Burtenshaw, Venus

Burtenshaw, Venus

Unique reference number (URN): EY356242 Address: 24 Montague Close, Walton-On-Thames, Surrey, KT12 2NF Type: Childminder Registered with Ofsted: 25/02/2008 Registers: EYR, CCR, VCR Registered person: Burtenshaw, Venus Maria

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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 Urgent improvement

Children do not achieve well from their starting points and do not gain the necessary knowledge to progress to their next stage in learning. Older children make some progress in their communication skills as they play alongside each other. However, younger children do not have the same opportunities to express their needs and ideas as they are often overlooked. This means that they lose concentration and move between the play resources.

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Achievement Urgent improvement

Children who face barriers in their learning spend a long time playing with the minimal resources on offer and with little support from the childminder. When children try to lead their own play, such as suggesting a game of hide and seek, their wishes are ignored and they quickly lose interest. Children's differing needs and rates at which they learn do not receive consideration. This means that they do not achieve to their full potential in their learning. The childminder does not provide purposeful interactions to encourage back-and-forth conversations with children. This means that children at risk of communication delays are not supported to ensure they make the best possible progress.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder does not create a positive environment for children to develop their behaviour and routines. The childminder's strategies for managing behaviour are ineffective, such as repeating children's names without acknowledgement of the unwanted behaviour or a clear explanation of what is expected. This means children do not learn expectations or how to resolve minor disputes independently. When behaviour is challenging, the childminder is unable to resolve situations in a calm and reflective manner. For example, when children have a disagreement about whose turn it is to pull the flaps on books, the childminder tells children she will put the book away, rather than helping children to think of a solution.

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Behaviour, attitudes and establishing routines Urgent improvement

Routines are not well organised. For example, while the childminder sets up the children's beds for sleep time, children run around, sliding on the floor and jumping on the sofa. Although she reminds children to be careful and not to hurt themselves her expectations are low. Poor behaviour escalates quickly and results in children becoming over excited. This means children do not listen to the childminder. The childminder has not considered appropriate strategies to help children with communication barriers to understand what is expected of them. This means they are disengaged and continue pushing toy cars around the floor, unable to participate and follow instructions.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder records children's attendance to ensure they are accessing the early years education. She speaks to parents to encourage punctuality and regular attendance in readiness for school.

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Children's welfare and wellbeing Urgent improvement

The childminder does not work effectively to ensure that children's care is tailored to meet their individual needs. This negatively impacts on children's social and emotional wellbeing. For example, the childminder does not recognise when children become upset. This means they tend to soothe themselves, without further interaction or comfort from the childminder. At mealtimes, the childminder does not respond or support children when they gesture for their water bottle. This means children stand on their chair to reach over for their water. The childminder does not support their understanding of expectations well enough to help children keep safe. In addition, the childminder does not always support children to understand and manage their own emotions. This means that children do not develop the knowledge to further their own wellbeing.

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Children's welfare and wellbeing Urgent improvement

The childminder has generally developed positive relationships with the children in her care, who are mostly happy in their chosen play. She follows children's care routines, such as sleep, which aligns with their home routines. The childminder prepares healthy meals for children and teaches them to wash their hands before mealtimes. The childminder promotes children's physical development, for example she encourages children to take part in action rhymes, where they learn the names of body parts.

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Curriculum and teaching Urgent improvement

The childminder does not recognise how to improve the quality of her curriculum and teaching. As such, the design of the curriculum is weak. The childminder works with parents to find out the needs of the children when they first attend her setting, but she does not use this information to make adaptations to her teaching or curriculum. She does not observe and assess children effectively to support their next stage in learning. For example, the childminder focuses on teaching young children complex games beyond their level of understanding. She tries to teach children the concept of standing inside and outside a rectangle made with masking tape on the floor, to learn preposition words. Some older children start to repeat the words after the childminder. However, the childminder tends to take the younger children's hand and lead them around the activity with little explanation. The childminder does not understand that this is too difficult for them and does not know

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Curriculum and teaching Urgent improvement

how to adapt activities to suit the different ages of the children. This means that the needs of children who face barriers to their learning, especially those with communication and language delay, are not met well enough. For example, children sit during a story, fiddling with their fingers, with little engagement. Although the childminder supervises play, children spend prolonged periods of time playing on their own without appropriate interactions to extend learning, such as under the stairs where resources are stored.

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Inclusion Urgent improvement

Although, the childminder has systems in place to identify and assess children's needs when they start, these are ineffective. She does not use this information successfully to reflect on the individual learning needs of the children she cares for. This means that she does not identify when to make adaptations in her practice or seek support from other professionals, to help children make progress in their learning. Although, the childminder knows how to seek additional funding for children, her systems are ineffective. This means that children do not benefit from the support that they may be entitled to.

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Inclusion Urgent improvement

Although, the childminder has recently attended some additional training to support children's communication and language skills, this is not embedded in her practice. As such, children receive limited, purposeful interactions from the childminder. She sings some songs and reads with the children to support their communication and language skills. However, she does not engage children well, particularly those at risk of communication and language delays. As such, there is a lack of targeted support and gaps in children's learning remain.

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Leadership and governance Urgent improvement

Although the childminder has identified training and received support from the local authority to make improvements since her last inspection, this is not embedded in her practice. For example, training to support children's communication and language skills has had little impact and delays in children's progress remain. There are several statutory breaches across her setting, particularly in the design and implementation of the curriculum, which have not been addressed sufficiently well since the previous inspection. This, alongside ineffective delivery of action plans, impacts on children's learning and development, including disadvantaged children and those with barriers to their learning.

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Leadership and governance Urgent improvement

The childminder has not made the progress expected in raising the quality of her provision. She is not a good role model for her assistants. However, she monitors her assistants wellbeing with regular meetings.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

The childminder does not meet the requirements of the early years foundation stage, which hinders children's learning and development. Children do not benefit from an ambitious, well-sequenced curriculum to help them gain the skills and knowledge they need for later transitions to school. Children do not show a positive attitude to learning. At times, they are bored and wander around, disengaging from their learning. Although the childminder identifies the needs of the children, she does not use this information to adapt her teaching, in particular for younger children who face barriers in their communication and language skills. The childminder's interactions are poor. For example, the childminder does not interact as children play. As such, younger children spend time in their chosen play alone. This means that they are not supported to develop their vocabulary. The childminder does not consistently build on children's learning and development, in particular their

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

Children do not benefit from a well-organised environment that meets their individual needs. There are few resources for the children to choose from, which are not always easily accessible to help them make choices about their play, learning and independent explorations. This hinders children learning and impacts their behaviour and attitudes. For example, children run around and spin on the floor due to the lack of stimulation in the environment. That said, older children demonstrate they feel safe and are mostly happy as they play alongside their friends in some imaginative play. They also participate in action rhymes and point to different parts of their body.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure arrangements are in place to support children with barriers to their learning, including special educational needs and/or disabilities 16/02/2026

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Action Completion Date

take all reasonable steps to organise the provision to ensure the curriculum is implemented effectively and supports children's learning and development 16/02/2026

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Action Completion Date

ensure the quality of interactions are effective so that all children are supported to engage in purposeful play and learning 16/02/2026

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Action Completion Date

ensure effective behaviour management strategies are used so that children understand what is expected of them, learn to manage their own behaviour and understand the impact of their behaviour on others 16/02/2026

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About this inspection

The inspector spoke with the childminder, children and a parent 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. Walton-On-Thames Surrey KT12 2NF Type: Childminder

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About this inspection

Registered person: Burtenshaw, Venus Maria

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 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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