Kearney, Vanessa

Kearney, Vanessa

Unique reference number (URN): EY342775 Address: 7 Courtenay Road, LONDON, SE20 7LZ Type: Childminder Registered with Ofsted: 26/10/2006 Registers: EYR, CCR, VCR Registered person: Kearney, Vanessa

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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

Consistently, children achieve very well from their starting points. All children, including those with special educational needs and/or disabilities and those who face barriers to learning, are very well prepared to transition to school and beyond. Gaps in all children's learning are closing consistently, in particular for children who face barriers to learning.

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Achievement Strong standard

All children gain skills that prepare them for school and beyond. Children say which resources and activities they want to play with. Staff support children to gather chosen resources and, together, they create an enabling environment for play.

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Achievement Strong standard

Children are surrounded by a wealth of resources to support learning, for example books, construction, small world and dolls. Children talk to staff about what they are doing and ask questions to clarify thinking. For example, while playing with the play dough, children ask, 'Why will it dry out?'

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Achievement Strong standard

Children develop fine motor skills rolling play dough independently to make shapes. They follow instructions to make it 'flat', showing that they have practised and used these words previously. Children name shapes and colours, using words like 'love heart', 'purple' and 'triangle'. They count how many shapes they have.

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Achievement Strong standard

Older children go on a colour hunt with clipboards to identify colours around the setting. They make marks, using a tally to record how many things they find. Children identify numbers that they see around them, for example numbers on the cooker, and understand that these relate to time.

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Behaviour, attitudes and establishing routines Strong standard

Leaders create a lovely, positive learning environment in which children and adults thrive. Staff consistently encourage and model high expectations for children's behaviour. They praise children and reward them in a range of ways. For example, staff 'high-five' children during circle time when they respond to questions or achieve a next step. Children earn stamps on their bookmarks, which they take home when full.

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Behaviour, attitudes and establishing routines Strong standard

Staff teach children about tolerance. For example, children sing 'the boundaries song' to reinforce boundaries. They join in with words and actions, learning how to manage their feelings and treat others with respect. As a result, children show positive attitudes towards others and their learning, which prepares them well for school.

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Behaviour, attitudes and establishing routines Strong standard

During circle time, staff support children to listen, maintain attention and respond to what they see and hear. Staff explain the order of the day to support children's individual needs. The use of a shared visual timetable would further support children, particularly those who face barriers to learning and need reassurance about what will happen next. Staff encourage children to develop independence and listening skills in readiness for school.

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Behaviour, attitudes and establishing routines Strong standard

Children and staff form strong relationships where children feel safe, happy and confident to learn. Staff work with children individually and in different-sized groups to meet learning needs. Leaders promote good attendance and punctuality. Parents follow procedures for reporting absence, and weekly newsletters support attendance and home learning.

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Children's welfare and wellbeing Strong standard

Leaders establish policies to support children's welfare and wellbeing and implement safer sleeping and safer eating practices. Staff check children appropriately every 20 minutes to ensure that children are safe, by checking in person and on the camera.

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Children's welfare and wellbeing Strong standard

Staff change children's nappies, following safeguarding procedures to keep them safe. Older children go to the toilet independently and are encouraged to wash their hands after using the toilet.

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Children's welfare and wellbeing Strong standard

Leaders encourage healthy lifestyles by providing nutritious meals and snacks, including fruit at lunchtimes, scrambled egg, cucumber, vegetable straws and rice cakes. Leaders asked parents to contribute their ideas to meal planning.

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Children's welfare and wellbeing Strong standard

Images of children who have allergies are displayed in the kitchen for all staff to see. Meals are planned to support these children's needs on the days that they attend. Children develop independence through age-appropriate self-service routines at snack and mealtimes, with staff ensuring close supervision. Children have water bottles that they can access at any time.

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Children's welfare and wellbeing Strong standard

Leaders take pride in knowing the children and families well. They support children to feel happy and safe, support children's learning, and communicate with parents online, sharing important information. Parent partnerships are strong. Children who may face barriers to learning feel supported and have individual systems of communication with the setting. This ensures that children are kept safe. Leaders support families whose children's needs change over time.

