Barlow, Jane Louise

Barlow, Jane Louise

Unique reference number (URN): EY361388 Address: 26 High Peak Road, ASHTON-UNDER-LYNE, Lancashire, OL6 9BJ Type: Childminder Registered with Ofsted: 02/11/2007 Registers: EYR, CCR, VCR Registered person: Barlow, Jane Louise

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a happy, nurturing atmosphere. There is a culture of kindness, care and respect. She greets the children in the morning warmly and engages them immediately with the activities on offer. They talk about the fun things they are going to do throughout the day, such as choosing which library to visit, which helps the children feel safe and settled. Children are excited to see their friends arrive in the morning and develop positive relationships. They dance together and giggle as they copy each other's dance moves.

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Behaviour, attitudes and establishing routines Strong standard

Punctuality and attendance are carefully recorded, with patterns monitored and procedures followed consistently if there are any concerns. The childminder is flexible with families to ensure the attendance of children.

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Behaviour, attitudes and establishing routines Strong standard

The childminder models consistent behavioural expectations, such as looking after resources and taking turns. Children independently tidy up toys before starting the next activity. Routines and expectations are adapted for different ages and stages, with older children given extra responsibilities to develop independence further, such as helping serve at snack time. These high expectations result in children having consistently positive attitudes to their learning and to each other. The childminder teaches emotional regulation through activities linked to 'The Colour Monster' and practising breathing techniques. This has resulted in children, including very young children, increasingly being able to regulate their own behaviour and emotions.

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Children's welfare and wellbeing Strong standard

The childminder has excellent knowledge and understanding of every child. She is highly responsive to children's needs and changing circumstances. She develops secure and responsive relationships with each child and works with parents to meet children's individual care needs. For example, parents comment on the childminder's expertise on noticing signs of children being ready to toilet train, which has then resulted in fast progress.

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Children's welfare and wellbeing Strong standard

Children benefit from secure and nurturing relationships. Parents praise the childminder for her inclusive and adaptive practice, such as offering sensory breaks when needed and helping children to 'thrive' and become 'school ready'. Technology is used purposefully. Older children learn how to stay safe online, and families are supported to reinforce this at home through shared use of devices.

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Children's welfare and wellbeing Strong standard

Children develop good physical awareness and learn how to regulate their bodies through movement. They are taught how to keep themselves safe through real-life experiences, such as using pelican crossings, and can talk about the meaning of traffic light colours. The childminder introduces a range of nutritious foods and encourages children to try them. This results in children who are consistently motivated to make healthy choices and decisions. Children's wellbeing is promoted as a priority. Children take part in yoga sessions and use stories to help them recognise and manage their feelings. Care routines, including sleep, feeding and weaning, reflect home practices and support children to feel settled and secure.

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Inclusion Strong standard

The childminder uses her secure knowledge of the graduated approach to identify and meet the needs of children with special educational needs and/or disabilities. Observations inform assessments, which are used to plan next steps. Barriers and additional needs are identified quickly and acted on, with targeted support put in place that is reviewed regularly to ensure it is having a positive impact. A clear and simple tracking system is used to monitor children's progress, which is easy for assistants and parents to understand to be fully involved in the child's individual journey.

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Inclusion Strong standard

The childminder is committed to ensuring that disadvantaged children have the same opportunities as others. She adapts her provision to meet a wide range of needs and promotes an inclusive environment. For example, the childminder provides accessible handwashing stations and toilet facilities. She works closely with families and seeks advice from professionals to ensure children receive the right support. Effective links with outside agencies enable timely referrals when needed.

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Inclusion Strong standard

The childminder engages in targeted professional development to strengthen her practice, based on the changing needs and circumstances of the children in the setting. This includes training to support children with specific medical needs. The childminder uses additional funding effectively, providing experiences such as dance classes and trips to the beach. She consistently makes a difference to the opportunities and experiences of all children.

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Leadership and governance Strong standard

The childminder is professional and enthusiastic and has a passion for providing the best start for every child. The childminder has high expectations for assistants, using their strengths so they make a significant, positive difference to children's wellbeing and the overall quality of care across the setting. This ensures all children are settled, happy and ready to learn. Regular discussions are held regarding children's development, interests and next steps. Assistants comment on the 'constructive, supportive appraisals', which enable them to seek advice, receive feedback and seek training opportunities. Professional development is meaningful and impactful. For example, the childminder is completing her hygge accreditation. This is supporting her to develop her ethos of learning through nature and promoting a calm, homely, cosy setting that is inclusive of all.

