Lally, Emma

Lally, Emma

Unique reference number (URN): EY416836 Address: 41 New Hey Road, Wirral, Merseyside, CH49 5LE Type: Childminder Registered with Ofsted: 20/09/2010 Registers: EYR, CCR, VCR Registered person: Lally, Emma

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

Achievement Strong standard

Children demonstrate consistently high levels of readiness for the next stage of their learning. They make continued progress as their learning is sequenced effectively. All children have access to all learning opportunities.

p.2

Achievement Strong standard

Children develop into extremely confident and independent learners. Those children who require further support with their communication and language development swiftly receive the precise intervention and resources they need to help them to achieve. Children demonstrate extensive vocabulary. They recall what they have learned previously about oral hygiene and healthy routines. Children confidently talk about the foods they enjoy and making healthy choices.

p.2

Achievement Strong standard

Children benefit from opportunities that help to develop their independence and support their self-care needs. For instance, children put on their own shoes and coats before going into the garden. They know to wash their hands before snack. These experiences ensure children are confident and fully prepared for their future learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations of children and promotes a warm and welcoming environment. Children develop high levels of respect for others. They demonstrate excellent manners as they warmly welcome visitors. They proudly invite them into the playroom. The childminder praises children's positive behaviour and reinforces rules and routines. Children know what is expected of them, and they make choices about what they want to do next. They know that it is time to put the toys away when the childminder plays the tidy-up song.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder implements rules fairly and delivers them in an age-appropriate way to promote children's understanding and enable their best possible behaviour. She models respectful interactions and introduces simple turn-taking language, such as 'my turn' and 'your turn'. This helps children learn to share, wait and play alongside others. Children regularly meet with other childminders and their children to support their social skills. For example, the childminder regularly organises visits in the local community where they meet other minded children for picnics in the park. They also enjoy trips to the local museums and play centres with their friends.

p.2

Behaviour, attitudes and establishing routines Strong standard

Attendance is monitored carefully, and the childminder follows up absences promptly to support children's wellbeing and continuity. The childminder works with parents prior to starting to help build up an understanding of the importance of regular attendance. This enables parents to understand how it supports children's ongoing learning.

p.2

Children's welfare and wellbeing Strong standard

Trusting relationships are established from the earliest opportunity. The childminder gathers important information from parents to settle new children and provide continuity of care. She ensures all children develop meaningful attachments, including those who may have special educational needs and/or disabilities. The childminder's approach is inclusive and is adapted to each child. For instance, settling-in procedures are tailored and responsive to each child's individual needs, backgrounds and experiences. Children are invited into the childminder's home when no one else is present to help them explore the environments confidently. This is a gradual process that allows children to develop secure bonds with the childminder.

p.2

Children's welfare and wellbeing Strong standard

Children's health and wellbeing are a key focus for the childminder. The childminder consistently encourages children to develop healthy habits in a secure and nurturing environment. Children begin to manage their own personal needs. For example, they know to wash their hands after playing in the garden to get rid of the germs. Routines are well established. Children know what is happening next through the use of songs. For instance, children know snack time is approaching when the song is played. They know they need to tidy up and wash their hands before snack.

p.3

Children's welfare and wellbeing Strong standard

Children explore photo books filled with pictures of previous activities and familiar faces. These images spark conversations as they recall favourite moments and reflect on what they learned. For instance, they excitedly talk about their trip on the ferry across the Mersey and ask the childminder if they can go again. The childminder supports them in expressing their feelings by gently asking how experiences like that make them feel.

p.3

Curriculum and teaching Strong standard

The experienced childminder constructs a highly ambitious curriculum that is well planned and sequenced to meet children's individual age and stages of development. She builds her curriculum around children's interests, weaving in themes such as seasons and cultural festivals.

p.3

Curriculum and teaching Strong standard

Children develop a love of language, stories and books. The childminder sings and reads to children to support their development of speech and early literacy. Children enthusiastically join in with familiar songs and delight in listening to a favourite story. They take turns to lift the flaps, and talk about what they are seeing and what might happen next. The childminder seamlessly provides back-and-forth commentary to extend children's language and vocabulary. She uses what she knows about the children to weave mathematical concepts into the daily activities and routines of the setting. For example, she encourages children to count how many cups they will need at mealtimes.

p.3

Curriculum and teaching Strong standard

Children's physical development is supported well. They enjoy their time in the garden, where they take it in turns to ride in the push along cars. Children also enjoy regular visits to the local parks and play centre. This enables children to access more physically challenging equipment to help develop their big muscles.

