O'Mahoney, Tammi Anne

O'Mahoney, Tammi Anne

Unique reference number (URN): EY277069 Address: 1B Lovel Road, Chalfont St. Peter, Gerrards Cross, Buckinghamshire, SL9 9NW Type: Childminder Registered with Ofsted: 22/01/2004 Registers: EYR, CCR, VCR Registered person: O'Mahoney, Tammi Anne

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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 achieve to a high level. They are highly confident to take on new challenges that extend their learning and development. Children confidently express their needs. They have excellent conversation skills and listen to others as they plan their play. They share and take turns as they engage in a wide range of activities. For example, as children play, they consider what roles they will take on and discuss this with others so everyone is included. Children are respectful and show an awareness of others' needs, and they show kindness as they play alongside others. They respond well to praise for their achievements and excel in their learning.

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Achievement Strong standard

All children, including those who face barriers to their learning, learn to be independent from a young age. They manage their self-care needs well and understand when they need to wash their hands. They are keen to complete activities independently, and with encouragement, they persevere with tasks. This supports children with transitions in their learning journeys and the move to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour, and they clearly understand what is expected of them. Children consistently use good manners and demonstrate a strong understanding of sharing and turn-taking. The childminder takes time to explain to children why certain behaviours may not be appropriate, helping them to understand expectations rather than simply following rules.

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Behaviour, attitudes and establishing routines Strong standard

Children show a developing awareness of how their behaviour can affect others. Consistent praise helps children to recognise their achievements and encourages a positive 'can-do' attitude, supporting them to try independently and find solutions to problems for themselves. Activities planned for children provide new challenges as well as embedding previous learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has strong, respectful relationships with the children. She knows them well and understands their needs. She gathers information from parents when children first start and ongoing through their time with her. As a result, children feel safe, secure and confident in the environment. The childminder supports parents to understand the importance of children's attendance and regular routines. Procedures are in place to ensure that any non- attendance is followed up.

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Children's welfare and wellbeing Strong standard

The childminder is nurturing and respectful towards children, and she has secure attachments with them. She recognises when children are ready for new transitions in their development, such as potty training. She works very closely with parents to offer support and advice. The childminder follows children's nappy changing and sleep routines considerately, in close partnership with parents. She supports children to understand their self-care needs and develop the independence skills they need to manage these themselves. For example, when children need to wash their hands and notice that their hands are not dirty, she agrees and explains to children that you cannot see all germs. As a result, children understand the need for personal hygiene and manage their own personal care needs extremely well.

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Children's welfare and wellbeing Strong standard

Support for children's personal, social and emotional development is particularly strong. Children demonstrate a clear understanding of taking turns and sharing and consistently include others in their play. Children learn about their emotions and how to express these in an appropriate way. The childminder provides children with a wealth of opportunities to discuss how they are feeling. She then uses resources effectively to help them understand why they feel a certain way. Through planned activities, children learn about leading a healthy lifestyle. The childminder ensures that children have plenty of time outdoors with a range of equipment to help them enhance and develop new physical skills. Children learn about oral hygiene, and they chatter to the childminder as they use the dentist kit. They count the teeth and show they understand why they need to brush their own teeth regularly.

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Curriculum and teaching Strong standard

The childminder plans a well-thought-out and ambitious curriculum so that children make the best possible progress. The childminder provides high-quality, engaging experiences for the children, who she knows exceptionally well. She carefully plans activities to support children's next steps in their learning, including their move to school. The childminder adapts her approach to meet children's individual needs, including where there are barriers to learning or special educational needs and/or disabilities.

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Curriculum and teaching Strong standard

Interactions with children are consistently positive, and support for children's communication and language development is to a high level. The childminder engages in meaningful conversations with children, introducing them to new words and encouraging their developing vocabulary. As a result, children are confident communicators and skilfully use words such as 'ginormous' as they play. During play, the childminder effortlessly weaves in opportunities to support children's next steps. This includes support for their mathematical development, for example as children count and sort items. This has a significant impact on children's progress, and they are well prepared for the next stage of their learning.

