Canavan, Helen

Canavan, Helen

Unique reference number (URN): 109878 Address: 7 Wrottesley Road, Plumstead, London, SE18 3EW Type: Childminder Registered with Ofsted: 12/12/1997 Registers: EYR, CCR, VCR Registered person: Canavan, Helen Mary

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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

Children thrive in this setting and are given continuous opportunities to develop their communication and language skills. Older children are confident to share their ideas and are supported with sensitive questioning and role modelling to become confident using a rich vocabulary. Younger children communicate through Makaton to support speech and are given time to respond to questions.

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Achievement Strong standard

Children are well prepared for school. They use open cups and self-serve fruit onto individual plates at mealtimes and have developed confidence in hygiene and toileting practices.

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Achievement Strong standard

All children, including those with special educational needs and/or disabilities or other barriers to learning, such as speaking English as an additional language, make excellent progress. Older children stay sustained and focused on activities, demonstrating the ability to problem-solve and resolve conflicts by themselves. Babies enjoy exploring confidently and happily pull themselves up, developing their core strength ready for walking.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a positive environment where children understand expected behaviours and are highly familiar with their daily routines. This supports babies and children to feel secure and safe in the setting, as they know what to expect. Routines are not rushed. This means that children have opportunities to develop independence and enjoyment from all parts of the day.

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Behaviour, attitudes and establishing routines Strong standard

The relationship between the childminder and the children is warm and caring. The children have made very positive relationships with each other. They enjoy sharing their play experiences, and they make each other laugh.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary and reflects the childminder's consistent high expectations. Children understand what is expected and demonstrate excellent manners. Children are heard asking politely to have a turn on resources, demonstrate sharing and say 'thank you'.

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Behaviour, attitudes and establishing routines Strong standard

The childminder praises children's positive behaviour, reinforcing their understanding of rules and routines. Attendance is monitored, and the childminder shares with parents the importance of good attendance to support children's progress.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a respectful, inclusive setting. The wide range of books shared by the childminder ensures that children feel represented and promotes equality and diversity, celebrating different family backgrounds and what makes them unique.

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Children's welfare and wellbeing Strong standard

The childminder has secure attachments with the children. Children are supported to recognise different emotions and taught strategies that can support them with different feelings. The childminder gives lots of praise to support children to feel a sense of achievement and confidence in their abilities. For example, children create a pattern with wooden shapes, and the childminder responds with lots of warm praise. The children then smile and clap, demonstrating a sense of pride.

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Children's welfare and wellbeing Strong standard

A nutritious menu is offered. New foods are introduced gently and positively, without pressure, to support children to develop confidence to try a range of tastes and textures. Personal safety while eating is developed by supporting toddlers to learn to put one bit of food in their mouth at a time. The childminder teaches the importance of sleep and rest. She also creates opportunities to teach children how to stay safe online.

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Children's welfare and wellbeing Strong standard

Care practices are highly effective at meeting individual needs sensitively. She kindly asks if children need their nappy changed. She respects their privacy and talks to them throughout. For example, during care routines, she sings familiar songs and talks about family members. These interactions strengthen children's emotional security.

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Curriculum and teaching Strong standard

Curriculum and teaching are highly impactful. The childminder plans activities for children to investigate and experience things through exploration linked to children's interests. The childminder is skilled at adapting in the moment, which supports all children's learning and development.

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Curriculum and teaching Strong standard

A love for books is at the heart of the curriculum. This develops children's understanding about themselves and others, while also developing children's vocabulary and imagination. All children enjoy story time. They snuggle up to share stories before nap time, and they also choose to independently pick up books to look at throughout the day.

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Curriculum and teaching Strong standard

The childminder consistently has high-quality interactions with the children. This supports her in monitoring children's progress and identifying personalised next steps. Mathematical language is embedded through play, such as counting how many vegetables they have in shopping baskets during role play.

