Gannon Mandy

Gannon Mandy

Unique reference number (URN): 317799 Address: 211 Askern Road, Bentley, Doncaster, South Yorkshire, DN5 0JR Type: Childminder Registered with Ofsted: 12/02/1997 Registers: EYR, CCR, VCR Registered person: Gannon, Amanda 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 Strong standard

Children make secure progress from their starting points. The childminder places a clear focus on developing children's communication and language skills. Children engage in songs, stories and meaningful interactions, helping them to build their understanding and early communication.

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Achievement Strong standard

Children develop early mathematical knowledge through everyday experiences. For example, they take part in counting during routines, such as walking to school and preparing for mealtimes.

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Achievement Strong standard

Children who face barriers to their learning, including those with special educational needs and/or disabilities, are well supported. They are increasingly able to engage alongside others and take part in shared activities. For example, children who previously found it difficult to sit with peers now join group experiences, including singing activities.

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Achievement Strong standard

Children develop independence and important social skills through daily routines. They are prepared for their next stage of learning as they learn to manage their own belongings, follow routines and take part in group experiences.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a calm and positive environment where clear and consistent expectations support children's behaviour and attitudes to learning. Children understand routines well. For example, they independently remove their shoes and coats on arrival and follow good hygiene practices, such as washing their hands before meals, supported by familiar songs.

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Behaviour, attitudes and establishing routines Strong standard

Children develop positive relationships with the childminder and are supported to engage alongside others. They begin to take part in group activities, such as singing sessions, and show increasing ability to focus and participate.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children to develop positive attitudes to learning. She provides encouragement and achievable steps, helping children to build confidence and remain engaged in activities for longer periods of time.

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Behaviour, attitudes and establishing routines Strong standard

Children are supported to learn how to cooperate with others. They develop early social skills, such as sharing, turn-taking and using good manners. They also show consideration for others, including supporting younger peers during daily routines, such as mealtimes.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to support children's routines and expectations, helping to provide consistency for children.

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Children's welfare and wellbeing Strong standard

The childminder provides highly responsive care that meets children's individual needs. She develops close and secure relationships with children, which support their emotional wellbeing and ensure that they feel safe, settled and ready to engage.

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Children's welfare and wellbeing Strong standard

Children are supported to develop a good understanding of healthy lifestyles. They enjoy nutritious, home-cooked meals and independently access fruit. The childminder works closely with parents to promote healthy eating and consistent approaches, supporting children's overall wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's emotional development. She consistently supports children to recognise, express and manage their feelings through regular discussions and the use of appropriate resources. As a result, children develop increasing emotional awareness and confidence.

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Children's welfare and wellbeing Strong standard

Children learn how to keep themselves safe. The childminder teaches children about personal safety, including how to keep safe online. Daily routines, such as handwashing before meals, help children to understand the importance of hygiene and self-care.

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Children's welfare and wellbeing Strong standard

Care routines are well established and tailored to meet children's individual needs. These support children to feel secure and develop a confident sense of belonging.

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Curriculum and teaching Strong standard

The childminder has a clear understanding of the curriculum and uses her knowledge of child development to provide experiences that support children's learning across all areas. She uses her knowledge of children's interests and starting points, gathered through close partnership with parents, to ensure that learning is relevant and meaningful.

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Curriculum and teaching Strong standard

Communication and language are prioritised. The childminder models simple words and sounds and uses consistent interactions to support children's understanding and expression. She incorporates songs, stories and familiar routines to reinforce learning. Books are used purposefully, including story sacks and repeated texts, to support children's engagement.

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Curriculum and teaching Strong standard

Mathematical concepts are embedded throughout daily routines. For example, children are encouraged to count during everyday experiences, such as walking to school and preparing for mealtimes. This supports children to be introduced to early mathematical concepts in meaningful contexts.

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Curriculum and teaching Strong standard

The childminder places a clear emphasis on supporting children's personal, social and emotional development. She helps children to understand their feelings through regular discussions and the use of resources and props. Well-established routines support children to feel secure and develop independence.

