Coxsey, Angela Susan

Coxsey, Angela Susan

Unique reference number (URN): 314886 Address: 1 Lytham Close, Great Sankey, Warrington, Cheshire, WA5 2GH Type: Childminder Registered with Ofsted: 23/05/1996 Registers: EYR, CCR, VCR Registered person: Coxsey, Angela Susan

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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 flourish and thrive at this setting. They evidently make swift progress across all areas of learning and development. This includes children who benefit from adjustments to meet their current needs. Older children are very articulate and confidently discuss their prior experiences at the setting and why they enjoy attending. Children of all ages are curious and motivated to try new things and join in. They are highly independent and enjoy making choices about their play. For instance, they help to tidy up, manage their personal care needs well and help with gardening and looking after the hens in the garden. Children are kind and considerate and play cooperatively with each other, displaying well-established listening and attention skills. Children receive high-quality tailored support to help them to achieve their goals. They show they are positively securing the relevant skills and knowledge for their eventual move on to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model for children and has high expectations for behaviour. She views children as capable learners and successfully supports them to understand the routine and boundaries at the setting in an age-appropriate way. The childminder supports children to make lots of choices and decisions. This helps to motivate them and supports them to have an enthusiastic approach to learning. Children are extremely polite and well-mannered. They frequently say 'please' and 'thank you' and listen to each other's views and ideas. Children play cooperatively together, taking turns and sharing. They show interest in each other and it is evident they have lovely bonds and relationships. The childminder has developed a network with other local childminders and regularly meets up with other childminders and children. This enables children to make a wider range of relationships and helps to support their personal, social and emotional

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Behaviour, attitudes and establishing routines Expected standard

development. Parents highlight how the childminder successfully supports children to understand about appropriate behaviour and value her advice and guidance. They outline how they have seen very positive progress in their children's social development and confidence since joining the setting. The childminder works in close partnership with parents and promotes punctuality and attendance to support children to make positive progress at the setting.

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Children's welfare and wellbeing Expected standard

Children build secure bonds and positive relationships with the childminder and each other. The childminder is highly focused on developing children's self-esteem and confidence and promoting their emotional development. She also places a clear emphasis on getting to know different children's interests and routines. Children show secure levels of wellbeing and enjoyment at the setting. They receive sensitive and responsive care from the childminder and have frequent opportunities to learn about different feelings and emotions. This helps them to express their emotions and intentions in a positive way. Children benefit from frequent opportunities to explore the local community. This supports them to learn about the importance of road safety. Furthermore, the childminder supports children to take measured risks during play, for instance to persevere when climbing on a climbing frame or balancing. This supports children to gain an understanding of their own personal safety. The

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Children's welfare and wellbeing Expected standard

childminder works closely with parents to promote nutritious packed lunches and healthy food choices. Mealtimes are a collaborative part of the day, where children enjoy talking about their different food and the importance of being healthy. Furthermore, children are successfully supported to understand about good hygiene and to wash their hands before eating or after playing outdoors.

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Curriculum and teaching Expected standard

The childminder has an accurate understanding of the quality of the curriculum she provides and offers a varied and stimulating range of activities to support children's learning. She knows children very well and tailors her teaching and activity outcomes to best support each individual child's development and needs. The childminder plans new activities based on children's interests and recent experiences. For instance, following a recent visit to a local farm, children enjoy learning about different animal families and learn baby animal names such as ducklings, chicks and piglets. The childminder places a clear focus on supporting children's language and communication skills. This is apparent when she regularly models new language and engages in meaningful conversations. Children also have daily opportunities to explore different mathematical concepts. This is evident when they enjoy exploring shape puzzles, playing dominoes and matching different farm animals. During

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Curriculum and teaching Expected standard

play, they hear lots of mathematical language and have opportunities to count and recognise numbers. Children also learn about different cultures and festivals, such as Chinese New Year and Eid, and this is an area that the childminder is going to continue to focus on to ensure children have lots of opportunities to further broaden their understanding of diversity and the lives of others that are different to their own.

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Inclusion Expected standard

The childminder has high expectations and aspirations for all children and creates an inclusive environment. She is highly experienced and has an in-depth understanding of how children develop and progress. The childminder effectively completes starting point assessments and regularly monitors children's progress. This helps her to identify any developmental delays or where children may need extra support. The childminder discusses her experience of previously supporting children with special educational needs and/or disabilities. She also confidently outlines how she would support any disadvantaged children or children known or previously known to social care. The childminder works in close partnership with parents and external agencies. For example, she has previously worked with speech and language therapist teams to ensure children receive targeted, additional support. The childminder makes adaptations to her provision to support individual children's

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Inclusion Expected standard

needs. For instance, she engages in training to help her understand different medical conditions and implements new strategies and recommendations to support any medical or learning needs. The childminder discusses how she has previously used funding for disadvantaged children and demonstrates a clear understanding of ensuring any additional funding is carefully used to help to close any gaps in children's learning or outcomes.

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Leadership and governance Expected standard

The childminder is committed to offering high-quality care and education to children. She regularly reflects on her practice and makes adjustments to meet the needs of the children who attend. The childminder has recently focused on ensuring she offers a greater range of more natural and open-ended resources to further support children's curiosity, problem- solving and investigation skills. Furthermore, since her last inspection, she has continued to encourage parents to engage in home-learning experiences such as nature walks or visiting local places of interest that the children have enjoyed with her. The childminder keeps her professional development up to date. For instance, she engages in a wide range of training, such as promoting children's welfare and wellbeing and building curriculum confidence. This helps her to stay aware of any changes in the early years sector and to continue to build up

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Leadership and governance Expected standard

her knowledge and skills. The childminder builds positive relationships with parents and external professionals, such as the early years team at the local authority, and is proactive in supporting all children, including those with special educational needs and/or disabilities or those that may face barriers to their learning, to develop a keen interest in learning and make positive progress during their time at the setting.

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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

The childminder creates a welcoming, calm and nurturing environment for children to play and learn. Children develop very secure bonds with the childminder and each other. They show that they feel happy, valued and safe, and they play harmoniously together. Children are confident to express their ideas and talk to new people. The childminder actively plays alongside the children and teaches them to take turns and listen to each other during play. Her interactions with children are respectful, supportive and encouraging. Children display positive behaviour and show they have a clear understanding of the boundaries in place. The childminder also promotes the importance of regular attendance to support the children's routine. Children respond well to helping out and being given responsibilities. For instance, they delight in collecting freshly laid eggs from the hens in the garden. Children have well-developed independence skills. They enjoy getting themselves ready for outdoor

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

play and helping to prepare snacks. The childminder effectively adapts her teaching skills to support the different-aged children based on their needs and current stages of development. Children evidently thrive and are making positive progress in their learning, personal development and social skills. They are very well prepared for their next stage in learning, including school.

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

Children have daily opportunities to explore and learn outdoors. They spend lots of time in the childminder's garden and enjoy growing different fruits and vegetables. They also benefit from a wide range of experiences in the local community. For instance, they spend time at the childminder's allotment, visit the local farm and go for walks in the park and woods. This supports children to develop active and healthy lifestyles and to learn about the wider world. Furthermore, children frequently visit the local library and different playgroups. This fosters their confidence to try new experiences and spend time with other children.

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Address:

1 Lytham Close Great Sankey Warrington Cheshire WA5 2GH

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Address:

Operating hours: Monday,Tuesday,Wednesday : 07:30 - 17:00

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Next steps

The childminder should continue to plan a wide range of experiences to broaden children's understanding of diversity and to further help them understand about their similarities and differences.

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About this inspection

The inspector spoke to the childminder 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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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. 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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