Browne, Carmel Mary

Browne, Carmel Mary

Unique reference number (URN): EY429660 Address: 101 Shepherdess Walk, LONDON, N1 7QD Type: Childminder Registered with Ofsted: 29/11/2011 Registers: EYR, CCR, VCR Registered person: Browne, Carmel Mary

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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 Strong standard

All children make significant progress from their starting points. They are highly confident, independent and gain secure skills and knowledge that help to prepare them for the move to school. They show high levels of emotional wellbeing and resilience that help them navigate times of change.

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Achievement Strong standard

Children from a young age are highly engaged and focused on activities for long periods. They confidently count numbers to a high value and recognise numerals with ease. Children gain a love of books that highly supports their interest in early reading. They converse naturally with the childminder and learn new vocabulary. They use new words while playing or engaging in open conversation with the childminder. Children respond to questions confidently to describe what they are doing and seeing. They are not rushed and have ample time to form their thoughts and words. This helps them to feel valued and build positive attitudes to learning. Children gain increasing strength in their physical development. They learn to balance, run and jump. Children show increasing control and coordination, such as when they learn to use scissors.

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Behaviour, attitudes and establishing routines Strong standard

The childminder places a strong emphasis on supporting children's attendance and engagement. She works closely with parents to address any issues that may affect children's attendance, as she understands the importance for children to establish regular routines in readiness for school. The childminder tailors the settling-in arrangements to meet the needs of each child. This helps children to form a positive bond with the childminder. Relationships with children are caring, strong and support them to develop a sense of belonging. Children benefit from the familiar routine the childminder provides. This helps them to feel safe and secure, and build positive attitudes to learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes high expectations for children's behaviour and acts as a positive role model for children. There is a consistent and positive approach to help children learn about kindness and show respect towards each other. For example, children learn how to take turns. They learn how to express their feelings and consider the impact of their actions for their peers. The childminder plans learning experiences with a focus of teaching children how to work together. For example, children learn about the importance of listening to their friends when they are talking, and how to help tidy away as a team.

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Curriculum and teaching Strong standard

The childminder has high expectations for all children. She knows precisely what she intends children to learn and uses her professional knowledge of child development to deliver a rich and varied curriculum. The childminder prioritises children's personal, social and emotional development as she knows children need to feel safe and secure to be ready to learn. She plans effectively to help children build their knowledge and skills over time, such as building children's physical skills to help them learn how to use scissors.

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Curriculum and teaching Strong standard

The childminder undertakes regular assessment of each child's progress in learning to promptly identify any gaps, or any signs of possible additional needs. She knows each child very well and effortlessly adapts her teaching to ensure all children access and engage in the purposeful activities she provides. The childminder makes the most of the daily routine to build on what children know and can do. She is highly focused to help children build a wide vocabulary and understanding. She follows children's interests and introduces new words naturally as they play. Children learn about the world around them, such as when they go on regular outings to the community garden. The childminder purposefully and effortlessly weaves mathematical language and number into play and interactions with children.

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Inclusion Strong standard

The childminder is highly focused in assessing individual children's development from the start to promptly identify their specific needs. She includes parents from the onset to discuss any gaps or how best to support children's next stage of learning. She has targeted training and research to gain a broad range of knowledge in supporting children with special educational needs and/or disabilities. The childminder instinctively adapts learning activities and resources to ensure all children can engage and make progress in their learning.

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Inclusion Strong standard

The childminder has a wealth of knowledge of supporting children with additional needs based on her past experiences. The childminder has a thorough understanding of child development and uses this to help to identify any early signs of learning delay. She has formed strong links with professionals in the community, such as in the local children's centres. This enables her to not only gain relevant information for herself, but to guide parents to access the right support they require for their child. The childminder teaches children to respect and understand each other's differences and similarities.

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Children's welfare and wellbeing Needs attention

The childminder has not ensured that children have appropriate privacy when learning to become independent in their toileting. The facilities provided are in full view of other children and do not support good hygiene procedures. The childminder reflects on children's readiness for toilet training from her observations and awareness of individual children's progress and working in partnership with parents.

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Children's welfare and wellbeing Needs attention

The childminder helps children to learn how to keep themselves safe. Her home is organised to ensure children can move freely, safely and self-select toys and resources. Children move around the play areas with confidence, showing a sense of belonging in the childminder's home. Children learn about road safety when they go on outings with the childminder. They tell the childminder when it is safe to cross the road, showing that they remember and understand what they have learned.

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Children's welfare and wellbeing Needs attention

Children learn to take supervised risks as they build their physical development. They climb on age-appropriate park play equipment and practise their balancing skills as they walk along low walls on the way to the community allotment. The childminder promotes healthy lifestyles and how they support children's positive wellbeing. She provides a carefully planned menu that includes some of the produce children help to grow, harvest and cook.

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Leadership and governance Needs attention

The childminder has not accurately identified the weakness in her practice to promote children's privacy when toileting. She is, however, committed to making improvements to her practice. This is demonstrated through the action she has taken to strengthen partnerships with parents, to share information that promotes children's ongoing learning at home.

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Leadership and governance Needs attention

The childminder works closely with local schools and nurseries. This ensures there are smooth transitions for the children when they move on. The childminder gathers feedback from the settings to help her evaluate the effectiveness of her practice to ensure children have the skills they need to settle into their new settings with ease. She values the regular feedback she receives from the local authority and uses this to identify and access training and research to improve her practice further.

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Leadership and governance Needs attention

The childminder has strong links with community professionals to ensure she and parents get the right support and advice should this be required for any children who may be identified to have additional needs. The childminder has children's interests at the centre of her practice.

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Leadership and governance Needs attention

Parental feedback is positive about the progress their children make and how they value the regular communication they receive.

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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 form strong bonds with the childminder and their peers, and they play in harmony in small groups and independently. They welcome cuddles and words of encouragement from the childminder that shows that they are valued. All children make robust progress from their starting points. They benefit from the stimulating and exciting curriculum that the childminder provides. The childminder knows children well and plans effectively to promote their learning and development, reflecting their individual interests and stage of development. The childminder adapts her teaching skills effortlessly to ensure all children engage in the activities she provides and develop positive attitudes to learning. For example, she guides children in how cut paper safely by providing a variety of tools that

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Inspector:

Shaheen Belai reflect the different abilities. Young children welcome the challenges as they are given time to practise skills, such as when they use different tools for cutting and shaping their play dough. Learning is not rushed, the childminder gives children ample time to explore new learning, and she plays alongside to show them how to use resources.

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Inspector:

The childminder helps children to gain independence in their self-care. However, she has not considered how to provide children with appropriate privacy when they are toilet training. This risks reducing children's self-esteem and understanding about the parts of the body that are private.

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Inspector:

Children are confident to make choices and show eager curiosity in the world around them. They enjoy exploring nature in the community allotment, as they go outdoors daily in all weathers. They are thrilled to discover worms as they dig skilfully using trowels. This helps them build muscle strength and coordination. Children fully enjoy their time with the childminder, who works effectively with parents to encourage their regular attendance.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following action by the assigned date:

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About this inspection

The inspector spoke with the childminder 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. A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

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

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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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