Woodhouse, Lyndsey

Woodhouse, Lyndsey

Unique reference number (URN): 2825009 Address: 11 Lisburne Avenue, Stockport, SK2 5RP Type: Childminder Registered with Ofsted: 24/02/2025 Registers: EYR, CCR, VCR Registered person: Woodhouse, Lyndsey

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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 make steady progress in all areas of the curriculum. Parents report that children make particularly good progress with their communication and language skills and social skills. Children with special educational needs and/or disabilities are well supported to make notable progress from their starting points. For example, children regularly use longer phrases to describe what they are doing and are developing their communication skills.

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Achievement Expected standard

Children access an inviting and well-organised environment that encourages high levels of curiosity and engagement. Children enjoy exploring exciting activities that promote their thinking skills and problem-solving. For example, they investigate the 'frogspawn ice cups' in the outdoor area and explore how to melt the ice with warm water and pipettes, which helps them develop early scientific understanding and sustain their thinking. Toddlers persevere as they attempt to post shapes into sorters while supported by assistants celebrating their successes, developing children's coordination and problem-solving skills. Babies' physical development is encouraged as they pull themselves up and begin to move around furniture while enjoying encouragement and praise from practitioners.

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Achievement Expected standard

Children develop increasing confidence, independence and emotional skills, helping to prepare them for their next stage of learning, including starting school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and assistants form secure and trusting relationships with every child. This allows for children to develop confidence and independence within this calm setting. They model kindness and gentleness with the children, and they mirror these values in peer interactions. For example, when children experience difficulty sharing toys, the childminder and assistants encourage turn-taking and reflect on how their behaviour impacts others. This fosters children's empathy and cooperation.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and assistants have established routines that children recognise and are familiar with, such as the morning environment walk to allow children to regulate and to be ready for the day ahead. They use rhymes and songs, such as the hand cleaning song and road safety song, to engage children in routines.

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Behaviour, attitudes and establishing routines Expected standard

Children play together well, demonstrating positive social skills, and they are considerate of their developmental differences. For example, one child while playing stops to entertain the youngest child with a peekaboo game and is rewarded with giggling. Children show resilience and perseverance as they are encouraged to problem-solve and keep trying, with an adult close by to support when needed.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has procedures in place to promote attendance. She recognises the important impact consistent routines have on children's learning, progress and development.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm and welcoming environment for children of all ages, including those that face barriers to their wellbeing or learning. Children are happy and are confident to seek comfort and reassurance when needed. Children sit closely with the childminder and assistants while they play, who show obvious pride as children succeed in their personal challenges.

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Children's welfare and wellbeing Expected standard

The childminder and staff ensure that children enjoy healthy meals and snacks, and mealtimes are a social affair. Children's personal needs are met effectively. The childminder and assistants follow safe sleeping practice and are knowledgeable about promoting safety. Children are taught about personal safety and the importance of hygiene as they clean their hands after being outside or blowing their nose.

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Children's welfare and wellbeing Expected standard

The childminder and assistants encourage older children to recognise and manage their feelings and behaviours by self-regulating, using physical resources to aid them. They offer comfort and reassurance to younger children when they are upset or in need of a cuddle.

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Children's welfare and wellbeing Expected standard

The childminder and her assistants have undertaken research into the 8 senses of learning. They include this principle within their daily activities in order to engage all of the children in their play. Children benefit from regular outdoor experiences, including time in the garden and local walks. These opportunities support children's physical health, wellbeing and engagement, helping them to feel calm and develop confidence in their surroundings.

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Curriculum and teaching Expected standard

The childminder has an ambitious curriculum that builds on children's individual starting points and ongoing assessment. This ensures that all children, including those with special educational needs and/or disabilities, make steady progress and are prepared for the next stage of their learning. Great emphasis is placed on personal, social and emotional development, communication and language, and physical development. The children begin every day with an environment walk. They dress suitably to enjoy jumping in every puddle, running and skipping with the childminder as babies laugh happily as they watch. During this walk, children are exposed to rich vocabulary to talk about what they see, changes they notice and how they feel being outdoors. Assistants accompany older children to a science club, which enables them to embrace their love of science while also developing school readiness.

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Curriculum and teaching Expected standard

High-quality individualised interactions support children's progress in all areas of the curriculum, for example a child sharing a story and ordering the associated puppets to support their listening and attention skills. Mathematics language is used in abundance with all of the children, from the youngest saying 'big big' to the older children counting cars as they play with practitioners. Stories and rhymes are used throughout the day to encourage children's love of literacy. However, the curriculum is not yet consistently well sequenced to build on children's learning over time. While interactions support learning, they are not always used effectively to extend children's thinking or deepen understanding. Leadership monitoring is not yet precise enough to ensure that the quality of teaching and interactions are consistently effective across all experiences. As a result, children's learning is not

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Curriculum and teaching Expected standard

maximised across all areas of the curriculum.

