Culleton, Selina Clare

Culleton, Selina Clare

Unique reference number (URN): EY436854 Address: 103 Moorland Road, LIVERPOOL, L31 5JQ Type: Childminder Registered with Ofsted: 13/10/2011 Registers: EYR, CCR, VCR Registered person: Culleton, Selina Clare

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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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Achievement Strong standard

Children make very secure and sustained progress from their individual starting points across the early years foundation stage. They develop the knowledge, skills and confidence they need for their next stage of learning. Young toddlers are quick to grasp new mathematical knowledge, such as the properties of shapes in their environment. Children show they are extremely well prepared for the next stage in their development.

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Achievement Strong standard

Children learn to link spoken words to what they mean because the childminder consistently comments on what she is doing, introducing key words or emerging language at the right time. For example, children learn how to follow a recipe using words such as 'stir', 'mixture', 'less' and 'more'. They listen carefully to these words and repeat in context. Children who are new to the setting settle with ease and make rapid progress in their speech, physical and social skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has very high expectations for children's behaviour. She consistently includes all children in daily routines that help to promote teamwork and independence. For example, children lay the table for snack and then afterwards help to carry plates back to the kitchen. Children show they know these rules well and consistently support the childminder and each other. This teaches children the importance of teamwork. The childminder ensures that children take care of themselves and their friends. For example, she guides children supportively to clean their noses and dispose of the tissues independently.

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Behaviour, attitudes and establishing routines Strong standard

Children experience a calm and predictable environment, where the expectations for their behaviour are clear and consistent. They settle quickly and move between activities, mealtimes and rest times with minimal support. The childminder builds warm and respectful relationships with children. She stays close and offers reassurance when children need it. The childminder uses gentle explanations and positive praise to help children to understand expectations and manage their feelings.

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Behaviour, attitudes and establishing routines Strong standard

Children explore independently, and their behaviour is excellent. They learn to share, take turns and cooperate with their friends. The childminder understands that regular attendance is vital for children's learning, routines and emotional security. She consistently communicates this importance to parents and carers, working in partnership to support regular attendance.

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Children's welfare and wellbeing Strong standard

Children's ongoing welfare is a high priority for the childminder. She has a very secure understanding of how to ensure that children are safe when sleeping. The childminder knows how to minimise the risks to young children of choking when eating. She also has robust procedures in place to ensure that any children with allergies or intolerances are included and kept safe from harm. The childminder has an excellent understanding of how to promote healthy lifestyles in children. For example, she teaches children the importance of healthy routines, such as brushing their teeth, handwashing and drinking enough water. The childminder also provides a highly secure and engaging environment that allows children the freedom to explore in safety.

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Children's welfare and wellbeing Strong standard

Daily routines are planned to meet each child's needs, particularly for babies and younger children. Mealtimes, rest times and personal care routines reflect children's ages, stages and preferences. This helps children to feel safe, settled and confident. The childminder responds quickly and sensitively to children's physical and emotional needs. Children, including babies, receive support through transitions that may feel difficult, such as settling in or preparing for school. This helps children to feel emotionally secure and ready to take part in the day. It is evident that the childminder has built deep and supportive relationships with each child and their family to ensure their consistent welfare throughout the week.

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Curriculum and teaching Strong standard

The childminder plans and delivers an ambitious curriculum that reflects children's interests and stages of development. She provides extremely well-sequenced activities linked to children's experiences and interests. Consistently high-quality interactions with every child help them to build their knowledge and skills over time. The childminder observes children very closely and is responsive to what they say. Consequently, she is able to expand ideas and clarify any misconceptions. The childminder communicates any concerns effectively with parents and carers and seeks prompt advice when needed.

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Curriculum and teaching Strong standard

The childminder has an excellent understanding of how children learn, such as how they develop language and mathematical skills over time. She frequently introduces young children to new words alongside their practical activities. Visual prompts, predictable routines and repetition benefit all children, including those with special educational needs and/or disabilities, to follow what is happening and join in successfully. Children benefit from role play linked to favourite books. For example, they pour and measure water and use fruit in their play to match details from the story. This supports their fine motor development and early understanding of quantity.