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Curriculum and teaching Strong standard

The childminder encourages children to problem-solve and develop their critical-thinking skills. For example, when play dough gets stuck in the tub, the childminder encourages children to think of equipment they can use to get this out. The childminder provides plenty of opportunities for children to be physically active. Children use musical instruments as they dance to music. They develop new physical skills as they use a wider range of equipment at local parks. The childminder provides new experiences for children, such as visiting horses at the stables.

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Inclusion Strong standard

The childminder uses regular observations and assessments of children's development to swiftly highlight and address any gaps in children's learning and development. She promptly puts action plans in place, offers advice to parents and contacts other agencies or professionals to provide additional support where appropriate. This has a significant impact on the progress children make. Regular training ensures that the childminder has a secure understanding of her role to support children with special educational needs and/or disabilities. The childminder seeks prompt advice if she has any concerns regarding children's development.

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Inclusion Strong standard

The childminder is quick to identify barriers to children's learning. She shares information with parents and communicates with them regularly. This highly effective practice provides consistency for children to support their progress further. The childminder makes adaptations to ensure that all children can take part in activities. She is clear about how to use additional funding to enhance children's opportunities and experiences. Children learn about the wider world around them as they learn about a range of different festivals, cultures and languages and the similarities and differences between themselves and others.

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Leadership and governance Strong standard

The childminder is highly effective in evaluating the care she provides for the children. She demonstrates a clear understanding of the strengths and areas for development to further improve children's experiences and to consistently provide high-quality teaching and care. She reviews children's individual needs effectively and makes appropriate adaptations to ensure they are fully supported and their individual needs met.

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Leadership and governance Strong standard

The childminder recognises her training needs and identifies areas where further professional development would be beneficial. She actively seeks out training to support the changing needs of children. The childminder works effectively with other professionals and parents to provide consistency for children and to support their ongoing development.

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Leadership and governance Strong standard

The childminder builds strong partnerships with parents, which help her provide the best possible care and support for both children and their families. Parents appreciate the guidance and support she provides, particularly in helping children manage their behaviour and emotions and independence in managing their self-care needs. Information and advice are shared with parents to support children's changing routines and provide consistency. This helps to ensure they are safe and secure and make the best possible progress.

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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 happy and confidently separate from their parents, excited for their day at this home-from-home setting. They are quick to seek out their friends and ask the childminder what they will be doing during the day. The childminder knows and understands the children's individual needs very well. Information gathered from parents when children first start is used to plan activities based around the children's interests and stage of development. The childminder uses observations and assessments to ensure that the next stage of children's learning is identified and planned for. As a result, children make consistent ongoing progress to a high level from their starting points.

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

The extensive variety and range of activities available to children excite and engage them. For example, children concentrate and chat happily as they use doctor's kits to look after their 'patients'. Children have strong bonds with the childminder and show that they feel safe and secure. The childminder works closely with parents, offering support and advice to further enhance children's development at home. This includes ensuring that children attend regularly to provide consistency for their emotional security and development.

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

The childminder has high expectations for children's behaviour. She is a good role model and provides children with gentle reminders and explanations as to why rules are in place. Children have opportunities throughout the day to support their independence. They understand when and why they need to wash their hands, put rubbish in the bins and tidy away toys when they have finished with them. The childminder recognises barriers to children's learning and plans accordingly to support them with their development. This

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Address:

1B Lovel Road Chalfont St. Peter Gerrards Cross Buckinghamshire SL9 9NW

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Address:

Registered person: O'Mahoney, Tammi Anne

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 includes children with special educational needs and/or disabilities. Positive interactions provide children with the reassurance and confidence to be independent learners.

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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 all children.

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About this inspection

The inspector spoke with the childminder 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. Local authority: Buckinghamshire

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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. 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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