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Inclusion Expected standard

The childminder creates an inclusive culture. The childminder and assistants know children well and identify children's individual needs promptly. The childminder has effective conversations around starting points with parents. This is supplemented with observations linked to the 8 senses and recognised communication screening tools to identify any communication and language delays. The childminder identifies any special educational needs and/or disabilities or barriers to learning quickly and speaks with parents to consider next steps.

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Inclusion Expected standard

The childminder works effectively with parents and professional bodies, such as speech and language therapists (SALT). The childminder and assistants deliver effective daily interventions in conjunction with SALT to children with speech and language delays. Parents comment that they are seeing consistent progress in their child's communication. The childminder reviews children's progress constantly and reviews support to ensure that every child makes progress, regardless of their starting point.

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Inclusion Expected standard

Throughout the day, the childminder and assistants reduce barriers to children's learning. Typically, they use visuals and basic British sign language to reinforce requests and instructions, together with now and next boards to help prepare children for transitions. Some of the older children have been taught to use resources such as the spinning chair or therapy ball to help them to self-regulate. They will choose to go and use these independently if they are feeling anxious or over-stimulated. The childminder speaks knowledgeably about using specialised funding effectively to support children's needs.

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Leadership and governance Expected standard

This reflective childminder ensures that she always delivers appropriate learning for the children in her care. The childminder and assistants provide high quality care and education for children, especially those with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder updates her assistants daily, and together they discuss what has been observed. The childminder and assistants complete research around areas of interest. For example, they research the benefits of children sleeping outside during the day and body- clock cycles. The childminder considers how research may support practice. However, this is not yet consistently translated into consistent actions. The childminder and assistants would, however, benefit from developing their understanding beyond selected research into undertaking targeted training. Supervision is adequate for assistants.

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Leadership and governance Expected standard

The childminder and assistants communicate effectively with parents. As the childminder states, 'Working in collaboration with families is key to our setting.' For example, they support parents when discussing children's developmental delays. The childminder works with families and seeks advice from outside agencies where appropriate, in the best interests of those children with barriers to their learning. The childminder exhibits a thorough understanding of the context of her setting and has a clear development plan in place as her cohort changes. The childminder monitors and evaluates practice over time. She identifies and addresses any inconsistencies to ensure that her strong focus on outdoor play continually supports children's learning and development.

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Leadership and governance Expected standard

The childminder understands her responsibilities under the early years foundation stage. Although some documentation was not up to date, this was addressed promptly and did not impact children's safety or wellbeing.

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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 are welcomed into a calm and nurturing home-based environment where they feel safe, valued and secure. They form close attachments with the childminder and assistants and confidently seek reassurance when needed. As a result, children explore their surroundings with increasing confidence and engage readily in activities. The childminder and assistants use purposeful interactions to extend children's communication and thinking skills. They use clear language and adapt this to each child's individual needs. They narrate play, model language and introduce new vocabulary, with lots of opportunities for repetition throughout the day.

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

Parents praise the childminder's care and report progress in their child's development, including communication and language as well as general behaviours and attitudes. Parents value the communication and partnership with the childminder. Parents comment, 'He cries when it is time to come home.'

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

The childminder has a clear knowledge of the children in her care and provides a curriculum that is well sequenced and adapted to each child's individual needs. The childminder focuses on outdoor play, promoting both gross and fine motor skill development. Children are motivated to investigate planned learning opportunities while collaborating with their friends. The childminder and assistants consider all elements of learning in planned activities, prioritising problem- solving, resilience and risk taking. For example, when children are playing outside and wish to combine two areas in their play, they are supported to solve this problem by encouraging thinking skills. Children are urged to be independent throughout the day.

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

The childminder is aware of children's individual starting points and quickly assesses their learning styles. She is confident with offering pertinent next steps for children with special educational needs and/or disabilities and ensures that they are making progress at their own rate.

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Next steps

The childminder should develop the curriculum further to consider the sequence and depth of learning to be achieved. The childminder should ensure that all statutory paperwork is up to date. The childminder should ensure that all practitioners undertake targeted special educational needs and/or disabilities training relevant to the needs of the children.

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About this inspection

The inspector spoke with the childminder, assistants, parents and children during the inspection.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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0 to 10

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality 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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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