Barry, Lisa

Barry, Lisa

Unique reference number (URN): EY365896 Address: 24 Stoats Nest Road, Coulsdon, Surrey, CR5 2JD Type: Childminder Registered with Ofsted: 11/12/2007 Registers: EYR, CCR, VCR Registered person: Barry, Lisa Joanne

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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, including children who face barriers to learning, are consistently well prepared for school. They ask questions, listen to stories, concentrate when playing and enjoy learning. Children count, recognise their names on their coat pegs and choose activities that they want to play with. Children learn how to use scissors safely to practise cutting around healthy food shapes.

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Achievement Strong standard

Children learn across all areas of learning. They regularly count during stories, songs, rhymes and while playing. Children enjoy playing in the outdoor area. They develop fine motor skills, digging in wet sand, filling and emptying containers, exploring capacity, and learning mathematical vocabulary, which they repeat and use in different contexts. Children thoroughly enjoy singing action songs and rhymes. They remember the words and sing them confidently. They are happy and smiling and move their bodies with enjoyment. Children learn to use claves to tap out the syllables in their names. They listen to instructions and eagerly have a go to learn new skills.

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Curriculum and teaching Strong standard

The childminder provides an ambitious curriculum that helps children to meet their developmental milestones. She uses highly effective teaching to support all children, including children with special educational needs and/or disabilities and those that face barriers to learning, to develop physical skills in preparation for school. For example, children practise cutting, climb on and over climbing equipment in the outdoor area and dance.

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Curriculum and teaching Strong standard

Children feel safe and secure to learn. The childminder provides opportunities for learning across all areas of the curriculum, which she adapts to meet children's individual needs. She prioritises children's communication and language skills and places them at the heart of the curriculum. For example, the childminder shares stories with children who face obstacles to learning and encourages children to talk about what characters are doing. The childminder knows what children already know and can do and what they need to know and do next. She talks to children about healthy foods and asks children which foods they like to eat. This encourages children to use new and known vocabulary and show their understanding of what they think is healthy.

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Curriculum and teaching Strong standard

The childminder ensures that the inclusive curriculum is well sequenced. She weaves mathematical concepts into children's learning opportunities throughout the day. For example, children catch and count falling raindrops in a helmet and say how many raindrops there are. She encourages children who play in the role-play area to count, match and order numbers.

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Curriculum and teaching Strong standard

The childminder uses every opportunity for learning. She supports children to develop personal, social and emotional skills, build relationships, share, take turns in their play and

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Expected standard

solve problems. She inspires children to talk about what they enjoy. The childminder teaches children how to tidy up and be kind and polite.

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Behaviour, attitudes and establishing routines Expected standard

Children develop a positive, trusting relationship with the childminder, and she encourages children to build positive relationships with each other. They learn how to play well together, take turns, share, be polite and have good manners. For example, when children have disagreements, the childminder encourages children to solve problems and treat each other with kindness. Children follow the childminder's rules and expectations for behaviour. She encourages children to focus on learning. For example, while telling a story, the childminder encourages children to turn the pages when they are becoming distracted. This teaches children to develop positive learning behaviours. Although the childminder supports children to manage feelings and behaviour, the childminder should build on this to provide children with the skills that encourage them to take ownership and manage feelings and behaviour independently.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has systems in place to promote the importance of good attendance and punctuality. Parents follow policies and procedures. This encourages children to develop a positive attitude towards learning. The childminder considers children's individual needs, including the needs of children who face barriers to learning and/or wellbeing. She adjusts her approach to suit their needs. This supports children to achieve their potential. She constantly praises children for their efforts.

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Children's welfare and wellbeing Expected standard

The childminder has policies and practices in place to support all children's welfare, mental health and wellbeing. Although she uses positive words and praise to support children to recognise and regulate their emotions, to encourage further independence and embed routines, the childminder should introduce a way for children to have ownership in this area. The childminder ensures that babies have privacy when she changes their nappy. The childminder supports children to develop good hygiene routines. She encourages children to wash their hands after nappy changes and going to the toilet and before eating.

