Maskrey, Tina Louise

Maskrey, Tina Louise

Unique reference number (URN): 2752772 Address: 71 Greenfields Avenue, Crewe, CW2 5HE Type: Childminder Registered with Ofsted: 27/11/2023 Registers: EYR, CCR, VCR Registered person: Maskrey, Tina 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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Achievement Expected standard

Children progress well due to the broad and balanced curriculum that the childminder has implemented. This helps to ensure that children embed skills across all areas of learning. The childminder follows children's interests and provides plenty of opportunities for children to explore freely and lead their own learning.

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Achievement Expected standard

Children are developing the knowledge and skills needed for later success. The childminder plans activities that build on what children know and can do. Her encouragement and positivity give children the motivation and confidence to try new things. Children demonstrate a sense of pride in their achievements. The childminder aims to prepare children for their next stages by developing their independence, confidence and emotional security. She takes the children on various outings in the local community so they gain confidence in social situations. She talks to them about their feelings and supports them to recognise and validate these, including developing empathy and compassion for one another. All children make positive progress from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She has created a culture of empathy, kindness and respect, with clear and consistent routines established. Children listen well and follow the childminder's gentle instructions and guidance. The childminder narrates and models expected behaviours, and the children copy these and learn the rules and boundaries of the setting. The childminder supports all children to flourish in her care.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes children's regular attendance. She recognises that this helps children to form good habits for future learning, and she works closely with parents to support this. Any absences are recorded and closely monitored, and parents are encouraged to adhere to set arrival times to ensure a consistent routine is embedded for the children.

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Behaviour, attitudes and establishing routines Expected standard

Collaborative play and learning is in abundance. Older children demonstrate eagerness to help younger children and receive specific praise for their efforts. Younger children copy older children and are supported to develop the social skills and confidence to interact successfully. All children are forging close friendships and secure relationships.

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Children's welfare and wellbeing Expected standard

The childminder has created a nurturing and supportive environment for children of all ages. She has implemented appropriate procedures to demonstrate that children's welfare is promoted. Children receive healthy, balanced and nutritious food and drinks. The childminder works closely with parents to create a positive culture that promotes their understanding about healthy food choices and oral health. She supports parents through signposting and leaflets to help them understand the risks of using digital technology and how to keep safe online. The childminder teaches children to manage their own risks safely, such as offering gentle reminders when climbing and running so they do not trip and telling them to finish their food before leaving the table so they do not choke. Children are learning the reasons behind their actions and are given the freedom and respect to make their own choices.

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Children's welfare and wellbeing Expected standard

Children's physical development is well promoted through regular access to the childminder's purposeful garden and outings in the wider community, such as soft-play centres. Children learn the benefits of exercise, rest and healthy foods. The childminder's care practices are tailored effectively to meet children's individual needs. They are gentle, warm and supportive and promote children's welfare, dignity and privacy.

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Children's welfare and wellbeing Expected standard

Children readily seek out the childminder for cuddles and comfort. She teaches children to understand and manage their own emotions through books and discussions. The familiar yet flexible daily routines help to ensure that children know what to expect and gain the emotional security to try new things. This has a positive impact on their learning.

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Curriculum and teaching Expected standard

The childminder knows the children very well and pays close attention to their ages and stages of development to plan for what they need to know next. She ensures that children of all ages have a suitably differentiated curriculum and consistently adapts her practice to suit all children. She uses assessment to check what children know and can do and tailors her teaching to children's different starting points. However, the childminder does not consistently identify or plan for children's different learning styles. This occasionally impacts children's engagement. Further implementation and acknowledgement of these will help to ensure that children are consistently engaged in their learning.

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Curriculum and teaching Expected standard

The childminder pays close attention to children's personal, social and emotional development. She recognises that children need to feel emotionally secure to fully benefit from further learning experiences. The childminder promotes a love of books and stories. She reads to the children regularly and has a daily story time to support children's emerging language skills and build their vocabulary. They also have weekly library visits and children make choices about which books they want to borrow next. These experiences are shared with parents to extend the learning at home.