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Curriculum and teaching Strong standard

Leaders coordinate and plan the curriculum, encouraging all staff to contribute ideas so everyone feels involved. Leaders model strong teaching practice, including for staff undertaking training, and liaise with schools to support transitions. Staff help children develop resilience, have ownership of their voice, and follow rules and routines. For example, children can count, solve number problems, develop an awareness of phonics and solve friendship problems. This supports children to meet milestones, ready for school.

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Curriculum and teaching Strong standard

Staff encourage children to learn about what makes them unique. Culture and diversity are central to curriculum planning, including celebrations and festivals. Staff support fine motor skills using play dough and encourage children to name colours and shapes.

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Curriculum and teaching Strong standard

Staff introduce early mathematics effectively. Children create repeating patterns using colours and shapes and are encouraged to explain what comes next. When mistakes are made, staff refer children back to the model pattern and prompt discussions to clarify thinking. Children count shapes accurately, pointing as they count. Staff interact well with children and use 'high fives' when children have got it right. They ask questions to reinforce understanding and encourage children to make choices and use language confidently.

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Inclusion Strong standard

Leaders ensure children's voices are heard. Everyone feels welcome and included. For example, during circle time, a toy is passed along to include all children whether they speak or not. Children use signing to communicate, helping pre-verbal children feel included and supporting younger children to move on quicker from playing alongside others to playing together. Staff also use sign language to gain children's attention during circle time without disturbing the session.

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Inclusion Strong standard

Leaders believe all children, including children who face barriers to learning, thrive in the setting. Children with significant barriers to learning leave the setting well prepared for school.

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Inclusion Strong standard

Leaders work closely with parents, sharing information about children's behaviour so support is consistent between home and the setting. Children learn strategies to regulate their emotions, such as using a worry monster and practising belly breathing linked to movement, helping them to approach learning calmly.

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Leadership and governance Strong standard

The staffing team has grown since the last inspection, enabling staff to support more children to meet their milestones for their next stage in learning.

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Leadership and governance Strong standard

Leaders identify curriculum development as an area of focus. They encourage staff to build expertise. Staff meet monthly to discuss strengths and areas for development. Leaders make reasonable adjustments for staff who are unable to attend in person. This shows that leaders care about their staff's wellbeing.

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Leadership and governance Strong standard

Leaders know staff strengths and development needs and identify relevant training to support improvement. Staff attend training and share learning with colleagues. Leaders communicate regularly with parents through termly newsletters, letting parents know what has happened during the term and also to let them know what is happening next term. This supports children's progress and preparation for school. Leaders support staff to carry out their roles effectively and ensure time is available to discuss children's progress and plan next steps together.

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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

All children, particularly those who face barriers to learning, thrive in this lovely setting. They arrive happy and excited, ready to learn and play with their friends. Staff greet children warmly, helping them to quickly settle. Children feel safe, secure and ready for learning, forming positive bonds with staff. Children sit together during circle time and greet each other with the 'hello' song, joining in with the words and signing the actions together. Children who are not yet verbal hum the tune. Children enjoy learning. They are supported to build on what they already know and can do. Children happily explore their surroundings and choose resources and activities of interest. They confidently talk about what they are doing and ask questions, for example asking to sing the boundaries song again.

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

All children, including those who face barriers to learning and wellbeing, achieve well from their starting points. Staff support children to develop skills that prepare them well for school. For example, they learn how to count, sing songs, make marks, handle books and talk about what they can see, and listen and respond.

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

Children of all ages play well together and form positive relationships with each other. They learn to take turns, share, show respect and be kind to each other. Children behave well. All children, including those new to the setting and children who face barriers to learning, feel like they belong. They follow rules, routines and expectations for behaviour. Children particularly love the positive behaviour bookmarks that they take home and share with their parents. This motivates them to continue to behave well. Staff support children to develop a sense of self. They listen to stories about being special. This helps children to develop self- worth and have a positive self-image. For example, after listening to the story of Elmer, staff remind children that there is only one of them and that makes them special.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners and children 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:

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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