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Curriculum and teaching Strong standard

The childminder supports communication and language through clear modelling, effective questions and familiar nursery rhymes. Children enjoy trips to local parks and the beach. The childminder uses these experiences to help children to learn about the community and become confident in new places.

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Inclusion Strong standard

The childminder understands and has experience of supporting all children, including those who are disadvantaged, those with special educational needs and/or disabilities and those who face barriers to their learning and/or wellbeing. She makes appropriate and timely referrals to other agencies when needed. The childminder works in partnership with parents and carers. She seeks advice from external professionals to secure support and interventions for children as required. The childminder places a clear focus on supporting children's communication and language. She models simple words, repeats key vocabulary and uses visual prompts to help children to understand and make choices. This helps children to communicate their needs, follow routines and join in with play alongside other children.

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Inclusion Strong standard

The childminder consistently adapts routines where needed so children feel settled and included. Calm and responsive interactions help children to take turns, share and respond to their friends. These daily experiences support children's resilience and emotional development. The childminder uses detailed observations to monitor children's progress and evidences her findings using a graduated approach. She notices emerging needs quickly and plans support to help children make progress. As a result, children feel valued and secure. All children develop the skills they need for future learning and are extremely well prepared for transitions, including to school.

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Leadership and governance Strong standard

The childminder provides clear leadership that supports high-quality care and education. She understands her responsibilities under the early years foundation stage. The childminder organises routines well and provides consistent expectations that help children to feel secure. The childminder plans a curriculum that reflects children's interests, stages of development and emerging needs. Activities are purposeful and help children to build skills over time.

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Leadership and governance Strong standard

A culture of continuous improvement is evident across all aspects of the childminder's provision. She continually develops her knowledge of early years education and regularly undertakes relevant training. For example, she has recently strengthened her commitment to supporting children with their speech and language and is incredibly well prepared to receive children with a range of different needs. For instance, the childminder talks confidently about implementing approaches that benefit young children's regulation of their emotions and wellbeing.

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Leadership and governance Strong standard

The childminder is very self-reflective. She frequently adapts the environment to enhance the needs of every child and closely matches resources to support their personalised targets. The childminder works closely with parents and carers, sharing information that supports continuity of care and learning. She also works with other settings and external professionals when needed. This helps to ensure that children receive highly coordinated support. As a result, children benefit from an extremely safe and nurturing environment where they thrive.

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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 happy, secure and thriving in the childminder's warm and attentive care. They settle quickly in the safe and stimulating environment. The childminder recognises and supports children's unique interests and abilities. Children develop secure relationships with the childminder, who consistently offers reassurance and encouragement. Children, including those with special educational needs and/or disabilities and those who face barriers to learning, are fully included and make significant progress. This is because the childminder skilfully adapts activities to meet their individual needs.

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Inspector:

Sandra Hamilton Children enjoy learning through play and take part with enthusiasm. They cheerfully collaborate on different tasks during various activities all through the day. For example, children show excitement when cooking pancakes for their lunch. They laugh and smile as they pour, measure and stir ingredients in a bowl, showing they feel confident to explore and experiment. Children demonstrate positive social skills. They develop communication and language skills as the childminder models clear words, asks open-ended questions and encourages children to describe colours, shapes and actions. Children enjoy daily story time and join in with familiar nursery rhymes. They take part in activities that develop fine and gross motor skills, imaginative play and early mathematics. Children benefit from rich and varied experiences that extend far beyond the home environment. The childminder uses trips to parks, the beach and community spaces to enhance children's understanding of the

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Inspector:

Children learn from one another and build secure friendships. The childminder's sensitive guidance helps children to understand expectations and consider the feelings of others. As a result, children develop confidence, independence and excellent self-esteem. Parents and carers confirm that the childminder provides reassurance and support during transitions, such as settling new children and supporting those who are ready for school. As a result, all children thrive in a safe and secure setting, where their voices are heard and their achievements celebrated.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She 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.

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About this inspection

The inspector spoke with the childminder, parents, carers 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:

Registered person: Culleton, Selina Clare

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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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

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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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