Whitehouse, Karen Jane

Whitehouse, Karen Jane

Unique reference number (URN): 2830283 Address: 26 Edward Charlton Road, Manchester, M16 0GF Type: Childminder Registered with Ofsted: 05/04/2025 Registers: EYR, CCR, VCR Registered person: Whitehouse, Karen Jane

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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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Inclusion Strong standard

The childminder skilfully supports children to be prepared and ready for their eventual move to school. Her firm and well-established partnerships with parents are used effectively to learn about children. This enables her to plan learning that is consistently focused on children's current interests and abilities. The childminder carefully considers experiences that will support children's progress, ensuring that any barriers to learning are removed. For example, where children show low levels of confidence, the childminder helps them to build social skills with other children. As a result, children learn to make friends and manage group situations with increasing confidence.

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Inclusion Strong standard

The childminder's assessments are rigorous and robust. This allows her to swiftly identify gaps in children's development. She quickly responds with targeted interventions. The childminder regularly reviews the progress children make. For example, she notes that children who did not enjoy books develop a love of reading following regular trips to the library. Older children share books with their younger friends, and they eagerly join in story times. The childminder has developed strong collaborations with other professionals, such as teachers. This helps children, particularly those known to be vulnerable or with special educational needs and/or disabilities, to be well prepared for their next stage in learning.

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Inclusion Strong standard

The childminder considers carefully how any additional funding should be used to best support the children it is intended for, for example to attend groups to build their social skills or to access soft play to help build physical skills.

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Achievement Expected standard

Children have regular opportunities to experience learning through planned activities, supported by the childminder. Children explore sensory play, concentrating as they carefully pick up objects. They develop their small muscles and coordination. Babies smile as they squeeze objects that are carefully selected to make sounds. Children hear descriptive words such as 'crunch'. This supports their developing vocabulary.

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Achievement Expected standard

Children benefit from learning that builds on their current abilities. For example, as babies learn to walk, they are supported in experiencing different surfaces. This helps them to develop strong muscles and supports stability when walking.

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Achievement Expected standard

All children benefit from targeted support. For example, children learn to manage their emotions. They benefit from consistent strategies being used both in the setting and at home. This continuity in learning and care helps children to make steady progress. They show confidence, independence and curiosity in their play. These skills will support future learning and help children make a smooth transition to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder demonstrates kind, caring and respectful behaviour. She teaches children through effective modelling. Children copy this and show care for each other. Furthermore, the childminder explains how she acknowledges children's emotions, helping them to consider how their friends might feel. She says this enables children to regulate their behaviour and consider their friends' feelings. The childminder considers outings to support children's social development, including visits to parks and toddler sessions. She plans these to help children to learn to play in larger groups. This helps children to be confident in new situations.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate that they are happy in the setting. They respond well to the childminder's requests and enjoy interacting with her.

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Behaviour, attitudes and establishing routines Expected standard

The childminder talks to children about their day. This helps them to anticipate what will happen next. For example, as she talks to children about being hungry, they toddle to their highchairs. Children are familiar with the routines. The childminder talks with parents about their children's needs and any changes, for example noting if children have not slept well and adapting her day to accommodate an early sleep if needed. She monitors children's attendance, encouraging regular attendance and punctuality. This helps children to benefit fully from their place.

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Children's welfare and wellbeing Expected standard

The childminder is warm and welcoming. During the settling-in period, she helps children form secure attachments to her. These are demonstrated as young children gleefully enjoy turn-taking games with her, beaming at each of her responses. Children show they feel secure as they confidently welcome visitors into the house. Even young children express their feelings well. For example, they point to their drink when thirsty and raise their arms to the childminder when tired. She knows their cues and responds quickly, helping less verbal children vocalise their feelings.

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Children's welfare and wellbeing Expected standard

The childminder works with parents and carers to support key milestones, such as toilet training and sleep routines. Overall, children understand the importance of good health. For example, the childminder provides healthy snacks and meals and talks to children about foods that are good for their teeth and bodies. She supports older children learn about health through activities and play. The childminder also advises parents to register with their local dentist.

