend their knowledge, linking to these visits. For instance, children grow their own plants and waddle like penguins during play. This helps children build on what they already know and helps them continue to make progress in all areas. Additionally, visiting attractions outside of the home helps children develop physically and socially.

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Curriculum and teaching Expected standard

The childminder knows how to track children's development from the start and what to do if she has any concerns about their progress. She has secure knowledge of special educational needs and/or disabilities and how to support children's progress with a range of techniques.

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Inclusion Expected standard

The childminder knows children well and considers their interests when planning activities, helping them feel valued. In the main, she adapts her teaching to ensure all children remain engaged in meaningful play that meets their individual needs. The childminder has a large repertoire of resources that can be used to support all areas of learning for all ages and stages of the children in her care. The childminder works closely with families to monitor, inform and review children's progress and help them support learning to continue at home. She knows to address any gaps in children's learning swiftly and share this information with parents as well as external support professionals. This helps ensure timely and continuous intervention.

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Inclusion Expected standard

The childminder and any assistants regularly complete training that helps them understand children with special educational needs and/or disabilities and how to adjust their practice should this be required. Furthermore, the childminder understands how to use additional funding that children receive to help support their needs and shape the learning opportunities she provides.

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Leadership and governance Expected standard

The childminder has maintained and enhanced her knowledge of child development and how to extend children's learning. However, she has not ensured that the quality of interactions across all adults is consistently at the same level. As a result, children do not always receive the highest quality interactions to extend their learning. However, children form positive relationships with all adults and confidently seek support when needed.

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Leadership and governance Expected standard

The childminder reflects on her provision regularly and enhances the experiences she provides to children, ensuring she can meet their individual needs and interests. She supports children to continue to make good progress from the start. This is shared with parents, who contribute to their children's developmental tracking. The childminder understands her responsibilities when working with children who have special educational needs and/or disabilities. She has good links with other professionals where she can seek guidance and share practice to continue to help develop her skills, providing positive outcomes for all children.

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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 are busy and content in the childminder's home. They access resources that they know they enjoy and remain engrossed in activities that they choose to play with. For example, children pour water into a range of containers, mix potions and add ice cubes in the outdoor play kitchen. Children use independence skills as much as possible, such as when they dress themselves for outdoor play and prepare their own snack. Furthermore, they are confident and know how to follow routines alongside their peers. This helps them prepare for the next stages in learning, including their move to school.

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

Children have formed trusting relationships with the childminder. This helps them feel secure and comfortable to express their needs and wishes. Children feel valued when they are acknowledged, helping them to continue to make progress from their starting points. Children are kind towards their friends. Older children hand items to babies, showing care and support. Children know where to access their belongings and sign in each day using their named animal. They learn how to recognise letters in their environment from a young age, supporting early literacy skills.

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

Children are kept safe in the childminder's home and they learn some simple risk assessment skills. For example, they are reminded to walk inside so they do not slip and to take small bites of food to reduce the risk of choking. Children are well supervised when eating and trying out new tasks.

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Next steps

The childminder should ensure that the quality of teaching and interactions is consistently of a high quality across all adults, so that children receive equally effective support for

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Address:

8 Myrtle Grove Burnley Lancashire BB10 4JH

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Address:

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

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Facts and figures used on inspection

their learning. The childminder should adapt the curriculum more precisely to meet children's individual developmental stages, particularly for babies, so that all children are fully supported to make progress.

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About this inspection

The inspector spoke with the childminder, any assistants and children present 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. 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. 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 .

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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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