Owen Jaqueline

Owen Jaqueline

Unique reference number (URN): EY334064 Address: 18 Withystakes Road, Werrington, Stoke-on-Trent, Staffordshire, ST9 0JD Type: Childminder Registered with Ofsted: 20/07/2006 Registers: EYR, CCR, VCR Registered person: Owen, Jaqueline

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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

All children make progress from their individual starting points. Children show sustained interest in activities and are developing the skills expected for their age and stage of development. Children build the small muscles in their hands. For instance, they practise using tongs to pick up play dough and roll it into balls. Children are confident to speak and know that they need to listen carefully to instructions. However, on occasions, the childminder will complete tasks for children before they have a go themselves, which does not always allow for children's independence in their learning.

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Achievement Expected standard

Babies and younger children become increasingly curious and engaged, exploring toys independently, responding to familiar words and beginning to anticipate daily routines. As they settle, children gain confidence to move around the environment, watch others and gradually join in with play alongside their peers.

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Achievement Expected standard

Children are motivated to learn and develop an abundance of skills in readiness for the next stage of their learning, including their eventual move to school. They become increasingly independent, communicate their needs clearly and build positive relationships. They join in with familiar words and phrases and listen carefully during story time.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a warm, calm environment, where children feel heard and valued. She offers several settling-in sessions, which enable children to become familiar with the environment and develop secure attachments with her, which fully supports children's wellbeing. New children settle quickly and confidently form strong attachments with adults in the setting.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from a wide range of experiences that broaden their learning and understanding of the world. The childminder takes them to playgroups and other social settings, where they learn to mix with larger groups of children and become independent in new environments. These experiences support children's social development and extend their knowledge of the wider world.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children's behaviour with kindness and sensitivity. She teaches them to recognise emotions and make links between their behaviour and feelings. The childminder models positive behaviour and listens and responds to children with respect, setting an example. She is always on hand to help children share resources and take turns. Children demonstrate positive behaviour and are kind and caring. They cooperate and get along. Older children know to share the resources with the youngest children. Young or new children are supported to understand the rules, when they sometimes try to take a toy from another child. The childminder intervenes with gentle reminders. Children respond well to the childminder's consistent routines and guidance. This helps them feel secure, understand boundaries and develop confidence in managing their own behaviour. The childminder demonstrates well how she values the importance of attendance and how

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Behaviour, attitudes and establishing routines Expected standard

attending regularly benefits each child's developmental progress. She has clear procedures in place with all parents for informing her of a child's absence.

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Children's welfare and wellbeing Expected standard

Overall, children's welfare and wellbeing is given high priority by the childminder. Robust settling-in procedures successfully support the childminder to build strong partnerships with parents. Consequently, the childminder is responsive to children's varying needs and any changing circumstances. The childminder creates an extremely welcoming, nurturing and respectful setting,where children thrive and develop positive relationships with her. She knows the children very well. This supports children's emotional wellbeing and ensures care and learning is tailored to each child's unique needs.

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Children's welfare and wellbeing Expected standard

The childminder implements secure care practices that are effective in supporting children's emotional security, safety and dignity. She ensures children's allergies and dietary preferences are managed well. The childminder understands the importance of careful feeding routines and weaning to ensure babies' individual needs are adhered to. She supports all children to understand that physical development, oral health and personal safety are fundamental to their overall health, learning and wellbeing. The childminder models how to manage emotions effectively and gently guides children in recognising and responding to their feelings.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's independence through daily routines, such as handwashing and mealtimes. She uses effective teaching methods to help younger children operate the tap and access the soap, while encouraging them to feel in control and promoting confidence.

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Curriculum and teaching Expected standard

The childminder develops an ambitious curriculum that incorporates all areas of learning. She encourages perseverance and helps children feel proud of what they achieve. She celebrates when children complete new tasks, such as exploring messy play, when they are initially reluctant. Children are fascinated by the magnetic properties of the tiles and delight in the way they snap together. The childminder encourages toddlers to build on their physical skills as they manipulate the magnetic shapes. Older children listen to the childminder's instructions, such as 'find another triangle', 'now a square', or she names them by colour, and the children find them with ease. As a result, children show confidence in using mathematics in their play.