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Children's welfare and wellbeing Expected standard

The childminder creates a calm, safe space for children to sleep. Children lie on mattresses with their favourite toy in a safe space where the childminder can see them. The childminder prepares healthy meals and snacks for children. She teaches children about the benefits of making healthy food choices and supports them to develop self-help skills. She helps children to safely use a knife to cut fruit and shows them how to peel fruit. The childminder reminds children about safety with knives. She sits facing the children and encourages them to eat, asking them questions about their sandwich shapes. The childminder teaches children about oral hygiene, using a dental toothbrushing set. She shows children how to brush teeth, saying 'up, down, round and round,' and asks questions about children's toothbrushing routines. She makes links to how making healthy food choices affects teeth.

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Inclusion Expected standard

The childminder knows children's starting points and talks confidently about the progress they have made since joining the setting. She quickly identifies children's emerging needs, including children who face barriers to learning and/or wellbeing, and swiftly plans ways to close gaps. All children, including children who face barriers to learning, thrive.

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Inclusion Expected standard

The childminder adapts her approach to meet children's individual needs. She supports the health needs of children who face barriers to learning and/or wellbeing and makes learning accessible. This helps children settle quickly, feel safe, develop confidence, build relationships with others and learn. As a result, children's gaps in learning close and children meet milestones in preparation for school and beyond. However, the childminder acknowledges that further support and continued training will further support any gaps in learning to close more quickly and children's attainment to increase.

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Inclusion Expected standard

The childminder works in partnership with parents to support children's individual needs. She follows advice from health professionals to support children in a way that they continue to learn and thrive. She considers children's needs in all learning experiences. This supports children and parents to feel supported and valued.

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Leadership and governance Expected standard

The childminder's strength is her passion for language and the way she teaches across the curriculum, using a language-rich approach. She has high expectations and wants children to achieve well and thrive. The childminder forms positive links with parents and the wider community, including other childminders and local businesses. This creates additional learning experiences for children.

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Leadership and governance Expected standard

Parent partnerships are very effective. Parents think very highly of the childminder and comment on the progress children have made since attending. For example, children gain independence, such as putting on coats and speaking in full sentences. Parents feel that the childminder creates a 'home-from-home' environment for children. They especially appreciate that the childminder takes children to lots of places of interest every week. This is supporting children's social skills and understanding of the world that they live in. Parents of children with barriers to learning feel very supported by the care and support that they and their children receive.

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Leadership and governance Expected standard

The childminder attends professional expertise training to develop children's communication and language skills. She uses knowledge and resources from the training to close gaps in attainment for children with special educational needs and/or disabilities and those who face barriers to learning and/or wellbeing. The childminder should continue with her planned professional expertise training to further embed knowledge so children can thrive.

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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 at this setting are really well cared for. Parent partnerships are effective to promote children's regular attendance. Children are happy to attend, and they show that they feel safe and thrive. Children are confident to explore the world around them. They visit places of interest every week, and they learn how to keep themselves safe and healthy.

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

Children behave well. They form secure bonds with their friends and play well together. They are kind, polite and treat each other with respect. Children say kind words, ask questions

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About this setting

Unique reference number (URN): EY365896 and listen to each other. They learn how to solve problems. This prepares them well for school and beyond.

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About this setting

The childminder inspires children to be curious and develop positive attitudes towards their learning, both indoors and outdoors. Children enjoy working in small groups with the childminder and especially enjoy choosing what they want to play with. For example, children dress up, dance and play with small-world toys. Children develop a sense of belonging. For example, they have a named peg for their flannels, which they use independently when drying their hands after washing them. In this way, they recognise their names and become familiar with their friends' names. This supports early literacy skills for their next stage of learning.

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About this setting

Children at this setting achieve well from their starting points across all areas of the early years curriculum. They count, sing songs, share stories, visit lots of places of interest and become independent. For example, while getting ready to go outside, children use 'the magic coat trick' to put coats on independently. The childminder praises children for their efforts. They develop skills, knowledge and attitudes that prepare them well for school and life in modern Britain.

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Next steps

The childminder should continue with the planned programme of professional development and build on this to enhance the standard of teaching further.

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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.

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Address:

24 Stoats Nest Road Coulsdon Surrey CR5 2JD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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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