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Curriculum and teaching Strong standard

Children's physical strength is prioritised. Children enjoy daily exercise, and they delight in crawling into a den decorated with magical lights. They access resources that support large- muscle movement, such as drums and maracas. Emotional development is supported by helping children recognise different feelings, as well as having plenty of opportunities to express themselves through music, dancing, art and sensory play.

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Inclusion Strong standard

The childminder has established a highly inclusive setting where all children are supported to access an ambitious curriculum. The childminder is proactive in working collaboratively with other professionals and draws on expert guidance, such as working with physiotherapists to implement targeted support for children with special educational needs and/or disabilities (SEND) or other learning barriers. She works with external agencies to shape the opportunities and experiences children have and tailor the curriculum effectively so all children make excellent progress.

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Inclusion Strong standard

The childminder has undertaken training to support children with SEND and additional training to support children's communication and language. She is timely in identifying and assessing individual needs and observing children's progress. This graduated approach means children in this setting thrive. The childminder does not receive any extra funding currently. However, she demonstrates good understanding of how she would use funding to further reduce barriers in children's learning.

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Inclusion Strong standard

Parents are kept up to date with progress and are valued in effective partnerships. They comment on how the childminder has been pivotal in supporting their child overcome barriers and achieve highly ambitious outcomes.

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Leadership and governance Strong standard

The childminder has effective leadership skills and is committed to continuous professional development to ensure she can meet the needs of all children. She uses the local authority to take part in ongoing training and networking. She attends regional networking conferences for childminders and has supportive partnerships with local childminders. The childminder is keen to continue to develop her knowledge and regularly completes online training to keep up to date with best practice. She uses reflective practice and ongoing self- evaluation to identify strengths, address areas for development and responds swiftly to emerging needs. For example, the childminder's training on supporting children with special educational needs and/or disabilities and sign language training have supported her in making her setting highly inclusive.

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Leadership and governance Strong standard

Partnership with parents is extremely respectful. The childminder regularly shares communications with parents to support children's welfare and individual needs, such as sharing information to support weaning. The childminder has worked with a local school on initiatives to support children's attendance in the local community. She takes an important role in meetings with other professionals to support children with transitions to other settings who have special educational needs and/ or disabilities or other barriers to learning to ensure a successful transition.

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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 are placed at the heart of this homely, loving and exciting learning environment. Engaging conversations and spontaneous songs and rhymes are heard frequently throughout the day. Consequently, children are confident communicators.

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

Children in this setting are happy and welcomed. The childminder has impressive knowledge of each child and ensures she gets to know the children well so she can adapt activities and link them to children's interests. The childminder allows children time to develop and practise skills for themselves so they can develop independence in skills for

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Inspector:

Frankie Holliday future success. This unhurried approach allows children to enjoy the well-established routines and daily activities without feeling rushed, and it supports them to gain confidence in their own abilities, such as putting on their own shoes and coats successfully.

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Inspector:

The childminder supports children's next steps by giving tailored support to children, especially those with special educational needs and/or disabilities or other barriers to learning. She adapts activities effectively so everyone can take part and feel valued and included. For example, when mark making, she offers pencils and paper to older children and a chalk and chalkboard to younger children. Children show a 'can-do' attitude to learning and show resilience when problem-solving. They explore the environment and activities with enthusiasm and confidence. The children are incredibly polite and enjoy helping the childminder to complete tasks.

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Inspector:

The childminder takes the children to playgroups, the library and museums, which allow children to experience larger groups of children to support social skills and following rules, and it helps prepare older children for school. Other trips she organises include travelling by bus to learn about public transport, visiting woodlands to look for bugs with magnifying glasses and daily walks on the common, which has uneven ground and hills to support children with balance and coordination.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should continue to focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and children during the inspection and reviewed written feedback from parents.

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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:

7 Wrottesley Road Plumstead London SE18 3EW

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Address:

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

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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