Condon, Karen Jane

Condon, Karen Jane

Unique reference number (URN): 115498 Address: 109 Willersley Avenue, SIDCUP, Kent, DA15 9EG Type: Childminder Registered with Ofsted: 02/03/1998 Registers: EYR, CCR, VCR Registered person: Condon, Karen Jane

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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

Children learn many skills in all areas of learning for their young ages. They make unwavering progress from their personal starting points, particularly in their communication and language development. They learn and repeat new words in context, speak in clear sentences and enjoy sustained and purposeful conversations.

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Achievement Strong standard

Children understand and confidently use mathematical language, in context, as part of their everyday experiences. For example, they confidently learn the mathematical language to describe different sizes and shapes, and they can count to 10 as they climb the stairs. Children try hard to succeed at mastering skills, such as cutting fruit with a safety knife and taking off their shoes. They are more than happy to lead their own play, and they spontaneously follow simple instructions. They are confident and capable learners who are very ready for the next stages in their learning, including school when the time comes.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a warm, calm and respectful environment where children increasingly manage their feelings and respond to her expectations for behaviour. For example, she routinely uses language such as 'your turn' and 'my turn' to help young children learn about sharing and taking turns in their play. She praises children warmly when they remember to use good manners or warmly greet other children. She creates a highly positive environment where relationships are secure at all levels. For instance, children naturally approach her for support or to sit close by while she reads to them.

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Behaviour, attitudes and establishing routines Strong standard

The childminder focuses well on children arriving at the expected times. She knows that this helps them to learn about the order of the day so that they become involved and confident in their routines and experiences. The childminder understands that some behaviours can be attributed to children's individual needs or personal circumstances. Therefore, she adapts her approach so that children of different ages and stages of development learn how to behave well. Children show consistently positive attitudes towards their learning and each other, for their ages.

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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's wellbeing. She uses regular professional development opportunities to inform her practice and meet all children's individual needs. She knows the children and their families extremely well and responds swiftly to their changing needs. The childminder uses her well-embedded routines to help children learn how to manage their personal care needs. She embraces parents' wishes and complements their home routines, including for children's eating and sleeping needs, to help children settle from the start.

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Children's welfare and wellbeing Strong standard

The childminder teaches children about good health and staying safe, in an age-appropriate way. For example, she uses stories and activities to teach children about healthy eating and guides them well as they chop fruit. She encourages children to be active and to practise their physical skills, such as throwing, catching and kicking balls outside. She regularly weaves such opportunities into children's everyday experiences to promote their good health and wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder consistently uses books and activities to help children learn how to manage their feelings and emotions. She forms close relationships with children, and the success of her approach is highly evident in children's close attachments to her. The childminder makes her home warm and inviting to children and creates a busy but calm space in which they thrive. Children develop a confident and secure sense of belonging.

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Curriculum and teaching Strong standard

The childminder plans and provides a high-quality curriculum that she implements seamlessly throughout the day. She consistently weaves the seven areas of learning into the activities she provides. For example, as children explore with paint, she encourages them to make marks as part of practising their pre-writing skills and to use language to describe their creations. She uses children's love of trains, books and stories to build on their language and early mathematical skills. For example, she asks interesting questions and repeats complex words, such as 'massive' and 'enormous', to deepen children's learning.

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Curriculum and teaching Strong standard

The childminder teaches children the skills they need to become independent. She encourages them to manage age-appropriate tasks, such as taking off their coats and helping at snack times. She uses books to talk about zips and poppers to help children learn different ways of fastening clothes.

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Curriculum and teaching Strong standard

The childminder helps children to become confident and sociable individuals for their ages. She takes them to different groups and on outings, to continually increase their social and emotional skills and their ability to play alongside others. Children show that they are delighted to see each other as they go off to choose their preferred play.

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Curriculum and teaching Strong standard

The childminder continually builds on what children already know and can do through methodical assessments of their progress. She uses what she knows about the children's progress to plan and implement exciting activities that consistently deepen their learning.

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Inclusion Strong standard

The childminder continually considers how to improve her inclusive practices. For example, she completes an abundance of training and professional development opportunities. Her ongoing learning and reflection give her the knowledge and skills to meet all children's needs, including disadvantaged children and those with special educational needs and/or disabilities.

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Inclusion Strong standard

The childminder routinely adapts her home and activities as part of continually assessing and improving individual children's experiences. She has an anticipatory approach to caring for children from diverse backgrounds. This means that she is very well placed and ready to seek support or use funding to meet the needs of any children requiring additional help or support in the future. The childminder has high expectations for what children can achieve and ensures that all activities are suited to children's interests and ages and stages of development. Children engage in their preferred activities with ease and show unmistakably high levels of wellbeing and involvement in all they do.

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Leadership and governance Strong standard

The childminder reflects robustly on the service she provides to children and their families. She has robustly addressed and revisited the recommendations set at her last inspection. She completes a wide variety of training opportunities and networks with other professionals to continually improve her knowledge and skills. The result is highly impactful on children's care and learning outcomes.

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Leadership and governance Strong standard

The childminder routinely invites parents to share their views about her service and keeps them informed about their children's care and learning. She is flexible and accommodating to meet parents' needs and wishes in relation to overcoming any barriers to their children's care and education. Her approach helps children to develop a secure sense of belonging. Children achieve very well from the start and thrive in her care.

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Leadership and governance Strong standard

The childminder consistently updates her knowledge and skills to provide care and education that are in the best interests of all children. For example, this includes being ready to meet the needs of any disadvantaged children, or those with special educational needs and/or disabilities who may attend in the future. Her anticipatory approach to childcare shows a highly positive contribution to meeting all children's needs.

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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 provides children with high-quality activities and play experiences that quickly build on what they already know and can do. She takes innovative steps to remove any barriers to children's learning and development from before they start. For example, she quickly accepts children into her setting to meet families' needs and takes decisive action to ensure that she can meet and build on children's individual needs from the start. She forges these early relationships to help all children feel secure and form close bonds with her and each other.

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

Children move around confidently and choose their preferred activities. They show an unquestionable sense of belonging and enjoy very close relationships with the childminder.

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Inspector:

Stephanie Graves The communication between them and the childminder flows and continually enhances children's enjoyment and learning. The young children attending achieve very well in all areas of learning from their unique starting points. They are more than ready for the next steps in their learning.

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Inspector:

Children develop highly positive social skills for their ages. They enjoy regular outings to play groups and confidently chat to the childminder and her family about their play and interests. They remain absorbed in activities that build on their interests and deepen their learning. For instance, children show a clear grasp of colours and numbers for their ages as they lead small-world play with trains, tunnels and tracks.

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Inspector:

The childminder encourages children to do things for themselves, including getting tissues to wipe their noses, cutting their own fruit and learning how to put on and remove their coats and shoes. Children show increasing confidence in managing tasks for themselves, which greatly contributes to the skills they need for school. The childminder establishes clear routines for families to follow to make sure that children attend punctually each day. Her dedicated approach to her role creates a safe, secure and stimulating environment in which children thrive.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of all children, including those who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder 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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Address:

109 Willersley Avenue SIDCUP Kent DA15 9EG

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 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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