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Leadership and governance Strong standard

The childminder is proud of the inclusive, nurturing environment she has created. She is highly responsive to the setting's changing needs. She takes thoughtful action to improve areas of the setting, such as adaptations to the outdoor environment, to ensure all children can access the outdoors in all weathers. Decisions are always made in the best interests of children, particularly the most vulnerable children. This results in all children and families feeling valued and included. She seeks advice and expertise when needed, provides targeted support and uses funding effectively to ensure all children access the same

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Expected standard

opportunities. She builds consistently strong partnerships with families and external professionals, ensuring that all children are supported to thrive.

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Achievement Expected standard

Children are typically prepared for their next stage of learning, including school. Occasionally, children show gaps in their learning that need to be identified and addressed more swiftly. This would support them further in working on their individual next steps, accelerating their progress. They make good progress through the curriculum from their individual starting points, particularly in communication and language. They speak confidently and develop new vocabulary, such as 'scoop' and 'pour'. They are excited for story times and help each other turn the pages, pointing things out they notice. Children count how many puppets are left while singing number songs, confidently sharing mathematical language. Children with special educational needs and/or disabilities and those facing other barriers to learning are fully supported within the inclusive and nurturing environment. Children feel safe, valued and are curious and eager to learn. They encourage

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Achievement Expected standard

each other through warm and caring interactions, such as reminding their friends to wash their hands.

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Curriculum and teaching Expected standard

The curriculum typically builds on children's knowledge and skills across all areas of learning. Teaching is adapted for all children, with a focus on children with special educational needs and/or disabilities. The childminder uses day-to-day assessment to inform planning. When additional needs are identified, the childminder provides support to help address them. On occasion, gaps in learning are not identified quickly. This means the children do not always receive the correct level of teaching, which slows their progress. The childminder has an understanding of the strengths of her curriculum, which is based on children's individual needs and circumstances. Children access real-life experiences, such as visits to the local cafe, where they regularly have lunch with elderly people.

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Curriculum and teaching Expected standard

Children's personal, social and emotional development is nurtured. Children approach the childminder for cuddles when they are upset and practise simple breathing techniques. Children's independence is promoted through a well-organised environment that all children can access independently.

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Curriculum and teaching Expected standard

Communication and language are a focus. Simple language is used for developing understanding. Children have a weekly library visit to share stories and learn more about their interests. Mathematical skills and language are explicitly taught through daily routines and number songs.

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Curriculum and teaching Expected standard

Physical development is a priority. The childminder promotes a love of the outdoors and encourages daily physical activity. Children attend forest school and visit parks where they can climb trees and make mud pies.

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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 enjoy learning. They follow their interests and confidently explore and engage in activities. For example, they take part in the Big Bird Watch and enjoy making bird feeders. These opportunities support children's curiosity about nature through hands-on experiences. Children of all ages and stages are supported from their individual starting points, including those who are disadvantaged, those with special educational needs and/or disabilities, those known (or previously known) to children's social care and those who face barriers to

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About this setting

Unique reference number (URN): EY361388 their learning and/or wellbeing. For example, different levels of seating and adapted mark- making tools enable all children to take part fully. The childminder has a thorough knowledge of every child, and she plans activities to develop age- and stage-appropriate skills. For example, older children read stories to younger children, while younger children are supported to listen and join in at the right moments. Children are taught how to play safely and take turns. This builds strong, respectful relationships. Children develop their independence, serving themselves at snack times and pouring their own drinks. They are encouraged to make decisions about what they like to do and learn, such as voting on which library they prefer. This makes sure children feel valued and included.

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About this setting

Children thrive in a safe, welcoming environment. Care routines are adapted for children's individual needs. For example, babies nap in a quiet, calm space with fairy lights. The childminder cares deeply about the children, families and wider community. Each child's uniqueness is valued so they are supported to flourish. They benefit from experiences such as visits to the zoo, which help to build their confidence in new environments. The childminder plans activities children enjoy, such as gardening and sensory play, supporting children to develop their independence and grow in confidence. These opportunities help them feel ready for their next stage in learning.

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Next steps

The childminder should strengthen her use of day-to-day assessments to consistently identify children's gaps in learning and ensure teaching is focused on each child's individual next steps.

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About this inspection

The inspector spoke with the childminder, assistants, parents 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:

26 High Peak Road ASHTON-UNDER-LYNE Lancashire OL6 9BJ

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 07:30 - 17:30,Monday,Friday : 08:15 - 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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