Halpin, Natasha Louise

Halpin, Natasha Louise

Unique reference number (URN): 2746004 Address: 3 Carrick Drive, Ellesmere Port, CH65 6PG Type: Childminder Registered with Ofsted: 20/10/2023 Registers: EYR, CCR, VCR Registered person: Halpin, Natasha Louise

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's wellbeing and welfare by cultivating highly responsive relationships with children. She listens carefully to children's ideas and feelings and goes to great lengths to ensure children have what they need to feel happy, safe and secure. She finds resources that extend children's learning and curiosity, understands the signs that they need comfort and puts plans in place quickly when their needs change. The childminder uses highly impactful teaching methods to help children recognise and name their emotions and to empathise with the feelings of others. Children talk about how book characters might be feeling and giggle as they practise their angry faces in the mirror. The childminder helps them to visualise how their friends might feel in difficult situations. Children use a wide vocabulary to describe these feelings, such as nervous and tearful.

p.2

Children's welfare and wellbeing Strong standard

The childminder knows each child and their family thoroughly. She works very closely with parents to help them overcome any barriers to children's welfare and wellbeing. For example, the childminder makes detailed plans to help parents understand and support children's diverse needs. She draws on the expertise of specialists, such as sleep coaches, to ensure that children are well rested. This collaborative practice has a significant effect on children's wellbeing.

p.2

Children's welfare and wellbeing Strong standard

The childminder helps children understand the importance of enjoying a healthy diet and exercise. She teaches children about where their food comes from and the effects it can have on their bodies, including their oral health. Children learn how to keep themselves and others safe. For example, they learn about road safety on frequent outings. She promotes children's confidence to try new foods, and this results in children eating a more varied diet in the setting and at home. The childminder encourages children to engage in high levels of physical activity throughout the day and observe the changes in their bodies.

p.2

Achievement Expected standard

All children make good progress through the curriculum. They become confident, competent talkers and use the broad vocabulary the childminder promotes. They communicate their ideas, needs and feelings clearly. This supports children's learning in other areas and prepares them well for school.

p.2

Achievement Expected standard

Children are curious and explorative in their learning. They have confidence to try new experiences and are excited to share what they know. Children show pride in their achievements, saying 'I'm clever' when asked how they know things.

p.2

Achievement Expected standard

Children who experience barriers to their learning make steady progress from their starting points through the support they receive. The childminder is knowledgeable about how to support achievement for all children, including those with special educational needs and/or disabilities or who are disadvantaged. Achievements of all sizes are celebrated by the childminder and shared by children's families.

p.2

Achievement Expected standard

Typically, children show independence and resilience in their learning. However, at times, they ask the childminder to do tasks for them that they are capable of doing themselves.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder nurtures strong relationships with children. She praises them for making good choices, trying hard and being kind. In return, children demonstrate positive attitudes to following instructions and requests from their childminder. The childminder's approach to supporting social skills contributes to a harmonious environment. Children work together and help each other. For example, they share out lavender, flower petals and water to make a sensory soup. The childminder teaches skills such as turn-taking and managing competition through engaging games and activities.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder takes a positive approach to promoting attendance and punctuality. She consistently promotes the learning benefits of her embedded daily routines with parents. Children excitedly anticipate arriving to begin the day's activities. The childminder recognises that high levels of attendance and punctuality help children to form healthy habits for the future.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations of children's behaviour based on their age and stage of development. She helps children to understand how rules help to keep everyone safe, happy and able to learn. Children demonstrate that they understand these high expectations as they remind each other to be kind, wait patiently or sit down while eating.

p.3

Curriculum and teaching Expected standard

The childminder has designed a curriculum that gives children the knowledge and skills they need for future learning and prioritises the prime areas. Her curriculum is centred on learning through play, outdoor learning and engaging learning experiences in and out of the setting. This supports all children to make steady progress through the curriculum. For example, children develop communication skills as they talk about the animals they saw at the farm.

p.3

Curriculum and teaching Expected standard

The childminder's curriculum is sequenced effectively. The childminder uses assessment to establish what children know and can do and sets individual next steps to extend their learning. The childminder shares these next steps with parents so that children's learning can continue at home. Sometimes, the childminder does not encourage children to be fully independent in their learning, for example, in finding the resources they need to extend their learning further.

