McManus, Kelly

Childminder

Unique reference number (URN): 2803017 Registered with Ofsted: 07/11/2024 Registers: EYR, CCR, VCR

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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 in their learning through all areas of the curriculum. They are well prepared for their next stage of education. Children enjoy sharing stories and develop a love of books. Children have lots of opportunity to play outdoors, climbing, running and propelling themselves on bikes. These experiences support children to build their core strength and coordination. Children strengthen the small muscles in their hands through a range of daily activities such as using tweezers or dough. Children particularly enjoy pegging dolls clothes on the washing line. This demonstrates their increasing control and dexterity.

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Achievement Expected standard

All children, including those who face barriers to their learning, make suitable progress from their starting points. Children show increasing confidence in their communication and language skills. They use a growing range of vocabulary and are increasingly able to express their thoughts and ideas. Children develop clearer speech and become more effective communicators as they build on their existing language skills. Typically, children acquire the skills they need across areas of learning and demonstrate positive attitudes towards their development and achievement.

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Behaviour, attitudes and establishing routines Expected standard

Routines and behaviour expectations are established in the setting. The childminder has appropriate expectations that reflect children's age and stage of development. She considers the circumstances that can impact on children's behaviour and is responsive to this. For example, the childminder considers that children that have not slept well may need additional support to regulate their emotions. The childminder has a consistent approach to managing undesired behaviours. For example, if children snatch books, the childminder joins play and models sharing, taking the opportunity to teach this social skill.

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Behaviour, attitudes and establishing routines Expected standard

The childminder positively reinforces good behaviour throughout the day. Children listen to, and follow, instructions to put on their shoes and hats ready to go into the garden and know that they wash their hands before lunch. Children understand what is coming next and are motivated and engaged. The childminder has routines that promote children's listening and attention. For example, storytelling sessions promote children to sustain attention and develop their concentration. The childminder continues to reflect on her interactions with children to promote their engagement.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes attendance and punctuality in the setting. She has policies and procedures to follow when a child is absent and understands the importance of children attending their planned sessions. She has effective oversight to keep children safe and promote learning behaviours.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm and welcoming environment for children. Children have strong bonds with her which are evident as they arrive, excited for a day at the childminder's house. The childminder prioritises children's emotional wellbeing and explores how they are feeling. She asks them what they want to play and ensures these toys are available to support their transition into the setting. This helps children to settle quickly.

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Children's welfare and wellbeing Expected standard

Children have daily access to outdoor play and go on regular trips. These opportunities appropriately support children to progress their physical development. They negotiate space, build their strength and stamina and begin to manage their own risks. The childminder typically adapts activities to meet children's individual stages of development, enabling them to make good progress in their learning and skills. For example, children are supported to develop their pouring skills through appropriately differentiated challenges, helping them work towards independently serving their own drinks at mealtimes.

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Children's welfare and wellbeing Expected standard

Children are encouraged to develop independence and gain a broad understanding of how to keep themselves safe and healthy. This supports their confidence in managing everyday tasks and making positive choices for their wellbeing. The childminder provides healthy meals for children. She shares nutrition guidance with parents, which supports their children at key stages. For example, during weaning, the childminder offers guidance on reducing sugar content with home-cooked meals. The childminder uses age-appropriate resources to teach children about personal safety. They learn the 'pants rule' with the help of the 'Pant-o- saurus' story, developing an understanding of how to keep their body private.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that follows children's interests, while interweaving key skills and knowledge that prepares them for their next stage of education. A love of books is prioritised. The childminder introduces stories that teach children new vocabulary and provide a source for learning about the world around them. As she reads, the childminder uses questioning to assess children's knowledge and develop their thinking skills. For example, the childminder asks, 'why is the fox licking his lips?' However, at times, questioning can be closed and the childminder does not develop children's understanding by giving them long enough to think. This means that interactions do not consistently promote children's thinking skills and encourage problem-solving.

