Byrne, Kim

Byrne, Kim

Unique reference number (URN): 137923 Address: 80 Portland Avenue, New Malden, Surrey, KT3 6BA Type: Childminder Registered with Ofsted: 23/01/1996 Registers: EYR, CCR, VCR Registered person: Byrne, Kim

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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 Expected standard

Children make steady progress from their starting points. Sometimes, activities are more suited to older children, so younger children do not always learn as much as they could. Children gain confidence and learn to interact with adults and peers as they attend playgroups and explore different environments. Children demonstrate resilience and perseverance. For example, they persist in twisting open a glue stick, following the childminder's verbal instructions, and celebrate their success with pride. Children take the same determination into creative tasks, such as building structures with different construction resources or making their own patterns, showing satisfaction in what they achieve. Children develop their vocabulary as they describe what they are doing, answer questions, and follow instructions independently. They are increasingly independent, making choices in their play and daily routines, which strengthens their problem-solving and

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Achievement Expected standard

decision-making skills. Through these experiences, children develop the knowledge, confidence and skills needed for their next stage of learning, including starting school.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from a calm and nurturing setting, where routines and expectations for their behaviour are clear. For example, the childminder explains that children should wait their turn during group activities and tidy up toys when asked. She develops warm and trusting relationships with each child. The childminder provides reassurance and gentle guidance that helps children to feel safe and supported. The childminder promotes punctuality and attendance by explaining routines to parents and carers and encouraging consistent arrival times. This helps children settle smoothly into the day and feel secure as they begin their activities.

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Behaviour, attitudes and establishing routines Expected standard

During group activities, children are encouraged to take turns, share resources and cooperate with each other. The childminder gives clear instructions, uses prompts when needed and uses tools such as timers. This helps children to manage waiting and participation, supporting their understanding of collaboration and group routines.

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Children's welfare and wellbeing Expected standard

The childminder supports children's welfare through attentive care during daily routines. Children joyfully choose which song they want to sing with the childminder while they wash their hands. Children take responsibility for simple tasks, such as selecting their cloths at snack time, which helps them practise independence. The childminder reminds children to give each other space when using the toilet, promoting privacy. These routines help children to feel safe and develop an understanding of personal care, including respecting themselves and others. Children form secure and trusting relationships with the childminder, who responds to their needs and provides consistent support.

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Children's welfare and wellbeing Expected standard

Children explore healthy choices through playful activities. They taste new foods and discuss where food items come from, which encourages confidence in trying different things. Children learn to enjoy a wide range of healthy foods. They also develop muscle control and coordination through everyday routines, such as climbing into their chairs to eat. Games, like brushing toy teeth during a dentist activity, help children learn about oral hygiene in a hands-on way.

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Children's welfare and wellbeing Expected standard

The childminder uses calming techniques, such as modelling deep breathing, to help children to manage high levels of energy and begin to regulate their emotions. At times, however, the childminder does not talk about feelings or explain how children's actions affect others. This does not help children to recognise emotions in themselves and their peers.

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Curriculum and teaching Expected standard

The childminder's approach to teaching focuses on building children's knowledge and skills through everyday routines, play and planned activities. The curriculum is designed to build progressively on what children already know and can do, supporting their development over time. Teaching is informed by detailed information from parents and carers and ongoing observation. This allows activities to reflect children's interests and identified next steps in learning.

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Curriculum and teaching Expected standard

The childminder weaves children's language development throughout the day. For example, she recaps a story children have read earlier in the week and then encourages them to create their own patterned animals. The childminder introduces descriptive words, such as 'stripy', 'spotty', 'long' and 'short', encouraging children to compare sizes, shapes and quantities as they create their designs. However, the childminder does not sufficiently adapt some activities for younger children. This means they do not consistently receive the support they need to achieve their next steps in learning.