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Children's welfare and wellbeing Expected standard

Additionally, children have many opportunities to develop their larger muscles. For example, the childminder offers babies who are just walking time and space to develop this skill and progress to being a steady walker. She offers opportunities for outdoor experiences each day so that children can develop skills in jumping, balance and coordination.

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Curriculum and teaching Expected standard

The childminder knows each child's learning needs. She regularly observes and assesses children's progress to identify what they need to learn next. As a result, children make continued progress from their starting points. The childminder provides a curriculum that considers children's interests, supports learning and builds on what children already know. For example, she follows children's current interest in animals to introduce new words, which helps develop children's growing vocabulary.

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Curriculum and teaching Expected standard

The childminder is committed to preparing children for future learning. She promotes confidence and social skills by attending groups outside of her provision. When children become confident, they make friends easily. The childminder supports a sense of belonging by helping children make choices, such as selecting books and by encouraging them to explore their surroundings. She supports children's early understanding of mathematics as they fill and empty containers. Children develop knowledge that supports future learning.

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Curriculum and teaching Expected standard

The childminder is skilled in supporting learning. Children are fascinated as she reads stories, leaning forward to peer at the page and vocalising excitedly as she lifts the flaps. The childminder offers children time to work out how to lift the flap themselves. They develop patience and resilience as they persevere with this task, which requires concentration and dexterity.

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Leadership and governance Expected standard

The childminder is passionate and has a clear understanding of her role and responsibilities. She reflects on her provision, which helps her identify improvements. For example, the childminder has noted that changes to her outdoor area could support children to access more areas of learning outdoors. The childminder is committed to improving the education and care she provides. She attends regular training and keeps all mandatory training, such as safeguarding and Paediatric first aid, up to date. The childminder is also completing qualifying training. However, her plans for development are not always sharply focused on making continual improvements to children's learning. For example, the childminder plans for new resources or activities that children will enjoy. However, she does not always consider how these will benefit children's current learning.

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Leadership and governance Expected standard

The childminder is ambitious for children; she wants them to do well and to develop confidence and positive self-esteem. She works closely with parents and other professionals to help children make expected progress, and she is proud of each achievement they make, celebrating their success and helping them become independent and resilient learners.

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Leadership and governance Expected standard

The childminder's positive relationship with parents helps children enjoy a seamless transition into her home. This helps children to be happy and to settle quickly.

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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 benefit from the care of an experienced, skilled childminder who takes the time to get to know them extremely well. She establishes strong and trusting partnerships with parents and works in collaboration with them and any other settings children attend so that children benefit from continual learning and a consistent approach to their care. The childminder considers each child and adapts routines, activities and outings to meet their individual needs. This ensures that all children are fully included and able to participate confidently in the day.

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About this setting

Children demonstrate strong, loving bonds with the childminder, and parents say their children 'thrive' in her care.

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About this setting

The childminder is welcoming and has a calm, kind and nurturing approach. She supports children's behaviour well, helping them express their emotions and consider others' needs. Even young children know and understand the routines of the setting. Children are happy and settled, and they feel safe in her care.

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About this setting

Books, songs and conversation are used throughout the day to support children's language development. Children are delighted to join in songs, repeating animal sounds and picking up props of each animal as they sing. The curriculum is well planned, and children are eager to play. Babies are engrossed as they explore textures, giggling as they throw items into the air and watch them fall. The childminder promotes children's independence, encouraging them to feed themselves and to manage tasks such as washing their faces. Children show high levels of confidence and self-esteem.

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About this setting

The childminder plans regular outings to the toddler groups. She plans this to help children become sociable and make friends. These skills can help children when they eventually transition to school. The childminder considers safety on outings to ensure that children remain safe at all times.

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Next steps

The childminder should prioritise improvements and professional development, so they are sharply focused on improving positive outcomes for all children.

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About this inspection

The inspector spoke with the childminder and considered information 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): 2830283

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Address:

26 Edward Charlton Road Manchester M16 0GF

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Address:

Registered person: Whitehouse, Karen Jane

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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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