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Curriculum and teaching Expected standard

The childminder keeps her knowledge current by attending webinars and training. She ensures that children benefit from an environment and practice that are responsive, up to date, and well matched to their varying ages and stages of development. The childminder knows children well. She swiftly identifies any gaps in learning through precise assessments and works closely with parents and other agencies to ensure that the right support for children and families is in place. The curriculum supports children's physical development. Children regularly access the garden, where the equipment is safe and suits their needs. The childminder also plans trips to local parks to further promote children's physical experiences. Children's language development is prioritised. The childminder introduces new vocabulary through play, such as 'top, bottom' and 'upside down'. Regular library visits encourage an early love of books. Overall, children's progress in communication and listening skills is well

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Curriculum and teaching Expected standard

supported. The childminder has a wide range of resources that children can access freely. However, the organisation of the environment results in occasional distractions, which has some impact on children developing their pre-reading skills.

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Inclusion Expected standard

The childminder promotes inclusion in all areas of the curriculum. She then uses ongoing observations and assessments to monitor children's progress and identify their next steps in learning. This helps children to make progress, building on what they already know and can do. All children feel welcome in the inclusive environment, and the childminder adapts her provision to help all children feel included.

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Inclusion Expected standard

The childminder maintains oversight of adaptations and makes changes as needed to provide ongoing support for children's individual needs. The childminder is experienced in supporting children with special educational needs and/or disabilities (SEND) and has appropriate expectations and ambitions for them. She understands how to identify and assess the needs of children with SEND and has cared for children with a variety of needs over her years in the role. The childminder collaborates well with parents and other agencies as needed to make sure that children receive the support they need to help them be successful learners and make the best possible progress. She understands how to use additional funding, including early years pupil premium. She is clear that this is to benefit children's care, learning and development.

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Inclusion Expected standard

The childminder demonstrates a strong commitment to professional development. She has completed a wide range of training, particularly focused on SEND and children who may have other barriers to their learning. The childminder uses this knowledge effectively to reflect on, adapt and continually improve her practice. As a result, children benefit from an inclusive, responsive learning environment that is well tailored to their individual needs.

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Leadership and governance Expected standard

The childminder demonstrates a thoughtful and positive approach, when engaging with parents and other professionals. She recognises the importance of effective partnership working and maintains clear, open communication that supports children's education, care and wellbeing. Parents speak highly of the childminder's collaborative approach and value the regular opportunities to contribute to their child's learning journey. This shared understanding strengthens continuity between home and the setting and supports children to feel secure and confident.

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Leadership and governance Expected standard

The childminder demonstrates a commitment to professional development. She has completed a wide range of training, particularly focused on special educational needs and/or disabilities. She uses this knowledge effectively to reflect on, adapt and continually improve her practice. As a result, children benefit from an inclusive, responsive learning environment that is generally well tailored to their individual needs. The childminder and her co-childminder work closely to reflect upon and evaluate their own practice. They access training and regularly participate in professional webinars to help develop their ongoing practice.

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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

The childminder warmly welcomes children into her homely and nurturing environment, where they feel safe and secure. Relationships between the childminder and children are

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Inspector:

Beverley Devlin positive. Children arrive with enthusiasm and settle quickly. They show curiosity as they actively engage with the wide range of activities and resources available. The broad and balanced curriculum is shaped by the childminder's clear understanding of children's abilities and of what they need to learn next. Overall, activities are carefully planned to reflect on children's individual interests and abilities. The childminder plays alongside children and uses effective questioning to promote conversations to help children build on their language skills. Children enjoy playing games alongside their friends. For instance, they explore what is in the box using descriptive words, such as 'heavy' and 'light'. Children listen intently to each other and are confident in communicating. Children show enthusiasm as they sing familiar songs and use tools, such as rolling pins, to manipulate play dough, developing their

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Inspector:

The childminder is enthusiastic. She speaks passionately about supporting all children and their families to feel welcomed and confident within the setting. The childminder collects information from parents when children first join the setting. This supports her in identifying where children are within their development and helps her to plan the next steps for their learning and progress. By cherishing each child's uniqueness and ensuring that children feel emotionally secure, the childminder actively creates an environment where children settle quickly and grow in confidence as they explore. The childminder collaborates with parents to promote regular attendance and reinforce its positive impact on children's progress.

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Next steps

The childminder should review the organisation of learning environments to better support children's pre-reading skills. The childminder should find further ways to promote children's independence in their learning.

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About this inspection

The inspector spoke with the childminder, her co-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 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:

18 Withystakes Road Werrington Stoke-on-Trent Staffordshire ST9 0JD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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