Mahoney, Aliccia

Childminder

Unique reference number (URN): 2817442 Registered with Ofsted: 31/12/2024 Registers: EYR, CCR, VCR

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

Children develop highly positive relationships with the childminder and each other. This includes children who face barriers to their learning. Babies follow the childminder when she goes into the kitchen and watch her from the safety gate. They beam as they hold onto her hand to walk around. Older children stand and wait in the hallway and cuddle babies as they approach.

p.2

Children's welfare and wellbeing Strong standard

The childminder helps children to develop healthy lifestyles. For example, she explains how sleep, food and water help to keep their bodies healthy. She talks to children about suitable screen time for their age. This consistent approach has helped children to adjust their routines at home so that they are well rested. She talks to children about the importance of regular fresh air and exercise. Children enjoy visiting the parks and developing their physical skills.

p.2

Children's welfare and wellbeing Strong standard

The childminder teaches children about how good hygiene supports their good health. From an early age, babies learn to wash their hands before their lunch. The childminder uses mealtimes as a social occasion but also as time to demonstrate good manners. She takes children out, for example, to local cafes so they can practise their social communication in real contexts. Children are consistently polite. When they ask for something, they say, 'Please could I try that?'

p.2

Achievement Expected standard

Children develop a range of skills across the curriculum to support them in the next stage of their learning. Children develop their small-muscle skills. Babies learn to pick up pasta pieces between their thumb and finger to post in a tube. Older children use a range of tools, such as tweezers and ladles to pick up pasta. They grasp handfuls of pasta and manipulate the pieces through their fingers to put it in a tube one by one.

p.2

Achievement Expected standard

Babies develop their physical development. They confidently shuffle along the floor, beaming. They pull themselves to standing with ease. Babies develop their core muscle skills as they stand to push vehicles along the sofa. These experiences give babies the confidence and strength to take their first steps.

p.2

Achievement Expected standard

All children, including those with special educational needs and/or disabilities, make steady progress overall. On occasions, however, weaknesses in the planning of activities impact on the progress that children make.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder knows children's routines well. Her effective communication with parents and carers means that she quickly knows when she may need to adjust her routines slightly to meet children's individual needs, including those who face barriers to their learning. For example, she adapts her routines if children have not had a good night's sleep.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder typically has clear expectations that children follow. Children respond quickly when the childminder says 'no thank you'. She encourages older children to give younger children space to explore and explains that they need to let younger ones try to do things for themselves. These consistent messages help children to understand what is expected of them. The childminder helps children to manage their emotions. She takes time to help them to understand and validate their emotions. She supports children to find a strategy that will help them to calm down. For example, children learn to take themselves to a quiet space to relax.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with the childminder and each other. They typically enjoy sitting on the childminder's knee to listen to a story. However, on occasions, some stories are too challenging and younger children lose interest. This sometimes impacts on older children's enjoyment.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder talks to parents about the importance of regular attendance and follows up when children do not attend as expected.

p.3

Curriculum and teaching Expected standard

The childminder has a clear and focused curriculum that identifies the skills children need to learn over time. She works closely with parents and carers to ensure that children who experience barriers to their learning access the full curriculum. She plans activities to support children's individual stage of development and provides opportunities to develop these skills. For example, the childminder provides a wealth of opportunities for babies to pull themselves up. However, occasionally the childminder's planning does not consistently focus on children's precise needs and stages of development. Sometimes, she provides resources that younger and older children can enjoy together. This means, at times, these activities do not support children's individual stage of development, and this occasionally impacts on the progress children make.

p.3

Curriculum and teaching Expected standard

The childminder supports children's mathematics effectively. When children post pasta into a cardboard tube, the childminder asks how many will fit in. Children estimate numbers and then enthusiastically count. They count with numbers in order and the childminder helps them to extend their counting. For example, when children struggle to count beyond 19, the childminder demonstrates counting to 20 and beyond until children have the confidence to join in again.

