Gallagher, Jemma Carol

Childminder

Unique reference number (URN): 2822068 Registered with Ofsted: 14/02/2025 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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Behaviour, attitudes and establishing routines Strong standard

Children play in a harmonious, calm and reassuring environment. They have formed secure and trusting bonds with the childminder. They form friendships with other children that attend. Children learn to regulate their behaviour effectively, even from an early age. This is because the calm and reassuring childminder is so effective in the support they provide. The childminder acknowledges and validates children's feelings and is gentle in encouraging them to talk about their emotions. For example, she helps children when some want to play with different toys rather than joining other children to play. The childminder helps children learn the impact of their behaviour on others, and that their friends may feel sad. Children are praised when they resolve issues, and discussion takes place about feeling happy as they rejoin play. The childminder's calm and gentle response helps children to quickly resolve any disagreements. As a result, any disruptions are minimised and a respectful and

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Behaviour, attitudes and establishing routines Strong standard

Children take turns and play cooperatively during adult-led activities. They follow their own interests and actively make choices. They confidently self-select toys and a wide range of books available to them. The childminder works closely with parents and carers to promote children's engagement and welfare, and positively encourages children's regular attendance.

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Behaviour, attitudes and establishing routines Strong standard

Children show sustained concentration and perseverance during activities. They listen with intent and follow the childminder's instructions, contributing to a calm and fun learning environment. Children understand the childminder's high expectations and participate in well-established daily routines. For example, children help to tidy-away toys after use, or wash hands before snack. These embedded routines promote positive attitudes to their learning.

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Achievement Expected standard

Children generally progress from their individual starting points and develop the knowledge and skills they need for the next stage of their learning, including those who face barriers to their learning. They confidently try out their ideas, and make links between what they already know and new experiences. Children demonstrate sustained concentration during play, appropriate to their stage of development. They achieve across all areas of learning, including those who may face barriers to their learning and wellbeing.

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Achievement Expected standard

Children show curiosity in the world around them. They tune into sounds in the local environment, suggest what they might be hearing and confidently share their own ideas. For example, children explain that they can hear birds singing. They are typically motivated to practise physical skills, to develop increasing control and coordination. For example, they eagerly climb and kick balls to score a goal. They keep on trying until they achieve. This improves their physical skills and confidence. Children demonstrate an increasing awareness of number. They confidently recognise numbers, enjoy counting alongside the childminder and readily copy the names of numbers as she models counting during play.

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Children's welfare and wellbeing Expected standard

Overall, the childminder promotes children's welfare and wellbeing effectively. She provides nutritious meals and snacks. This encourages healthy eating habits. The childminder ensures that fresh drinking water is always available. The childminder regularly reflects on her practice to enhance children's health and promote an inclusive approach. However, the organisation of mealtimes sometimes means that some children do not benefit from a social mealtime, as children in high chairs struggle to interact with children in low level chairs.

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Children's welfare and wellbeing Expected standard

The childminder considers children's safety and wellbeing throughout the day. She typically carries out effective risk assessments and adapts her practice when needed. For example, she applies sun cream and encourages the use of sun hats as UV levels rise. The childminder works closely with parents to review children's changing health and care needs. The childminder generally promotes children's physical wellbeing through daily opportunities to be active indoors and outdoors, alongside effective hygiene routines and support for children's developing self-care skills. She encourages children to build their independence as they pour their own drinks and manage age-appropriate personal care. They develop confidence and skills that will benefit their future learning.

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Curriculum and teaching Expected standard

Overall, the childminder has designed a broad curriculum that reflects children's interests and provides a balance of experiences in the home environment and in the local community. She thoughtfully plans outings and community experiences across different days of the week, so that children who attend part time have the same opportunities to access the curriculum as those who attend more frequently. This helps to ensure that children benefit from a broad and interesting range of learning experiences. While the childminder's curriculum reflects the 7 areas of learning and helps children to develop the skills needed for the next stage of their learning, she has not fully implemented alternative methods of communication for children who struggle to express their needs verbally. She does use some visual forms of communication. However, these are not implemented consistently.

