McGinley, Kerry Louise

McGinley, Kerry Louise

Unique reference number (URN): 2759819 Address: 14 Tabley Close, Prenton, CH43 2LB Type: Childminder Registered with Ofsted: 24/11/2023 Registers: EYR, CCR, VCR Registered person: McGinley, Kerry 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

Behaviour, attitudes and establishing routines Strong standard

The childminder supports children's positive behaviour through well-established routines and by promoting regular attendance, while considering children's individual needs. Children stay consistently motivated to learn. The childminder knows her children very well and builds secure, trusting relationships that give children the confidence to explore. They ask for support when needed and enjoy snuggling up for stories.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder consistently supports children's best possible behaviour. Children follow routines confidently from a young age. The childminder has clear embedded routines and boundaries, considering children's age and stages of development very well to support children to know what is expected of them. The childminder gives praise and encouragement for children's attempts and achievements. This promotes their self-esteem effectively. Babies show great excitement when the childminder reads a chosen story for them to listen to. They pay close attention as they are interested and anticipate what will come next.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has high standards that children understand, so they behave consistently well and listen attentively. Children are kind and gentle with each other's feelings, and they demonstrate an understanding of respect for one another. This approach enables children to deepen their knowledge of empathy and manage their emotions. The childminder is highly responsive to the changing circumstances of individual children and families. Relationships are calm and harmonious.

p.2

Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of everything the childminder does. She gives warm, caring support in a place where children feel safe, secure and valued. She is very responsive to children's needs and notices small changes in their emotions. Secure attachments enable children and babies to demonstrate a sense of belonging. These secure attachments to the childminder give them the confidence to explore and learn.

p.2

Children's welfare and wellbeing Strong standard

Calm spaces, sensory resources and gentle support help children understand and manage their emotions, building confidence and emotional security. For example, children are wrapped in warm blankets after a walk, so they can relax, refocus and join in the next activities confidently, building independence, self-control and good relationships. The childminder maintains a proactive and personalised approach to supporting children with special educational needs and/or disabilities. She is very sensitive to each child's needs as she supports them in feeding, toileting and self-care.

p.2

Children's welfare and wellbeing Strong standard

The childminder consistently promotes healthy choices and encourages physical activity. For example, the childminder plans enriching experiences, including trips for funded children, to the local aquarium and woodlands. She uses these activities to support children's physical development and resilience. The childminder works with parents to establish consistent routines between her care and each child's home.

p.2

Inclusion Strong standard

The childminder knows the children very well and is passionate about embedding inclusive practice across the setting. She is aware of children's differences, their circumstances and any emerging needs. This means the childminder can act quickly to identify and respond to any possible barriers to children's learning and development. Children with special educational needs and/or disabilities receive timely support and funding that is used effectively to access resources when needed.

p.3

Inclusion Strong standard

The childminder places a clear focus on supporting children's communication and language. She models simple words, repeats key vocabulary and uses visual prompts to help children to understand and make choices. The childminder undertakes detailed assessments of children's progress, which she shares with parents. This means that the childminder can identify any support needs and take swift action. For example, she records and monitors the new words and vocabulary that children use. This ensures that as babies and children learn to speak, their language development flourishes.

p.3

Inclusion Strong standard

Partnerships with professionals are well established to provide continuity for children with additional needs. She makes appropriate and timely referrals to other agencies, when needed. She seeks advice from external professionals to secure support and interventions for children as required and uses funding effectively to meet children's individual needs.

p.3

Achievement Expected standard

Typically, children achieve well from their starting points. Children are happy and curious in the nurturing environment the childminder has created. They benefit from activities that support next steps in their learning and their individual needs. Children who are disadvantaged or with special educational needs and/or disabilities make progress. Children who are funded engage positively with peers, sharing and taking turns.

p.3

Achievement Expected standard

Children show enthusiasm and curiosity as they explore a range of activities and experiences. Children gain confidence, develop new skills and show sustained interest. They make secure progress in their personal, social and emotional development, learning to manage their feelings and build positive relationships with others. Babies explore colours and shapes in their play and persevere in tasks they find challenging. They receive lots of praise as they engage in the focused group activities that the childminder provides. The childminder promotes children's love of books and reading. Children develop essential skills needed for transitions and future learning.

