Donohoe, Karen Jane

Donohoe, Karen Jane

Unique reference number (URN): 308565 Address: 220 Burnley Road, Accrington, Lancashire, BB5 6HD Type: Childminder Registered with Ofsted: 19/08/1997 Registers: EYR, CCR, VCR Registered person: Donohoe, Karen Jane

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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 individual starting points across the areas of learning. They develop secure communication skills, increasing their vocabulary and expressing their ideas with growing confidence. Children build on their early mathematical understanding as they count, compare quantities and recognise patterns in play.

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Achievement Expected standard

Children show resilience when attempting new challenges and demonstrate increasing independence in selecting activities and managing routines. They concentrate for sustained periods, revisit activities to deepen their understanding, and take pride in what they achieve. Over time, children acquire the knowledge and skills they need and are suitably prepared for the next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a positive environment where expectations for behaviour are clear and generally understood by children. Children's warm and respectful relationships with the childminder support their confidence and sense of security. Children usually cooperate, share resources and take turns appropriately. When children occasionally find sharing challenging and require adult support to manage disagreements and develop their social understanding, the childminder provides guidance and reminders to help them reflect on their actions and consider the feelings of others.

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Behaviour, attitudes and establishing routines Expected standard

Punctuality and attendance are monitored, and families are reminded of the importance of children arriving on time so they can access learning opportunities. The childminder considers children's age, stage of development and individual circumstances when helping them meet expectations. She adapts her approach to help children understand boundaries and regulate their emotions.

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Behaviour, attitudes and establishing routines Expected standard

Children are given regular opportunities to play alongside and with others. Through modelling and consistent reinforcement, they are developing the skills needed to cooperate and build positive relationships in a safe and supportive environment.

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Children's welfare and wellbeing Expected standard

Children are beginning to be independent and learning to manage their self-care skills. For example, older children wash and dry their hands before meals. However, on some occasions, handwashing routines are not consistently modelled for children, such as after wiping children's noses. As a result, children do not always see good hygiene practices modelled, which limits opportunities for them to fully understand and consistently adopt healthy routines.

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Children's welfare and wellbeing Expected standard

The childminder places a strong focus on children's physical and emotional wellbeing. She encourages a healthy lifestyle by providing nutritious home-prepared meals and daily opportunities for physical activity outdoors. Babies' safety is carefully managed, with safe sleep routines followed consistently and close supervision always maintained.

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Children's welfare and wellbeing Expected standard

The childminder supports children's dignity and trust through attentive personal care. She engages with children during routines by talking, singing, and following their interests. For example, children show delight as they sing familiar songs and join in with the actions. The childminder's warm and consistent interactions help children form secure attachments, develop early communication skills, and feel confident exploring their surroundings and participating positively in everyday activities. Children show consideration and kindness towards each other and the childminder. For example, at mealtimes, they help set up each other's places and pour drinks for their peers. As a result, children develop positive social skills, build cooperative relationships, and gain confidence in showing care and respect for others.

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Curriculum and teaching Expected standard

The childminder implements a broad curriculum that covers the seven areas of learning and places clear emphasis on communication and language, physical development, and personal, social and emotional development. She plans activities that reflect children's interests, and older children benefit from teaching that extends their thinking. However, activities are not always consistently adapted to meet the needs of all children. At times, younger children do not receive sufficient support to fully engage, which limits their opportunities to learn at an age-appropriate level.

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Curriculum and teaching Expected standard

Regular observations and assessment are effective in identifying children's next steps, informing planning and providing targeted support, ensuring that all children make steady progress. The childminder places a strong emphasis on developing children's language and communication skills. She models clear speech, introduces new words during everyday routines, and responds attentively to children's attempts to communicate. Children learn new words, such as 'octopus', during adult-led activities. As a result, children are developing secure early language skills and enjoy communicating with others.

