Daly, Claire Susan

Daly, Claire Susan

Unique reference number (URN): 2752996 Address: 3 Cobble Close, Accrington, BB5 4RT Type: Childminder Registered with Ofsted: 06/11/2023 Registers: EYR, CCR, VCR Registered person: Daly, Claire Susan

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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 typically achieve well across the curriculum, including those who may have barriers to their learning or wellbeing. They develop speech and communication skills to support future learning and enjoy stories, songs and rhymes each day. They chat as they play and hold thoughtful conversations with other children and adults.

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Achievement Expected standard

Children count as they jump and dance to a familiar song. They learn about colours and shapes as they connect bricks together to build towers. Children develop independence skills and prepare for the next stages of their education. They carry out tasks for themselves and work together with their friends, as they help to tidy up, for example. Children enjoy their play and develop positive attitudes towards their learning. Children generally behave well and are beginning to manage friendships and frustrations, with support.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's learning and behaviour. She conveys expectations clearly and children listen carefully to instructions. Children typically behave well. The childminder is a positive role model and builds nurturing and supportive bonds with all children from the outset. Children work together to tidy away toys, sit together to read books and play in the toy kitchen happily with one another. Older children are mindful of their younger friends. For instance, they know to be quieter when younger children are asleep. Routines are familiar and help to promote children's sense of belonging. The childminder works well with families to maintain routines and promote consistent attendance. The childminder fosters respect between all children in an inclusive environment that is conducive to all children's learning and development.

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Behaviour, attitudes and establishing routines Expected standard

When children struggle at times with regulating their emotions and responses, the childminder steps in thoughtfully to help. She recognises that this is something that she could learn more about supporting and is developing further strategies to help children learn to share and take turns.

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Children's welfare and wellbeing Expected standard

Routines are familiar and care practices support children's wellbeing and welfare. Children's privacy and dignity are respected and protected at all times. Children's safety is of key importance to the childminder, and she helps them learn to assess and manage risk. They know how to stay safe on the stairs and to sit up and stay still while they eat, for example. The childminder talks to older children about sleep routines for younger ones, helping them to learn important messages about rest and their physical health and development. Children develop healthy habits around food and hygiene. They learn about nutritious food and how it supports their bodies and gives them energy. The childminder teaches children when to wash their hands and why this is important to reduce the transfer of germs. The childminder correctly acknowledges that she could support families further to understand messages around topical issues, such as managing screen time.

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Children's welfare and wellbeing Expected standard

The childminder is responsive to children's individual needs, noticing when they are tired or hungry, for instance. Care practices are adapted to support individual needs and to reduce barriers to wellbeing where possible. Children develop emotional security through supportive relationships with the childminder and are beginning to manage friendships and regulate their frustrations.

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Curriculum and teaching Expected standard

Teaching is typically of high quality, and the childminder is reflective of her practice and provision. She is receptive to advice and further learning to enhance her knowledge and skills. Interactions with children are targeted to their age and stage of learning and help them build on what they know and can do. The childminder knows children well and understands what each child needs to learn next. She monitors progress and assesses specific areas, such as communication and language, effectively. She plans activities to support children's development, using knowledge resulting from assessments. The childminder understands how to adapt provision to support individual needs and to reduce any learning barriers for children.

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Curriculum and teaching Expected standard

The childminder teaches the skills and foundational knowledge children need as they prepare to move on to nursery and school. She promotes speech and confidence to support all further learning. Children learn the basic concepts and language to begin to understand and enjoy mathematical learning. They practise physical skills, such as large- and small- muscle coordination and control as they play. For instance, they use pipettes and small cloths to carefully clean dolls. Children build their stamina and enjoy being active as they regularly walk to collect older friends from school. The childminder helps children to become increasingly independent and start to learn about their emotions. She recognises that there is more she could learn about how to support children to manage their feelings and responses.

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Inclusion Expected standard

The childminder knows children very well and understands how to plan for their learning to help them build on their knowledge and skills. She understands how to identify and close gaps and make adaptations to reduce any barriers to learning and wellbeing. She makes changes to routines to support individual needs, such as around oral health, to help children and families in their daily lives. The childminder is typically inclusive in her practice and approach. She understands how to monitor progress appropriately for each child and how to review the impact of any adaptations or support.

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Inclusion Expected standard

The childminder understands how to support children who may face barriers to their learning. She knows how to use any additional funding and makes referrals to access further professional advice when necessary. The childminder is receptive to advice and ideas from other professionals and understands that working closely with families promotes children's wellbeing and learning in a holistic manner. She understands that her own professional development enhances the support she can offer all children. She generally sources training opportunities in response to children's needs and also understands the importance of enhancing her wider knowledge and skills to promote all children's learning effectively.

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Leadership and governance Expected standard

The childminder is well organised and renews and updates the required training as appropriate. She identifies the strengths of her provision, such as the relationships she has with families. She understands the areas she wants to improve further, such as continuing with her professional development. She understands that focused professional development supports her knowledge and confidence to promote outcomes for children even further. The childminder is reflective in her practice and is keen to continue learning to provide the best experiences for children. Decisions are made with children's interests in mind and to support all children, particularly where they may have learning barriers or be otherwise disadvantaged. For instance, the childminder plans training to promote her understanding of communication strategies, as she knows this may help support children with specific learning needs.

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Leadership and governance Expected standard

The childminder has built secure relationships with parents and carers and has a detailed understanding of families' circumstances. Parents know what children are learning and are included and involved in their progress. Home learning is supported well. The childminder has initial contact with staff at other childcare settings attended by children. However, partnership working with other settings is not well developed to promote continuity of children's care and learning.

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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 make secure progress from their starting points and typically achieve well in their learning and development across all areas of learning. They enjoy their time with the caring and nurturing childminder and feel a genuine sense of belonging. The childminder plans a broad curriculum and is appropriately ambitious for all children's learning. Children and the childminder all chat together as they play, demonstrating warm and secure bonds. Children enjoy a wide range of activities and have a wealth of enticing resources to choose from in the bright playroom. They learn and play regularly outside in the garden and on outings and walks in the local area. They attend toddler groups, which promote their social skills, and they begin to appreciate diversity as they meet and interact with new people. Children learn the skills and acquire the knowledge they need to thrive in life. They are well prepared to

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

move on to the next stage of their education, such as nursery or school.

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

Children understand routines and the childminder's expectations and typically behave well. The childminder is a positive role model and offers praise and encouragement for children's efforts and achievements. This supports their feelings of value and builds their self-esteem. Children learn to become independent, managing their personal care needs, for instance. They enjoy helping the childminder with tasks such as tidying away toys and checking on their younger friends while they sleep. The childminder helps them to achieve developmental milestones, such as becoming toilet trained. Relationships with families are supportive, with open dialogue maintained. The childminder adapts provision to promote attendance and to support any specific needs that arise for families and children. She makes adaptations to routines to promote children's wellbeing effectively, such as helping children with toothbrushing.

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Address:

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

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Next steps

The childminder should continue building knowledge and skills through focused professional development to support confidence in her abilities and interactions further. The childminder should support children to understand and manage their emotions and friendships more consistently. The childminder should develop relationships with staff at other settings attended by children to promote further continuity in their care and learning.

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About this inspection

The inspector spoke to 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 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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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