p.3

Curriculum and teaching Expected standard

The childminder has a clear view of what she wants children to learn and how to prepare them for their next stage of education. Children access a range of tailored learning experiences that help them build on what they already know and can do. The childminder adapts her teaching to meet the needs of individual children, including those with special educational needs and/or disabilities. She regularly uses assessment to identify the progress children make and any areas where children may be falling behind. This means that teaching is designed to help children progress from their starting points.

p.3

Curriculum and teaching Expected standard

The childminder supports communication and language well with opportunities for children to hear and use ambitious vocabulary. Toddlers and babies have daily opportunities to build confidence and practise communication in meaningful ways. They sing songs and repeat new and interesting new words as they play. Children learn to count and recognise quantities. They develop fine motor skills as they create pictures and use collage materials.

p.4

Curriculum and teaching Expected standard

The childminder plans many opportunities for children to develop physical skills, including walks and trips to the local park. However, the childminder has not developed the curriculum fully to provide a broad range of opportunities, in particular in her outside environment, that stretch children's thinking or extend their knowledge of the wider world.

p.4

Leadership and governance Expected standard

The childminder considers children's interests in her planning and ensures that children have opportunities to learn new skills and extend their knowledge. She provides tailored plans for each child and robustly gathers information before children attend the setting. She uses what she knows about each child to provide learning opportunities that capture their curiosity while introducing new skills and concepts. This ensures that children are motivated to take part and are supported to build on what they already know, helping them make steady progress across all areas of learning.

p.4

Leadership and governance Expected standard

Parents comment on the warm and caring environment the childminder provides. She engages with parents regularly. They report that their children have made notable progress, particularly in their communication, language and social development. Daily conversations ensure that children's care routines are embedded and children's learning is celebrated. The childminder discusses strategies with parents to support children who face barriers to their learning. She has effective links with external agencies and other childminders who network together to share ideas and practice. This provides a collaborative working approach to support children's learning and development.

p.4

Leadership and governance Expected standard

The childminder is committed to undertaking relevant professional development and reflects on her practice. She recognises there is scope to enhance her outdoor environment and curriculum further, to extend children's knowledge of nature and the wider world. The childminder places focus on her own wellbeing and ensures that she creates the right balance between home and work life.

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 are happy in this welcoming and homely setting. From the moment they arrive, children settle quickly into familiar routines that help them feel secure. Children and babies interact confidently with the childminder and with their peers. They move around the environment with ease, exploring activities that interest them and demonstrating that they feel safe, secure and valued. The childminder knows the children well. She builds warm, positive relationships with them and their families, which help children feel a deep sense of belonging.

p.5

About this setting

Unique reference number (URN): 2759819 Children benefit from an engaging environment that reflects their interests and offers opportunities to develop their confidence, independence and early skills. They listen well during stories and group times, showing patience and respect for others. They learn to care for one another, offer help to friends and understand the importance of healthy lifestyles. Calm, supportive interactions and access to quiet spaces help children manage their feelings, ask for comfort when needed and develop emotional awareness. Learning is enjoyable, purposeful and matched to what children are interested in and what they need. Children explore natural materials outdoors, use sensory resources and develop early mathematics by counting, matching and comparing objects during stories and play. Physical development is supported through activities, such as balancing on beams and using fine

p.6

About this setting

motor skills during crafts. Children confidently use language to describe what they see, talk about their experiences and share their thoughts and feelings.

p.6

About this setting

Mealtimes and tidy-up times are used as purposeful learning opportunities, building independence, confidence and social skills. There are regular trips to the community and celebrations of different traditions and cultures. Children are extremely kind, respectful of each other and highly motivated to learn. The childminder ensures that partnerships with parents are positive, and she works collaboratively with families to support the children's learning at home.

p.6

Next steps

The childminder should continue to develop her curriculum by expanding the range and depth of outdoor learning experiences offered, ensuring that children have increased opportunities to acquire knowledge and skills over time.

p.6

About this inspection

The inspector spoke with the childminder, staff, parents and children 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.

p.6

Address:

Registered person: McGinley, Kerry Louise

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

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