Tegan Wood

Molloy, Tegan

Unique reference number (URN): 2750183 Address: 22 Kensal Green, Widnes, WA8 6TX Type: Childminder Registered with Ofsted: 25/10/2023 Registers: EYR Registered person: Molloy, Tegan

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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 from their starting points. They explore resources, show curiosity and solve simple problems. Children develop the knowledge and skills needed for their next stage of learning. Younger children use words to communicate their needs. Older children use language to share their ideas and talk about their play. As a result, children are developing skills across the areas of learning and become increasingly confident in their abilities.

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Achievement Expected standard

Children typically develop the foundations they need for future learning, including for school. Although sometimes they do not have opportunities to further extend their communication and language skills. In addition, children are not always supported to build on what they can already do independently. Consequently, some children do not build as securely as they could on their existing skills over time.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and respond to the childminder's clear expectations. The childminder supports children to understand routines. She supports children's transition to their next stage of learning, including school. For example, children use the role-play area to explore school routines and dress in school uniforms. This helps children to become familiar with what to expect and approach this change with confidence. However, at times, the childminder completes tasks for children too quickly. This limits opportunities for children to build independence and take responsibility for what they can already do.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with the childminder. They seek her out for reassurance and guidance. She supports children in line with their age and stage of development. For example, during the 'train song', children join in with repeated actions and begin to follow the sequence of movements. The childminder encourages them to keep going and join back in if they lose track. This helps children to remain engaged, build resilience and continue with the activity.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of attendance. She monitors children's attendance and follows up any patterns of absence with parents and carers. This supports consistency in children's routines and helps them to remain settled and engaged.

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Children's welfare and wellbeing Expected standard

Children's health and wellbeing are supported through the childminder's daily care practices. Children benefit from fresh air and regular outdoor play, which supports their physical health and development. The childminder encourages children to develop healthy habits through everyday experiences. For example, at snack time, she offers children healthy foods and supports them to make choices about what they would like to eat. This helps children to develop an understanding of healthy lifestyles. Children take part in activities that promote their understanding of sustainability. For example, children plant seeds and care for them as they grow. This helps children to learn about looking after living things and supports their wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder knows children well and meets children's individual care needs effectively. She ensures children have opportunities to rest when needed. Children receive support to recognise and express their feelings during the day. Furthermore, children know to wash their hands after using the toilet and before meals. However, hygiene practices are not consistently embedded. For example, the childminder does not always remind children to wash their hands after self-care tasks, such as blowing their noses. This does not fully support children to develop a secure understanding of how to manage their own health and self-care.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of her curriculum and what she wants children to learn. She plans experiences that reflect children's interests and everyday routines. The curriculum covers all areas of learning and typically supports children to develop the knowledge and skills needed for their next stage of learning. The childminder uses her knowledge of child development to shape teaching, observe what children know and can do and adapt activities to support their next steps. She creates an environment rich in language and generally supports children's communication throughout the day. For example, she reads familiar stories, such as 'That's Not My Monkey', encouraging children to join in with repeated phrases and describe what they see. However, although the childminder understands the importance of reducing the use of dummies, she does not consistently encourage children to remove them during play. For example, during song time, children

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Curriculum and teaching Expected standard

continue to use dummies, limiting their opportunities to practise speaking.

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Curriculum and teaching Expected standard

The childminder supports children's mathematical development through everyday play. She introduces language such as 'full' and 'empty' and encourages children to compare and describe what they see. For example, as children build train tracks, they compare which pieces fit, notice when tracks are complete and solve simple problems. They use their hands to connect and position pieces, strengthening coordination and control. Furthermore, the childminder also supports children's personal, social and emotional development. For example, younger children copy the childminder's facial expressions as she repeats 'happy' and 'sad'. This helps children to begin to recognise and name emotions.

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Inclusion Expected standard

The childminder creates an inclusive environment where all children take part in daily routines and activities. She gathers information from parents and carers from the outset. The childminder uses observation to understand what children know and can do. This helps her to identify and respond to any potential barriers to children's learning and provide support that reflects their individual needs.

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Inclusion Expected standard

The childminder adapts activities and routines so children can take part alongside their friends. She supports children of different ages and stages within the same environment and includes them in shared experiences. This helps children to feel part of the setting and supports their engagement. The childminder understands how to identify when children may have special educational needs and/or disabilities. Although there are currently no children on roll with identified needs, she explains how she would put support in place, work with other professionals, such as the health visitor, and review how well this supports children's progress. In addition, the childminder shares information with parents about funding that may be available and how this can be used to support children's development.

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Leadership and governance Expected standard

The childminder has effective oversight of the setting and understands her responsibilities. She reflects on her practice to identify areas for improvement. For example, the childminder works closely with parents and carers and shares detailed information about children's day- to-day care. She shares strategies, such as reward charts and stories, to support potty training. Furthermore, the childminder uses communication methods, such as daily diaries and regular handovers, to share information about children's care and routines. Parents report that they feel well informed and supported. This supports decisions that are in children's best interests and promotes consistency between home and the setting. However, the childminder has failed to notify Ofsted of a change of name. Although this is a breach of statutory requirements, there is no impact on children.

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Leadership and governance Expected standard

The childminder uses supervision sessions and reflection to review her practice and that of any assistants who work with her. This supports wellbeing and helps to manage workload. However, professional development is not always precisely targeted to focus on the specific needs of children who attend or to strengthen identified areas of practice. This means improvements are not always sharply focused on raising the quality of children's experiences.

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

The childminder creates a calm and welcoming environment where children arrive happy and settle quickly. Secure relationships with the childminder and any assistants who work with the childminder help children to feel safe and valued. Children demonstrate a positive sense of belonging as they greet visitors and know the childminder is close by. This helps children to feel emotionally secure and ready to engage in their play and learning.

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

Children engage well in their play and enjoy a range of experiences. They build with blocks, join in with songs and explore familiar stories. Younger children begin to name colours and use simple words. Older children count, compare and talk about what they have made. For

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Inspector:

Kelly Little example, the childminder introduces words such as 'under' and 'over' as children build tracks and talk about bridges. This helps children to develop early communication and mathematical skills in readiness for their next stage of learning, including school.

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Inspector:

The childminder supports children's behaviour and social skills through clear expectations and gentle reminders. Younger children begin to join in with play and learn to share and take turns. Older children build on this as they take turns, wait and play cooperatively with their friends. Children respond well to praise and encouragement. This helps children to manage their behaviour, understand expectations and build positive relationships with others.

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Inspector:

Children begin to develop independence through everyday routines. They tidy away toys, sit together at snack time and access drinks when they are thirsty. The childminder encourages children to take part in these routines. She supports them to manage simple tasks for themselves. This helps children to develop confidence and begin to take responsibility for their own needs.

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Next steps

The childminder should strengthen teaching to consistently support children's communication and language development, including reducing the use of dummies during play and interactions. The childminder should consider ways to further support children to develop independence, ensuring they are consistently encouraged to do more for themselves during everyday routines. The childminder should ensure hygiene practices are consistently embedded, particularly supporting children to understand and manage their own self-care routines effectively. The childminder should focus professional development more precisely on the needs of the setting, to strengthen practice for herself and any assistants who work with her.

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About this inspection

The inspector spoke with the childminder, her assistants 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:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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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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