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Curriculum and teaching Expected standard

The childminder supports children's creativity through a wide range of open-ended materials. Children choose different tools, colours, textures and resources and decide how to use them. They practise precise hand movements while cutting, gluing and colouring, strengthening coordination and control. This allows children to follow their own ideas, remain focused and develop independence. Through these activities, the childminder also encourages children to share resources and take turns, preparing them for the next stage of learning.

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Inclusion Expected standard

Overall, the childminder understands how to support all children in her provision. She gathers detailed information from parents and carers when children start. This enables the childminder to understand their individual needs and how best to meet them. She uses ongoing observations to monitor what children can do and are learning and tracks their progress over time. When she identifies gaps in children's learning, she discusses these with parents and agrees shared strategies to support development.

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Inclusion Expected standard

The childminder works closely with parents. She shares practical approaches to support learning at home, such as encouraging reading, narrating daily experiences and attending social groups. This helps all children to make progress across all areas of learning. The childminder also supports children who speak English as an additional language by purchasing dictionaries of children's home languages, modelling language clearly and using repetition, songs and visual prompts to aid their understanding and communication.

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Inclusion Expected standard

The childminder understands how to work with other professionals to adapt strategies and review children's progress, ensuring support remains responsive. She undertakes training on how to support children with special educational needs and/or disabilities by adjusting practice and reviewing it to ensure it reflects children's changing needs. The childminder is aware of how additional funding could be used for training, resources or adaptations for disadvantaged children and understands the importance of monitoring its impact.

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Leadership and governance Expected standard

The childminder develops effective links with parents and carers and settings that children attend. She shares children's progress information, including the progress check at age 2 and transition reports with the other settings that children attend. She plans activities that build on what children are learning about in other settings. This collaborative approach ensures that children experience continuity in their learning and supports smoother transitions to school. Parents report positively on the childminder's partnership working and value the practical strategies she shares to help children make progress. This individualised support has a positive impact on children's confidence and independence.

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Leadership and governance Expected standard

The childminder reflects on her practice and keeps her knowledge up to date. She reviews statutory guidance and completes a variety of professional development activities, including online training, webinars, network sessions and discussions with other childminders. She applies learning to improve policies and routines. Recent changes include reorganising daily routines to support punctuality, revising attendance and absence procedures with clear follow-up checks, and updating equipment to meet current safe sleeping requirements. These changes demonstrate that the childminder uses reflection and feedback to make practical and meaningful changes that enhance children's safety and readiness for future learning.

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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

Parents and carers say their children gain confidence quickly in this setting. The childminder prioritises outings to parks, farms, libraries and playgroups. She uses these experiences to give children the chance to meet different people and practise social skills. This helps children to feel more confident in different settings and build positive relationships with their peers and adults.

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

Children practise sharing, turn-taking and cooperation in group activities. They learn from each other, negotiate roles and support their friends in play. The childminder provides reassurance and models positive behaviour, helping children to feel included. Celebrating diversity and exploring the local community helps children to understand different families, cultures and abilities. For example, children take part in activities linked to festivals, such as Holi or Lunar New Year, explore different foods and play with resources that represent different abilities and family structures. This helps children to develop respect, empathy and an appreciation for differences.

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

Children are offered choices in activities, which helps them to focus and stay motivated. For example, children choose which songs to sing during group sessions. Song sessions are a highlight of the day, and children joyfully ask for more songs to be sung. The childminder responds to children's interests, adapting songs to include their favourite animals or actions. When children act out an animal, she models the movements and sounds and gives each child time to join in. Her attention to every child's engagement helps them to concentrate, take turns and participate fully. Children sing, move and follow actions with excitement and

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Address:

80 Portland Avenue New Malden Surrey KT3 6BA

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 confidence, showing that responsive interaction makes learning active, enjoyable and inclusive.

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Next steps

The childminder should sharpen the implementation of group activities to meet the individual needs of all children, including the youngest. The childminder should provide more opportunities for children to gain a deeper understanding of their emotions.

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About this inspection

The inspector spoke with the childminder 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. Local authority: Kingston upon Thames

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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. 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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