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Curriculum and teaching Strong standard

The childminder uses her ongoing knowledge of what children know and can do to adapt her teaching. She provides achievable next steps and targeted support, particularly for children with special educational needs and/or disabilities. This helps to ensure that activities are accessible and build sequentially on what children can do.

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Inclusion Strong standard

The childminder creates an inclusive environment where all children and families are welcomed and valued. She works closely with parents to gather detailed information about children's starting points, including their interests, routines and individual needs. This ensures that support is tailored from the outset.

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Inclusion Strong standard

The childminder works in partnership with parents and other professionals to support children with special educational needs and/or disabilities (SEND). She maintains links with the local authority and uses this to inform her practice. Targeted strategies are implemented to reduce barriers to children's learning and wellbeing.

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Inclusion Strong standard

The childminder uses her knowledge of what children know and can do to monitor their progress and adapt support where needed. For example, children who previously found it difficult to sit with others are now able to join peers and take part in group activities, such as singing sessions.

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Inclusion Strong standard

The childminder provides consistent encouragement and achievable next steps, helping children to build confidence. She shares information with parents and seeks their views to reflect on her practice. As a result, children, including those with SEND, are supported to access the curriculum and develop key skills.

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Leadership and governance Strong standard

The childminder demonstrates a clear commitment to providing high-quality care and education. She has a secure understanding of her strengths and continues to develop her practice through regular training, ensuring that her knowledge remains up to date and benefits children's experiences.

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Leadership and governance Strong standard

The childminder makes informed decisions that are in the best interests of children. She uses her detailed knowledge of children and their families to adapt the environment, resources and support provided. This includes identifying and responding promptly to any barriers to children's learning and wellbeing.

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Leadership and governance Strong standard

The childminder works effectively in partnership with parents and other professionals, including maintaining links with the local authority. She actively seeks feedback from parents and uses this to reflect on and improve her practice, ensuring that provision continues to meet children's needs.

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Leadership and governance Strong standard

The childminder monitors children's progress closely, including those receiving additional support, and adapts her approach where needed. This helps to ensure that all children are supported to make progress. She manages her workload effectively, ensuring that the organisation of the setting supports the consistent delivery of high-quality care and education.

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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 experience a calm, nurturing and highly welcoming environment where they feel safe, secure and valued. They form close and trusting relationships with the childminder, which underpin their confidence and emotional wellbeing. Children settle quickly and demonstrate a clear sense of security as they engage in familiar routines and experiences.

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

Children are highly engaged in their learning, and they show enjoyment in the activities provided. They respond enthusiastically to stories, songs and interactions, becoming deeply

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Inspector:

involved in familiar experiences. The childminder places a clear priority on supporting communication and language. She skilfully adapts her interactions to meet the needs of all children, including those with special educational needs and/or disabilities (SEND), using consistent modelling, repetition and responsive engagement to promote understanding and expression.

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Inspector:

Children develop increasing independence through well established and embedded routines. They confidently manage their own belongings and take part in everyday tasks, such as preparing for mealtimes. These experiences support children to develop important life skills and prepare them well for their next stage of learning.

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Inspector:

Children make secure progress from their starting points. The childminder has a precise understanding of each child's individual needs and uses this effectively to tailor experiences. This is particularly evident for children who face barriers to their learning, including those with SEND. These children are supported to engage alongside others and take part in shared experiences, developing early social skills and confidence.

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Inspector:

Children's emotional wellbeing is prioritised. The childminder provides consistent, sensitive support to help children understand and manage their feelings. Positive, respectful partnerships with parents ensure that children's needs are well understood and consistently met. As a result, children develop a clear sense of belonging and make impressive progress in this supportive environment.

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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 disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and considered the views of parents during this 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. Briani Morris

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Address:

211 Askern Road Bentley Doncaster South Yorkshire DN5 0JR

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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. 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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