Doogan, Marie

Doogan, Marie

Unique reference number (URN): 133163 Address: 2 Trinder Gardens, London, N19 4QX Type: Childminder Registered with Ofsted: 10/04/1996 Registers: EYR, CCR, VCR Registered person: Doogan, Marie

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for all children, including those with special educational needs and/or disabilities and those who are disadvantaged or are known to children's social care. She supports children very well when they are learning to manage their feelings. When children need help, the childminder stays calm, offers comfort and explains what to do. For example, she asks them to share dressing-up clothes when playing doctors, and they agree happily. This shows children's kindness, patience and growing self- control.

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Behaviour, attitudes and establishing routines Strong standard

Children enjoy their learning and are able to sustain their attention during activities. They show high levels of engagement, try hard and take pride in their achievements. For example, children remain focused during craft activities for extended periods. They carefully select materials independently or seek support from the childminder when needed while following instructions. Children persevere to complete their work. They eagerly share their finished creations with the childminder, such as when making Valentine's Day cards for their families.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents and carers to promote positive attendance, support regular routines at home and help children to develop positive learning habits in preparation for the next stage of their education. Children have warm relationships with each other and with the childminder. They are confident to ask for help when they need it.

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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the centre of her practice. She follows clear routines that keep children safe, healthy and emotionally secure. The childminder knows each child extremely well and is highly responsive to their changing needs. Her routines are well structured and predictable, helping children to feel calm and confident. Children know to wash their hands without being prompted and do so independently after activities, showing excellent habits in their personal care.

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Children's welfare and wellbeing Strong standard

Children enjoy healthy snacks and learn about good hygiene, safe play and healthy choices through everyday routines. The childminder tailors care carefully to each child's needs. For example, she adapts routines and communication to support all children, helping them feel confident and included. Children form excellent bonds with the childminder. The childminder explains tasks clearly, which helps children to understand what to do and achieve success. She supports children's emotional wellbeing, both in the setting and at home, through her close partnerships with parents and carers and other professionals.

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Children's welfare and wellbeing Strong standard

The childminder prepares children well for different transitions. During daily outings, children practise dressing themselves independently. They know how to put on their waterproof suits and wellies for outdoor play. Children independently ask for a towel to dry the slide after it has rained to make sure that it is not too slippery. Children feel a deep sense of belonging.

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Expected standard

They enjoy secure relationships and become increasingly independent in managing their own personal needs.

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Achievement Expected standard

Children typically make effective progress through the curriculum and are developing well in their communication and language skills. They make their needs known, express their ideas, hold conversations and use vocabulary in context. This supports children to understand that their opinions matter and gives them the confidence they need for future learning. Children hear lots of stories, sings songs and learn to appreciate music. These opportunities help children to become confident communicators. Children access a curriculum that is tailored to support their developing skills. For example, children attempt to write their name on artwork and demonstrate a love of stories and books, such as 'Chicken Clicking'. This helps with children's future literacy skills and gives them an awareness of online safety. Children receive lots of opportunities to be independent and confident and develop a curiosity about

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Curriculum and teaching Expected standard

The childminder plans a curriculum and learning opportunities for children that incorporate their natural interests. Through assessing children's progress, she identifies if the curriculum is helping children in their learning and development. The childminder offers opportunities for children to learn through all areas of the early years foundation stage.

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Curriculum and teaching Expected standard

The childminder supports children with their communication and language skills effectively. She models language, uses words in context and sensitively corrects children if they need support with clarity. The childminder considers children's development stage when supporting children's mathematical knowledge. She offers opportunities to count and identify colours. She introduces new concepts, such as 3-dimensional shapes. Children manipulate play dough to form balls and cylinders, in conjunction with developing their fine motor skills. The childminder places children's physical, personal, social and emotional development at the centre of her practice. She recognises that these areas support children with further learning in all areas. The childminder adapts activities to support the needs of all children and uses assessment to focus her teaching on developing children's individual needs.

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Inclusion Expected standard

The childminder is attentive to children's individual needs. She adapts routines to reduce any barriers to children's wellbeing. The childminder adjusts the activities to suit each child personally to help ensure that they remain comfortable. She also adapts accordingly, so children can continue to follow their interests, for example by allowing them to bring favourite toys into the kitchen area. These meaningful adjustments help children to feel secure, sustain engagement and support their emotional wellbeing throughout the day. The childminder is attentive to children's wider experiences and takes considerate steps to ensure that they do not miss out on moments that matter to them. When children talk with excitement about particular events, she creates opportunities in her setting or in the local community so that everyone can take part. This reduces any potential barriers and promotes children's emotional wellbeing, sense of belonging and enjoyment. The childminder uses

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Inclusion Expected standard

regular visits to the local community centre to introduce the children to the diverse nature of their locality, where they share special days and cultural events, such as the recent Lunar New Year.

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Inclusion Expected standard

The childminder recognises that she now needs to seek more professional development with special educational needs and/or disabilities further through the assess, plan, do and review process, should the need arise in the future.

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Inclusion Expected standard

Ongoing training and a commitment to working with parents and carers and other professionals strengthen the childminder's understanding of children's varied needs. This supports her to create an inclusive environment where all children feel valued, understood and able to thrive.

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Leadership and governance Expected standard

The childminder is committed to providing high-quality care and education for the children in her care. She understands the importance of working in partnership with parents and carers to understand children's needs and shares pertinent information so that parents can help their children at home. She has recently shared information about healthy diets to support children's overall health and care, and she also reminds families about the importance of online safety.

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Leadership and governance Expected standard

The childminder undertakes some evaluation. She identifies strengths, such as how she helps children to settle and how she builds warm attachments with children. However, she does not consistently identify focused areas to further improve her practice and provision, such as training to support her continued professional development. The childminder takes decisions in the interests of children. For example, she works with other professionals to support children's needs with the intent of removing barriers to children's learning. These partnerships help to provide a consistent approach for children from all of their carers. The childminder meets with other childminding professionals and undertakes reading to help to develop her knowledge. The childminder supports children's care and learning needs well.

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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 enjoy the calm and welcoming environment the childminder provides. Clear routines help children to feel secure and develop independence. Children remove their shoes and place their bags in designated spaces as soon as they arrive at the childminder's home. They show they know what to do and take responsibility for themselves. Children confidently choose what they would like to do and quickly engage in purposeful play.

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

The childminder knows each child well. She works closely with their parents and carers, using information they share about children to complement their learning needs and support

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Address:

2 Trinder Gardens London N19 4QX their wellbeing. The childminder responds to children's individual interests by observing what resources are popular and rotating toys to maintain children's engagement. Resources such as scissors, colouring-in materials and construction kits are very popular, and children quickly set to work. In the main, activities complement what children are learning in nursery and provide opportunities to reinforce or extend their skills. The childminder thoughtfully adapts her provision to reflect children's ideas, preferences and any differing needs. This ensures that all children can take part and succeed.

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Address:

Children form deep relationships and have a clear sense of belonging. They celebrate one another's successes, which promotes their confidence and self-esteem. The childminder's caring interactions help all children to feel valued and included. She notices when children may need reassurance or extra help and responds sensitively. This ensures that all children feel safe and supported and can thrive. The childminder encourages consistent attendance so that children benefit fully from the stability and sense of belonging her setting provides.

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Next steps

The childminder should continue to sustain and further develop professional learning by drawing on the most recent research and good practice, ensuring that this continually enhances the quality of experiences and learning outcomes for all children.

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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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 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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