Allen Karen Linda

Allen Karen Linda

Unique reference number (URN): EY289718 Address: 1 Dennison Avenue, St. Austell, Cornwall, PL25 3HD Type: Childminder Registered with Ofsted: 13/08/2004 Registers: EYR, CCR, VCR Registered person: Allen, Karen Linda

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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

The childminder ensures that children make steady progress, overall, from their starting points across the early years foundation stage curriculum. Children confidently communicate their needs through both verbally and non-verbally, using language well in their imaginative play. Children demonstrate age-appropriate physical skills. Older children skilfully use brushes to paint using watercolours and hold pencils to carefully draw lines and other shapes. Younger children show good core strength as they practise pulling themselves up to stand and delight in walking while holding the childminder's hands. Children demonstrate a secure understanding in early mathematical language and development by counting both actions and objects, and building simple three-dimensional structures with magnetic shapes. Children flourish in the childminder's care and she ensures children are suitably prepared for the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a positive learning environment where children thrive. She builds trusting relationships with each child, and they respond well to her kindness and care. The childminder provides many opportunities for children to learn to play together, take turns, and share, such as when playing at the water table in the garden. She has established good routines to support children in understanding what is going to happen now and next, and provides opportunities for children to develop more responsibility in the setting as they get older, including feeding her pet rabbit. The childminder works well with parents to promote the importance of punctuality and attendance. For example, she makes prompt calls to parents when they do not arrive at the setting on time. The childminder typically has high expectations for children's learning and behaviour, however, she does not always help them consistently learn strategies to manage their feelings independently in an age-

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Children's welfare and wellbeing Expected standard

The childminder creates a safe and welcoming space for children to play. Children have daily opportunities to participate in outdoor play, developing their physical and emotional health. Babies particularly enjoy exploring the garden, practising crawling and walking around. The childminder also takes children on regular trips to parks and gardens to broaden their experiences and develop their physical skills. She takes into account children's individual needs when preparing for each day, including how best to support those children with special educational needs and/or disabilities.

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Children's welfare and wellbeing Expected standard

The childminder encourages healthy eating by providing nutritious snacks and lunches. She supports children in learning good manners and developing their social skills at mealtimes. Children understand the expectations in the setting and are increasingly able to manage their personal needs as they get older. For example, children learn the importance of washing their hands before eating and do so independently when appropriate. The childminder ensures that hygiene practices in the setting effectively meet the needs of all children. She uses praise effectively to help children feel proud of their achievements and to build self-esteem.

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Curriculum and teaching Expected standard

The childminder has developed a broad and balanced curriculum, helping children learn effectively, overall, across all areas of the early years foundation stage. She prioritises children's personal, social and emotional development alongside their physical development, with clear expectations for what she expects children to achieve. Despite these strengths, sometimes, the childminder's teaching does not fully match her learning intentions, and there is not always a clear enough focus on what children already understand or what they should learn next. For example, group activities are not always adapted effectively to ensure the youngest children are able to join in in a meaningful way. The childminder provides plenty of opportunities to develop children's communication and language skills, including using non-verbal strategies where appropriate, such as signing. She provides enriching activities to support children's mathematical knowledge and

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Curriculum and teaching Expected standard

understanding, including encouraging children to use magnetic shapes in their free play.

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Curriculum and teaching Expected standard

The childminder reflects on the effectiveness of her curriculum. For example, she previously identified a need to enhance her knowledge and teaching in expressive arts and design. She has subsequently implemented a more ambitious approach to teaching art that develops children's ability to explore and engage with a wide range of media and materials. She adapts her curriculum and teaching to support the needs of children with special educational needs and/or disabilities and implements individual learning plans to help them succeed and make progress across the curriculum.

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Inclusion Expected standard

The childminder demonstrates an inclusive culture across the setting. She has a sound knowledge of how to support children with a range of special educational needs and/or disabilities. She swiftly identifies when children might need additional help. She has a thorough knowledge of the reporting process within her local authority and is confident in making timely referrals to the relevant professionals, when necessary. The childminder identifies barriers and adapts teaching to support children's learning and wellbeing. She works closely in partnership with the other settings that children attend and with parents to establish a coherent approach across both settings and at home. Parents report enthusiastically on the impact of the plans the childminder puts in place to ensure their children thrive and achieve in the childminder's care. The childminder frequently updates her knowledge of inclusive practice, such as through training. She reflects on the positive impact

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Inclusion Expected standard

this has had on deepening her knowledge, enabling sensitivity when discussing any potential barriers to learning with parents.

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Leadership and governance Expected standard

The childminder is knowledgeable about her community and the families she works with. She works well as part of a wider network of childminders to provide interesting learning experiences for children within the local area, such as attending a carol service at a local church at Christmas. The childminder has high expectations for the education and care that she provides. She undertakes regular training to support this, and makes changes to her provision where necessary. For instance, she is currently developing new mathematics home-learning packs to add to her well-established story-lending library for parents. However, at present, she lacks a detailed and perceptive analysis of her areas for improvement, limiting her ability to focus sharply on achieving excellence for all children.

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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 benefit from attentive care provided by this experienced and dedicated childminder. They develop warm relationships with her and with other children. Children confidently access toys to play independently and invite other children into their play. They happily play with toy babies together and make places for them to sleep in the playroom. The childminder effectively supports the development of social skills, such as turn-taking during play. For example, children eagerly participate in group singing sessions, each selecting a toy to incorporate into the activity. The childminder gently encourages each child to be patient and wait for their turn. Children listen well to her and delight when it is their turn to choose a toy. Older children are particularly aware of the expectations in the setting and demonstrate sound skills in managing their personal needs. For instance, they find and put on their own outdoor clothing and boots before playing in the garden.

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

Children flourish as they make steady progress from their starting points and develop age- appropriate knowledge and skills, including those children with special educational needs and/or disabilities. They are curious about the world around them and are keen to engage in learning experiences with the childminder. For instance, they excitedly experiment with filling containers with sand and water in the garden. The childminder knows the children well and supports them to take part in their favourite activities, such as watering the plants in the house. She helps children learn about other ways of life and cultures, including different religious celebrations. The childminder enriches the curriculum ensuring children participate in meaningful experiences linked to these, such as visiting the nativity scene at a cathedral when learning about the Christmas story. Children remember and talk confidently about the

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Next steps

The childminder should develop the curriculum and adapt her teaching to target every child's next steps in learning more precisely and consistently, and support children to excel in their learning and development. The childminder should provide more support for younger children to help them recognise and manage their own feelings and behaviour, and learn how to keep themselves and each other safe.

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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:

1 Dennison Avenue St. Austell Cornwall PL25 3HD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

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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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Total number of places

A quality assurance visit by an additional inspector was carried out at this 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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