p.3

Curriculum and teaching Strong standard

The childminder's curriculum is very well planned. She consistently reflects on the different developmental needs of children. The childminder carries out regular assessment to identify what children already know. She builds on their knowledge carefully to match their interests and abilities. For example, personalised listening programmes have been introduced to support children's communication skills. Activities are presented in an enticing way so that children are keen to take part. For example, older children learn quantities as they are encouraged to chop their play dough into halves and quarters.

p.3

Inclusion Strong standard

The childminder has high aspirations for all children. She is highly proactive and responsive to children's individual needs. She is able to gain a clear understanding of children's individual starting points through her robust settling-in processes. The childminder gathers key information about children's health, care and learning needs.

p.4

Inclusion Strong standard

The childminder engages in training to enhance her knowledge of supporting children with special educational needs and/or disabilities further. This supports children to benefit from teaching that is adapted to support their individual needs. Where barriers to learning are identified, the childminder works alongside parents to ensure strategies are shared and consistent. This helps to identify targeted activities that build on children's emerging skills. The childminder removes barriers to learning and promotes inclusion. Parents comment on how such an approach has had a significant impact on their child's ability to fully engage in all areas of their learning and development.

p.4

Inclusion Strong standard

The childminder is knowledgeable about how to seek additional support for those children who may experience barriers to learning. She works collaboratively with other settings and agencies to expertly promote all children's development as well as possible. For example, the childminder links with schools to ensure children are confident and ready for their next stage of learning.

p.4

Inclusion Strong standard

The childminder is passionate about providing all children with high-quality experiences. When children who attend receive additional funding, for example those who might be at a disadvantage, she uses this additional funding effectively to ensure all children have the same opportunities to maximise their learning. She recognises how to use this appropriately to provide children with precise teaching to close any gaps in their knowledge and increase the breadth of their personal experiences. This helps all children feel heard.

p.4

Leadership and governance Strong standard

The childminder is extremely committed to the overall leadership of her setting. She continuously reviews her provision so that she can improve and develop as much as possible. This is underpinned by her passion for providing all children, including those with barriers to their learning, with a range of rich and exciting opportunities. She strives to continuously improve her practice and continues to reflect and evaluate her setting's strengths. This is then used to guide her own professional development to continue to support improvement. This includes safeguarding training to ensure she is fully aware of any local issues and can confidently report any concerns she might have about a child.

p.4

Leadership and governance Strong standard

The childminder regularly meets with other childminders to seek advice and guidance as well as working with other professionals, particularly in relation to inclusion and support for children with special educational needs and/or disabilities (SEND). She has a wealth of knowledge and expertise, and consistently addresses gaps in development, particularly for those facing barriers to learning. The childminder builds effective partnerships with parents. She takes time to gather information from parents when children start and provides detailed information on children's daily activities and routines. Parents are continually informed about children's progress. This helps parents to continue children's learning at home, helping them to make the best possible progress in all areas. Parents comment on how the advice and guidance they received from the childminder have helped secure the appropriate support 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 extremely well settled and cared for in a safe and highly stimulating environment. They demonstrate a positive sense of security. Children show they feel valued from the moment they arrive. They confidently put their coats and shoes on their individual peg when they arrive and warmly greet the childminder. This helps children develop a positive sense of belonging. These warm, trusting relationships help children settle quickly and feel secure in their day-to-day experiences. The childminder monitors attendance and follows up promptly to help families establish positive routines.

p.6

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

The childminder has a secure understanding of children's needs. She identifies each child's starting points, observes their play with purpose and uses this information to plan clear next steps in learning. Children access a broad and well-matched range of experiences that reflect their interests and developmental stage. The childminder's detailed awareness of children's individual circumstances, including any barriers to learning, enables her to shape the curriculum and support so that they meet children's needs effectively.

p.6

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

The childminder has high expectations for what children can achieve. Children engage in carefully considered activities that promote their physical development and self-care skills. They refine their hand–eye coordination and learn to use utensils with increasing control, such as when scooping and pouring cereal. Snack times enable children to build on these skills further. The childminder encourages children to cut fresh fruit into halves and quarters. Younger children who are new to walking are supported to strengthen their stability and confidence through targeted routines and activities.

p.6

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

Children benefit from a rich variety of experiences beyond the childminder's home. Regular visits to places such as the local boat museum, the zoo and the science museum broaden their understanding of their community and the wider world. These opportunities deepen children's knowledge and help them make meaningful connections between their learning and real-life experiences.

p.6

Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known or previously known to children's social care, and those who may face other barriers to their learning and/or wellbeing.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.6

Address:

41 New Hey Road Wirral Merseyside CH49 5LE

p.7

Address:

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

1 to 11

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.7

Exceptional

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

p.8

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 . 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.9