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Curriculum and teaching Expected standard

The childminder typically uses children's interests to shape her teaching. She joins children's play skilfully, extending conversations, introducing new vocabulary and modelling language that helps children communicate their ideas with increasing confidence. She makes effective use of both the indoor and outdoor environments to support her teaching. She uses experiences, such as digging and climbing, and provides equipment to develop physical skills. This reinforces learning through meaningful, hands-on experiences.

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Inclusion Expected standard

The childminder knows children and their families well and identifies factors that may affect children's learning and wellbeing. She assesses children's development and discusses their progress with parents. For example, she assesses their communication and language development, and plans activities to help children develop the skills they need, addressing any emerging gaps. Overall, the childminder provides an inclusive environment, where children feel valued and included. She understands local referral processes, and works with health visitors and the local authority, should children require additional support. Where appropriate, she plans how additional funding can be used to meet children's individual needs. For example, she would use this to provide extra experiences that reflect children's interests.

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Inclusion Expected standard

The childminder monitors children's development through ongoing observation and assessment. She completes the progress check at age 2, and uses this alongside her observations to identify children's progress and any emerging needs. This helps her build an understanding of children's development. The childminder discusses children's progress with parents and begins seeking timely support should concerns arise. The childminder shares planned next steps in learning with parents. Consequently, children's learning is consistently supported between home and the setting.

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Leadership and governance Expected standard

Overall, the childminder demonstrates a commitment to providing a welcoming and inclusive service for children and their families. She knows children and their families well. The childminder works closely with parents to share information about children's care and progress. She values their contributions to children's learning and development. The childminder generally engages positively with professional development and applies learning to her practice. For example, training on the use of assessment has developed understanding of how to monitor children's development and identify when extra support may be needed.

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Leadership and governance Expected standard

The childminder reflects on her practice and identifies ways to enhance children's experiences. For example, she has identified plans to further develop the outdoor environment by introducing opportunities, such as a digging area and additional provision, to develop children's physical skills, such as climbing. She aims to broaden children's experiences throughout the year. She responds positively to professional feedback and demonstrates a clear commitment to continually developing her practice.

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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 quickly settle into this home environment and form warm, trusting relationships with the childminder. They feel safe and secure, and confidently seek reassurance, share their ideas and invite the childminder into their play. Children benefit from the childminder's effective partnership working with their families. They are happy and enjoy exploring a broad range of experiences, both at the childminder's home and in the local community. This includes forest-school activities, and visits to libraries, toddler groups and local parks. Children develop their confidence and social skills.

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

Children are curious learners who confidently lead their own play. They develop problem- solving skills as they persevere with challenges and become engaged in activities that reflect their interests. For example, children create a workshop to fix cars, confidently introducing their own ideas while the childminder extends their conversations. Children are developing the knowledge and skills they need for their next stage of learning.

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

Outdoors, children eagerly explore the garden. They investigate how water mixes with soil and sand in the mud kitchen. They develop an understanding of cause and effect as they experiment with different ways of moving balls. They have fun as they use spray bottles to water plants and chalk to make marks outdoors, strengthening their coordination and hand muscles. They enjoy opportunities to count, explore books, make marks, sing songs and investigate the natural world. Children learn to play cooperatively with others. They are supported to share, take turns and understand that everyone has opportunities to join in. They develop increasing independence through everyday routines, including dressing themselves, pouring drinks and managing their own hygiene. Children receive sensitive

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About this setting

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

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Facts and figures used on inspection

support that reflects their individual moods and emotional readiness. This helps them to feel secure, happy to attend and confident to explore and learn. For example, children's emotional cues are understood by the childminder, who meets their needs very well.

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Next steps

The childminder should enhance the curriculum for communication and language to ensure that all children can consistently communicate their needs. The childminder should ensure mealtimes are a social occasion for all children.

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About this inspection

The inspector spoke with the childminder and children during the inspection and considered the written views of parents.

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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. 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. 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 .

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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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