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Curriculum and teaching Expected standard

The childminder takes the opportunity to interweave mathematical skills in children's play. She initiates counting and teaches children strategies to improve accuracy. For example, as children play with magnetic tiles, the childminder models arranging the tiles to count, correcting children that count too quickly by pointing to each tile in turn. This helps children to improve their understanding of number. The childminder teaches children that print conveys meaning. In the garden, she shows children what vegetables are growing by reading the pictures on the label. This leads to children independently identifying what other foods are growing as they check labels. These experiences provide a foundation for early reading skills.

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Inclusion Expected standard

The childminder forms positive relationships with families. Typically, she shares information and finds out about children in her care. Children learn about what makes them unique and different to others as the childminder talks with them about their families and they compare their experiences. Close relationships with families enable the childminder to identify children who may have vulnerabilities. She is broadly aware of how to gain early help for families so that children receive additional support.

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Inclusion Expected standard

The childminder identifies children who may need specialist help. She completes assessments of children, including a summary of their learning and development at age two. This is shared with parents and the health visitor and provides insight into any extra support children may need. The childminder works with children's families and other agencies to provide this targeted support. For example, the childminder works with the area special educational needs and disabilities coordinator to access support for children with their speech development. This means that teaching is appropriate and targeted to meet children's learning needs. The childminder regularly reviews the impact of teaching on children's learning, using ongoing cycles of observation and assessment. This ensures that high aspirations are maintained for children's progress.

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Leadership and governance Expected standard

The childminder regularly reflects on her setting, broadly identifying its strengths and areas for development. She considers the needs and interests of children as she does this. For example, the childminder prioritises literacy and supporting children to develop a love of books and stories. She introduces key texts to children to extend their vocabulary and understanding of language.

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Leadership and governance Expected standard

The childminder keeps up to date with current practice and early education reforms. She has professional relationships with the local authority with whom she works to make developments her setting. The childminder identifies what additional help children need and accesses support to implement this. For example, the childminder works with the area special educational needs and/or disabilities coordinator to support children's speech development. This ensures that children who face barriers to their learning make progress.

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Leadership and governance Expected standard

The childminder works with families to share pertinent information so that children are well supported. Parents are informed about their child's development and what they are learning next. The childminder offers guidance on how to continue to support children's learning at home and offers advice about age-appropriate activities to promote specific skills. Information sharing is also prioritised with the local pre-school. This supports children's transition and provides a shared view of the child's development across both settings.

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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 are happy and content at this welcoming setting. Nurturing relationships with the childminder help children to feel safe. They arrive excited for a day at the childminder's house with friends. As they arrive, their wellbeing is prioritised. The childminder welcomes them with their favourite toys and activities, which often includes sharing stories together. Children love to read, often taking the lead in retelling familiar stories to their dolls during free play. Children at this setting have regular access to outdoor play. The childminder has developed a wonderful outdoor space in which children practise and perfect their physical

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About this setting

Registration date: 07/11/2024 skills and explore the world around them. Children have opportunities to engage in pretend play, mixing ingredients in the outdoor kitchen or bathing baby dolls during water play.

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About this setting

Children enjoy outings that build on their knowledge and understanding of the world around them. They learn about the natural world, including animals and their habitats, during visits to nearby nature reserves. They challenge their physical skills, strength and agility at local parks. These outings expand on what children have already experienced and are focused on developing their skills and knowledge.

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About this setting

The childminder knows children well and plans a curriculum that prepares them for their next stage of education. Children learn how to communicate with confidence. They ask questions, provide a narrative as they play and learn new vocabulary. They seek help from the childminder if they need it. Children enjoy carrying out tasks with independence, such as putting on their own shoes and hats ready to play outside, and washing their hands before lunch. This supports them to develop confidence and resilience. Children behave positively. They develop close friendships and seek each other out to join in play together.

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Next steps

The childminder should reflect on interactions with children so that they consistently promote thinking skills and problem-solving.

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About this inspection

The inspector spoke with the childminder, children and parents 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. Register(s): EYR, CCR, VCR

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About this inspection

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

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About this inspection

Local authority: East Riding of Yorkshire

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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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