p.3

Curriculum and teaching Expected standard

The childminder has a thorough understanding of child development and uses this to adapt her curriculum to meet children's needs at all ages and stages of development. For example, she teaches children mathematics skills by teaching older children to learn how to count reliably by pointing and repeating simple numbers as babies jump from a low step. The childminder seeks to improve her practice in the broad areas she identifies for further development. For example, the childminder recently undertook continuous professional development to enhance her practice with babies.

p.3

Inclusion Expected standard

The childminder works closely with parents to establish what children know and can do as they join the setting. She uses observation to establish any areas where children need extra support and makes tailored plans to meet these individual needs. For example, she works with parents to establish supportive routines for children who find the transition to the setting difficult, making sure positive language is used and recognising the importance of strong attachments to caregivers. The childminder regularly reviews and adapts the plans she makes to support children's individual needs.

p.4

Inclusion Expected standard

The childminder systematically monitors the progress children make, particularly in areas they need more support. She shares these assessments with parents, helping them to understand how to support children's development at home. She engages with other agencies or settings that children attend to share effective strategies. The childminder uses any extra funding to ensure that children, including those who are disadvantaged or have special educational needs and/or disabilities, receive a broad range of learning experiences that support them to make progress through the curriculum. The childminder has high ambitions for all children and reminds others that, with the right support, children can do amazing things.

p.4

Leadership and governance Expected standard

The childminder is professional and passionate about her role. She puts children's needs first, and this is reflected in the policies, practice and procedures that she shares effectively with parents.

p.4

Leadership and governance Expected standard

Typically, the childminder has an accurate overview of the quality of her setting and takes some action to drive improvement. She seeks feedback from other agencies and acts upon the guidance they give to develop her practice and provision. She undertakes continuous professional development opportunities that have a positive impact on her practice. The childminder does not have robust systems to reflect on her practice to precisely identify areas for improvement, such as seeking regular feedback from parents.

p.4

Leadership and governance Expected standard

The childminder works with other agencies to overcome barriers to learning for children. This includes working with other settings to share effective strategies and when supporting transitions to school. This helps to secure positive outcomes for all children.

p.4

Leadership and governance Expected standard

The childminder helps parents to understand their child's progress and extend their learning and development at home. For example, families enjoy using a lending library, which has increased the range of books and the frequency of reading at home.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children's welfare and wellbeing are paramount in this setting. The nurturing care and close attention given by the childminder ensure children feel safe, secure and ready to learn. Children demonstrate their confidence to be curious and creative in their learning with this support. In the garden, children enjoy lying on a large swing as they use spray bottles to paint a sheet on the ground. They use all of their senses to explore flowers and herbs as they make imaginary birthday cakes, with support to accurately count the candles they make from sticks.

p.5

Address:

3 Carrick Drive Children develop the social skills they need to make friends and learn together. They talk about their plans for the afternoon as they safely slice fruit to enjoy for their healthy snack. Support for children's speech and language is effective and books are integral to this. The childminder reads engagingly about a boy who becomes a butterfly, and children look on with awe as she unfolds her giant fabric wings to surprise and engage them. She supports children to talk about the colours they see and remember what they learn as they later paint rainbows. Babies thrive with the close attention and support of the childminder. She uses simple, repeated language that supports early communication and frequently sings and reads to babies to support their growing vocabulary.

p.6

Address:

The childminder uses a wide range of teaching strategies to help children reach their next steps in learning. Children enjoy a broad range of learning experiences, such as trips to the farm and joining singing groups. She has high ambitions for all children and encourages older children to challenge themselves by practising letter formation. Children make steady progress in all areas of learning and are well prepared for school.

p.6

Next steps

The childminder should employ effective systems for reflection to sharply identify areas for improvement. The childminder should enhance practice that supports children to develop independence skills further.

p.6

About this inspection

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

p.6

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. Ellesmere Port CH65 6PG Type: Childminder

p.6

About this inspection

Registered person: Halpin, Natasha Louise

p.7

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

p.7

About this inspection

Local authority: Cheshire West and Chester

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

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

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8