Major-Linihan, Angela

Major-Linihan, Angela

Unique reference number (URN): 107222 Address: 267 Neckinger Estate, LONDON, SE16 3QB Type: Childminder Registered with Ofsted: 04/04/1996 Registers: EYR, CCR Registered person: Major-Linihan, Angela

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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 Expected standard

Children, including those who face barriers to their learning and/or wellbeing, such as those with special educational needs and/or disabilities or who are disadvantaged, make steady progress from their starting points. This is particularly evident in their communication and language development. Children increasingly engage in social interactions with their peers, playing happily alongside friends and joining in with familiar nursery rhymes, such as 'Hop Little Bunnies'.

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Achievement Expected standard

Children make a secure start to their learning. Babies and young children chat confidently with the childminder, who models language effectively and encourages two-way conversations. This supports children to develop early communication skills and an understanding of turn-taking. Children also enjoy selecting books and cuddling up with the childminder to read, helping them to develop early literacy skills and a growing love of stories.

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Achievement Expected standard

Children are active and curious learners. They explore the outdoor environment, observing birds and talking about what they see. They show determination as they work out how to post balls through the circles in the ball pool, developing perseverance, curiosity and problem-solving skills that prepare them well for future learning and school.

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Behaviour, attitudes and establishing routines Expected standard

Well-established routines create a calm and predictable environment where children feel safe and secure. Children understand what is happening now and next, which supports them to manage transitions confidently. The childminder sets clear and consistent expectations for behaviour and acts as a positive role model. She offers gentle reminders about sharing and taking turns, helping children to learn how to collaborate and get along with others. As a result, children develop empathy and show kindness towards their friends.

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Behaviour, attitudes and establishing routines Expected standard

Warm and trusting relationships between the childminder and children underpin the setting. The childminder knows the children well and recognises subtle changes in their behaviour that may indicate they are tired or hungry. She sensitively talks with children about how they are feeling and names emotions such as 'happy' or 'sad'. This helps children to understand their feelings and supports the development of self-regulation.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents to ensure that children's individual needs and ages and stages of development are carefully considered. She also promotes the importance of regular attendance and punctuality, offering flexibility where possible so that children can access consistent learning experiences and benefit fully from the opportunities provided.

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Children's welfare and wellbeing Expected standard

The childminder has a secure understanding of the diverse needs of all children, including those who may face barriers to their learning and wellbeing. She builds warm, trusting and caring relationships with babies and young children, helping them to feel safe, secure and valued. The childminder works closely with parents to establish children's individual routines, such as sleeping and weaning. These consistent routines support children's health and wellbeing and help them to develop secure attachments. She skilfully adapts routines to meet children's individual needs. For example, she gradually reorganised mealtimes to support children to learn to sit at the table, helping them to develop independence and social skills.

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Children's welfare and wellbeing Expected standard

The childminder supports children's physical development and health effectively. Children benefit from daily opportunities to play outdoors, where they are encouraged to take safe risks, such as crawling through tunnels and using larger play equipment in the park. These experiences help children to build resilience and confidence.

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Children's welfare and wellbeing Expected standard

Children are supported to understand how to stay healthy and safe. They learn good hygiene routines, such as washing their hands after nappy changes and before eating. Mealtimes are relaxed social occasions where children practise feeding themselves and develop independence. High levels of praise and encouragement help children to build confidence and emotional wellbeing.

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Curriculum and teaching Expected standard

The childminder builds her curriculum around the needs and interests of the children. A wide range of activities are planned to help children become active and engaged learners. Overall, children make steady and sustained progress. However, ongoing assessment is not always consistently used to identify the next steps in individual children's learning, meaning some opportunities to extend or challenge them are occasionally missed.

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Curriculum and teaching Expected standard

The childminder places a strong focus on children's communication and language development, recognising its importance in supporting future learning. Songs and rhymes are threaded throughout the day, and the childminder engages children in meaningful discussions. She models two-way conversation, repeating phrases such as 'pitter, patter' to describe the rain, which children copy with gestures, giggling in delight.

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Curriculum and teaching Expected standard

Mathematical concepts are introduced in everyday activities. For example, the childminder describes the trees as 'big' and 'small' and counts 3 objects with the children. Babies have many opportunities to crawl and pull themselves up, and activities such as moulding and squeezing dough help develop the muscles needed for feeding themselves. These experiences support both small- and large-muscle development and actively encourage physical growth alongside cognitive and language learning.

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Inclusion Expected standard

The childminder provides a positive environment in which all children can thrive. She works in partnership with parents to support children who may have emerging special educational needs and/or disabilities. This ensures that they receive the support when they need it most. The childminder provides strategic support and makes reasonable adjustments, such as during mealtimes, to ensure that all children are fully included. Currently, no children are in receipt of early years pupil premium funding to support children with barriers to their learning. However, the childminder demonstrates an awareness of how this would be used to support children to overcome the barriers. For example, children may not have access to outdoor play spaces. As a result, she plans plenty of opportunities to explore parks and other places of interest. This helps to promote children's physical development and their health and wellbeing.

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Leadership and governance Expected standard

The childminder shares information to support a consistent and joined-up approach to children's care and learning. Parents speak positively about the childminder's commitment to their children and value the regular communication, guidance and support provided. They feel fully informed about their child's time with the childminder due to the effective communication. In addition, parents are provided with activities to enjoy with their children. This helps to support the children's learning at home.

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Leadership and governance Expected standard

The childminder has clear oversight of the setting and the needs of children. There is a clear vision to provide high-quality experiences that are in the best interests of all children, particularly those who face barriers to their learning. The childminder is professional and knowledgeable about her role and responsibilities. She has identified future learning and training opportunities to further enhance her knowledge and skills around the curriculum. In turn, this will enhance the children's learning opportunities and experiences.

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

The childminder provides a warm and caring environment in which children can grow and develop. She understands that children learn best when they feel safe and secure. The childminder welcomes the children warmly as they arrive, offering kind words and lots of cuddles. Consequently, children settle quickly and are soon absorbed in their play and learning. Well-established daily routines give babies and children a sense of security as they know what is happening next. The childminder provides an inclusive environment where each child's uniqueness and individuality is acknowledged. For example, special events are celebrated throughout the year. This enables children to develop a sense of self and an awareness of the community around them.

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

The childminder has reasonable expectations for children's behaviour. She uses kind words to help children to understand why something may not be appropriate. She is a positive role model who consistently demonstrates to children how to be kind to one another, take turns and share the resources. Consequently, children develop a sense of right and wrong.

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

Children are encouraged to be as independent as possible. Babies smile and giggle in delight as they attempt to feed themselves. Children are encouraged to help tidy away resources. These small tasks help all children, including those with special educational needs and/or disabilities, to develop confidence in their abilities and create a foundation for future learning.

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Next steps

The childminder should use assessment more effectively to consistently identify the next steps for children to build on their prior learning.

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About this inspection

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

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About this inspection

We carried out this inspection under sections 49 and 50 of the Children Act 2006 on the quality 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: Major-Linihan, Angela

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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