p.3

Curriculum and teaching Expected standard

The childminder places a high priority on children's communication and language. She comments on what children are doing and encourages them to express their thoughts and ideas. She uses books throughout the day, and children enjoy listening to their favourite books. The childminder reads books in an engaging way that encourages older children's participation.

p.3

Inclusion Expected standard

The childminder supports children with special educational needs and/or disabilities (SEND) and those who experience barriers to their learning effectively. She works with parents and carers to help her to understand where children need further support and makes adaptations where necessary. For example, when children find it difficult to settle or manage their emotions, the childminder distracts children and gives them tasks to help others. Strategies such as these help children to regulate their emotions. The childminder typically works effectively with professionals who may be involved in children's care and learning. They meet together to agree consistent strategies to help children to make the progress of which they are capable. This supports them to catch up with other children.

p.4

Inclusion Expected standard

The childminder supports children and families who are disadvantaged. For example, she provides advice and helps to ensure they access any funding that they are entitled to. She is aware of how she would use funding to support children's individual needs. The childminder discusses how she would work with professionals from children's social care who may be involved with children and families. The childminder has not yet accessed further training in this area to help her develop her confidence, knowledge and skills to support children with SEND, for example to support their social development.

p.4

Leadership and governance Expected standard

The childminder generally has a suitable understanding of her strengths and areas for development. She is proud of the progress children make in communication and language. She attends mandatory training and keeps her knowledge and skills up to date through local authority updates and communication with other childminders. The childminder is aware that her professional development is not consistently focused on her improvement plans or children's learning. She plans to develop this further, but this is not yet sufficiently embedded to see the impact.

p.4

Leadership and governance Expected standard

The childminder has effective relationships with parents and carers. She gathers detailed information from parents so that she can meet children's individual needs effectively. She gathers detailed updates to help her to provide timely support, where required. For example, she provides advice and support on issues such as sleep, screen time or the use of dummies. This swift intervention helps parents and children to overcome any barriers to their learning. Parents speak very highly of the support their children receive. The childminder shares detailed information with parents about children's care and learning. She provides advice on how they can support children's learning at home.

p.4

Leadership and governance Expected standard

The childminder typically works well with other professionals who are involved in children's care and learning. She communicates with health professionals and has plans in place for how she can work with the local school as children move on to school.

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 develop positive relationships with the childminder and each other. For example, babies crawl to the childminder for cuddles and reassurance. Older children are keen to join in and go over to the childminder for a group hug. They happily play alongside each other, posting pasta into a tube. Children settle quickly and choose activities to play with. Those who face barriers to their learning benefit from well-thought-out adaptations to help them to settle. These adaptations help children to calm themselves quickly and attend regularly.

p.5

About this setting

Type: Childminder Children enjoy a stimulating curriculum. They are confident communicators. Older children discuss the books they look at with the childminder and talk about what they are doing. They count to 19 with numbers in order. This demonstrates that they develop a broad range of skills that support them in their future learning. Babies have the space and time to develop their physical skills. Older children delight in seeing younger children starting to take their first steps unaided. They explain with excitement to visitors that, 'Babies walked on their own.' Children are very proud of their achievements and are eager to show visitors the fruits that they have drawn. This positive culture helps children to thrive. Parents and carers speak highly of the childminder and the progress their children make.

p.6

About this setting

Children behave well and follow the childminder's expectations. They respond quickly when the childminder reminds them of what she expects. They are polite and well mannered. Children play in a safe environment and demonstrate an awareness of how to keep themselves and others safe. For instance, when babies crawl out of the room with the childminder, children follow to check on them and keep them safe.

p.6

Next steps

The childminder should plan more precisely for children's age-appropriate learning and development needs. The childminder should focus her professional development more precisely on ways that she can improve her own practice and the support she provides for children.

p.6

About this inspection

The inspector spoke with the childminder 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. Registration date: 31/12/2024

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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.7

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