Kenyon, Debbie

Kenyon, Debbie

Unique reference number (URN): EY341985 Address: 224 Upper Woodcote Road, Caversham, Reading, Berkshire, RG4 7JN Type: Childminder Registered with Ofsted: 26/10/2006 Registers: EYR, CCR, VCR Registered person: Kenyon, Debbie

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

The childminder collaborates closely with parents to support each child's ongoing wellbeing. For example, when children experience the loss of a pet, she seeks to understand the emotional impact and how the family is addressing this at home, enabling her to tailor her approach and provide sensitive, consistent support.

p.2

Children's welfare and wellbeing Strong standard

The childminder provides nutritious, home-cooked meals that are tailored to each child's dietary needs. Children are encouraged to make healthy choices, such as selecting from a variety of fruits for dessert. The childminder closely supervises mealtimes to ensure children's safety and to support healthy eating habits. She has high standards of hygiene, which are consistently upheld. These practices help contribute to children's understanding of self care, independence and general wellbeing.

p.2

Children's welfare and wellbeing Strong standard

Children develop a strong understanding of how to keep themselves safe. Through group discussions, they explore topics such as appropriate screen time and safe online behaviour. Older children act as positive role models, supporting younger children to think about risks. For example, when helping younger children create clothes from blankets, they encourage them to consider the dangers of fabric that is too long. Children become increasingly confident in assessing risks, making responsible decisions and looking out for the safety of others.

p.2

Inclusion Strong standard

The childminder provides a highly inclusive setting. She has a vast amount of experience supporting children with special educational needs and disabilities (SEND). The childminder knows the children extremely well and adapts her routines to support the individual needs of the children. For instance, she provides children with their own space if they become overwhelmed with the noise of others. The childminder reduces barriers to the children's wellbeing. She provides advance warning of any changes and considers each child's feelings and wishes.

p.2

Inclusion Strong standard

Children of all ages and abilities play harmoniously together, creating a warm and supportive atmosphere. The childminder actively teaches children that everyone has different needs, helping them develop empathy, understanding and respect for others. For example, children invite and encourage those with SEND to participate in group play. Children learn to be inclusive from an early age and grow confident in welcoming and supporting their peers.

p.2

Inclusion Strong standard

The childminder is proactive in developing her professional knowledge to meet the specific needs of the children in her care. She undertakes targeted training, including speech and language development, and involves parents so that strategies are consistent between home and the setting. This shared approach promotes children's ongoing progress.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder actively supports children to develop kindness and positive relationships with their peers. She praises thoughtful behaviours, such as when children create drawings for one another, reinforcing empathy and consideration. When children need help with sharing or taking turns, she introduces simple, effective strategies, such as using a timer. This helps to reduce conflict and supports children to manage social situations more confidently.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder has established clear house rules that help children understand the expected standards of behaviour. Children consistently demonstrate good manners when interacting with the childminder and with one another. Older children also help to reinforce these boundaries. When younger children become boisterous, older children encourage them to stop. However, expectations are not applied as consistently during mealtimes, which means children do not always receive the same level of guidance to support positive behaviour in this part of the routine.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of good attendance and punctuality. She responds promptly to any unexpected absence, maintaining regular communication with families to understand the reason and offer support where needed. Children benefit from consistent routines.

p.3

Leadership and governance Expected standard

The childminder engages in ongoing professional development. Alongside completing any mandatory training, she engages with the local authority to strengthen her knowledge in line with local priorities. For example, she has recently undertaken trauma-informed practice training as part of the community-wide approach. This has enhanced her understanding of how trauma can influence children's behaviour and development and deepened her knowledge on how to respond.

p.3

Leadership and governance Expected standard

The childminder evaluates her practice to identify areas for improvement. She seeks the views of the children she cares for, including their preferences around food and the resources available. However, she does not yet make full use of opportunities to gather feedback from parents. The evaluative process is not as robust as it could be to strengthen the quality of provision even further.

p.3

Leadership and governance Expected standard

The childminder recognises that communication is a key strength within her practice, a view that is confirmed by parents. Over time, she has established strong working relationships with the local school. She ensures that information is shared effectively and consistently between parents, the school and her own provision. Children experience continuity in their care and learning, and transitions between settings are well supported.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children eagerly enter this warm and welcoming environment. The childminder has well- established routines that help the children to quickly settle into engaging and purposeful activities. She demonstrates genuine care and concern for the children, responding promptly to their needs. For instance, she tidies their hair and ensures children who have become wet in the rain change into dry clothing. This supports the children's warmth, comfort and wellbeing. Children develop a sense of belonging within the setting. The childminder celebrates each child's birthday with a small party and a home-cooked cake, creating

p.4

About this setting

meaningful moments that make children feel valued and recognised. Children feel special, included and part of the childminding family. At Christmas time, the childminder holds a party for all the children, past and present. Children who have left come back to help plan and support the event, demonstrating the positive impact the childminder has had on children's lives.

p.5

About this setting

Children frequently work towards shared goals. For example, during den-making activities, they plan together, exchange ideas and experiment with different ways to attach materials. The childminder skilfully gives children time to think through challenges independently before offering guidance. Children learn to problem solve, persevere and take pride in their own achievements. Older children support younger ones with tasks, such as reading and writing, modelling positive behaviours and helping them build confidence. The childminder provides a wide range of opportunities for children to develop their physical skills. They have regular access to a spacious, well-equipped garden. Children speak enthusiastically about playing football and engaging in active games together. During school holidays, the childminder further enriches their outdoor experiences through visits to local parks and walks along the river. Children explore the natural environment and build a sense of

p.5

Next steps

The childminder should strengthen mealtime routines to consistently support positive behaviour. The childminder should consider seeking feedback from parents and others to identify further areas for development.

p.5

About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

p.5

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. Unique reference number (URN): EY341985

p.5

Address:

224 Upper Woodcote Road Caversham Reading Berkshire RG4 7JN

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:45 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

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.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.7

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.7

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.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7