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Curriculum and teaching Expected standard

The childminder incorporates the use of mathematical language at every opportunity. For instance, she introduces shape and size comparisons, such as 'which is bigger?' and 'which one do you think will fall over?' as children build their flower towers and count the pieces as they stack them on top of each other. The curriculum is well planned and sequenced to develop children's knowledge and skills across all areas of learning.

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Inclusion Expected standard

The childminder is committed to improving outcomes for all children, regardless of their starting points. She recognises children's emerging needs, making sure that through communication with parents and other professionals, they receive effective and timely support. She monitors their individual progress and works closely with families to shape the experiences children receive. This helps to ensure that children receive an appropriate level of support when needed. The childminder has equally high expectations of all children. She recognises that she would benefit from further training on how to best support children with special educational needs and/or disabilities. This will increase her knowledge on the actions she needs to take or any adaptations she could make to her practice.

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Inclusion Expected standard

The childminder is consistent in making sure that any barriers children face are swiftly identified. For example, she has recently introduced calm spaces for self-regulation both inside her home and in her garden. This has enabled children to have the quiet and calm needed when they feel overwhelmed. In turn, this has had a positive impact on the setting and children's wellbeing. Parents are highly positive about the care and attention to detail their children receive.

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Leadership and governance Expected standard

The childminder has a clear and realistic vision for providing high-quality education and care. Her self-evaluation identifies areas of strength, such as her adaptive practice and ability to differentiate activities well. This also highlights areas for future development, including enhancements to the setting and further training. The childminder recognises the importance of continued professional development and has implemented plans to prioritise this. These high ambitions help to prepare all children for the next stage of their education.

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Leadership and governance Expected standard

The childminder has forged secure relationships with parents and other professionals. She shares information with parents about their children's development, including the progress check at age 2, and she supports parents to extend their children's learning at home. The childminder is reflective in her approach and is committed to making any necessary improvements.

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Leadership and governance Expected standard

She balances her own wellbeing needs by acknowledging that paperwork is not her strength. For this reason, she limits the information that is documented, recognising that quality time spent with the children is more beneficial to their emotional security and development. She makes use of her local council drop-in sessions if she needs advice or support. This helps her to stay up to date with any new requirements.

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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 demonstrate enjoyment and fascination in this setting and are achieving well. The childminder is warm and nurturing. She has forged secure bonds with the children and knows their individual interests and personalities. She readily adapts her practice to meet the needs of the different ages and stages of the children who attend. She has created a curriculum that helps to ensure children learn the necessary skills across all areas of learning.

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Address:

71 Greenfields Avenue Children demonstrate curiosity and engagement in the activities provided, and their interests are sustained for long periods. For instance, children show intense concentration as they use tweezers to select the coloured grains of rice and pasta to create their own flower gardens. The childminder extends this learning by encouraging them to recall their Spring walk and what they noticed in the environment. Nothing is rushed, and children are given plenty of time to think and answer at their own pace. They listen and respond to the childminder's suggestions and are developing positive attitudes to learning.

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Address:

Children's confidence and social skills are promoted well during their weekly outings, which include the library and rhyme-time group, soft play, local parks and walks. All children are making timely progress from their starting points. Partnerships with parents, carers and other professionals are well established. The childminder has forged solid relationships due to her regular communication and daily feedback. The childminder recognises the importance of children's regular attendance and follows up on any absences in a timely manner. This helps to ensure children's wellbeing and continuity of care.

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Next steps

The childminder should place more emphasis on children's preferred learning styles and individual characteristics when planning for their next steps. The childminder should undertake further training on special educational needs and/or disabilities to strengthen her knowledge and develop confidence in this area.

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About this inspection

The inspector spoke with the childminder 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. Crewe CW2 5HE Type: Childminder

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About this inspection

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

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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

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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