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Curriculum and teaching Expected standard

The childminder provides a wide range of activities to support children's early mathematical skills. She introduces numbers, shapes, patterns and measures through everyday routines and play, helping children develop understanding in a meaningful context. Children are encouraged to count and recognise shapes during both structured activities and spontaneous play.

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Inclusion Expected standard

The childminder provides an inclusive environment where children are generally supported to participate in daily routines and activities. Most children engage confidently, although some younger children do not always join in fully and sometimes benefit from additional encouragement. Children's interests are used to promote engagement, emotional security, and positive interactions, particularly during transitions or social situations that may be challenging.

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Inclusion Expected standard

The childminder uses her training in inclusion and supporting children with special educational needs and/or disabilities (SEND) to adapt activities and resources. This helps children access learning and feel secure in the setting. Targeted support and interventions are implemented and regularly reviewed to ensure that children make steady progress from their individual starting points.

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Inclusion Expected standard

Children with SEND are offered opportunities to develop confidence, social skills and resilience. Overall, children feel included and supported, and they are developing the skills and confidence they need to participate in all aspects of the curriculum. The childminder's ongoing focus on inclusive practice ensures that all children's learning and wellbeing are promoted effectively.

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Leadership and governance Expected standard

The childminder regularly takes children on community outings, providing opportunities to interact with other childminders and professionals. She reflects on information gained from these experiences to adjust and enhance her practice, ensuring that children's needs are met effectively. Being responsible for her own decisions allows the childminder to make timely changes without adding unnecessary workload.

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Leadership and governance Expected standard

The childminder regularly evaluates her provision, although this is not fully effective at identifying areas for further improvement. She welcomes the views of parents to ensure that the setting is meeting the needs of all children. Parents report being very happy with the care their children receive. The childminder keeps her knowledge and skills current by prioritising professional development and attending regular training. For example, training on early years curriculum planning has helped her to carefully develop a curriculum that provides children with a strong foundation for their early learning.

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Leadership and governance Expected standard

The childminder recognises the value of collaborating with other professionals to support continuity in children's care and learning. For example, she exchanges information with the local school to aid smooth transitions. She also engages with other childminders to share best practices and stay informed about updates to the early years foundation stage requirements.

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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 feel safe and happy in the setting and are beginning to develop independence, particularly in managing their own self-care. Children have formed positive, trusting relationships and clearly take pleasure in their time in the setting. The childminder provides a welcoming and safe environment that enables children to feel relaxed and fully engaged in various stimulating and enjoyable activities. Children move confidently around the home and independently select resources and activities that interest them. For example, they enjoy role-play opportunities in the play kitchen, inviting the childminder to join their play as they make 'dinner'. Children benefit from hearing songs and stories during the day. This helps them hear a range of different words, rhymes and vocabulary, which supports their communication skills.

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

Children have regular opportunities to take part in physical activities, which helps them develop strength, balance and coordination. They confidently engage in active play, such as ball games and climbing, which supports their overall health and wellbeing. Through these experiences, children learn how to manage risks safely and develop an understanding of keeping themselves safe. Children enjoy making choices in their play and are generally supported in learning healthy routines.

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

The childminder promotes positive behaviour. Overall, she encourages children to be kind, considerate and cooperative in their play. She joins in with children's activities, helping them develop patience and respect for one another. The childminder consistently recognises and praises children's efforts and achievements, which helps build their confidence and self- esteem. Children who may face barriers to their learning receive effective support. The

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Address:

220 Burnley Road Accrington Lancashire BB5 6HD

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Address:

Register(s): EYR, CCR, VCR childminder works in partnership with parents and professionals to help all children have the same opportunities as their peers.

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Next steps

The childminder should plan activities that meet the needs of all children, ensuring appropriate support for younger children's learning. The childminder should provide clear and consistent messages to encourage healthy choices, especially regarding handwashing, to enhance children's awareness of personal hygiene.

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About this inspection

The inspector spoke with the childminder and children during this 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. Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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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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

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 .

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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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