Murphy, Sally

Murphy, Sally

Unique reference number (URN): EY315444 Address: 37 Beck Lane, Beckenham, Kent, BR3 4RG Type: Childminder Registered with Ofsted: 14/12/2005 Registers: EYR, CCR, VCR Registered person: Murphy, Sally Elvira

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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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Children's welfare and wellbeing Strong standard

The childminder places a high priority on children's welfare and wellbeing from the start. She has robust policies and procedures in place and works in partnership with parents to ensure that children's individual routines are supported effectively. She builds secure attachments with all children and provides a calm and secure environment where children feel settled and safe.

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Children's welfare and wellbeing Strong standard

The childminder checks on children's wellbeing on arrival and is attentive to their needs throughout the day. She makes adaptations to the curriculum as needed to ensure that children's emotional wellbeing is supported, for example if children need an extra sleep or to eat earlier because they are hungry. The childminder cooks homemade meals that incorporate dietary needs and preferences. She teaches children the importance of healthy eating, drinking water and following good hygiene routines. The childminder demonstrates a secure understanding of safer sleeping and minimising choking hazards when children are eating.

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Children's welfare and wellbeing Strong standard

The childminder supports children to recognise and express their feelings through sensitive, responsive interactions. She responds calmly when children become upset or frustrated, helping them feel heard and understood. Children champion their physical skills as they spend time learning outdoors, which develops their balance and coordination and supports their mental wellbeing.

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Achievement Expected standard

Children make secure progress across the curriculum from their individual starting points, developing knowledge, skills and confidence as they move through their learning. They have time and space to practise and consolidate new skills, building independence and confidence at their own pace. For example, babies develop early self-feeding skills, progressing from using their hands to using a spoon with growing confidence.

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Achievement Expected standard

Children develop positive relationships with their peers, learning to understand others and appreciate their own uniqueness. They grow in confidence and develop their social skills through shared experiences such as learning to care for living things and everyday interactions. Children's communication and language skills develop well, as they learn to express their thoughts and ideas with increasing clarity and confidence.

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Achievement Expected standard

Children achieve well and make good progress from their starting points, which prepares them for future transitions and subsequent moves to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established routines in place that help children to know what is expected of them and know what is happening next. Children are supported to develop independence and self-help skills effectively.

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Behaviour, attitudes and establishing routines Expected standard

All children feel secure at the childminder's home and confidently select resources and equipment for their enjoyment. Children are supported to ask for help if needed, display a 'can-do' attitude and are willing to have a go at new tasks and challenges. Children concentrate for long periods and persevere with tasks such as drawing, building and completing puzzles.

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Behaviour, attitudes and establishing routines Expected standard

The childminder shares stories to support children's understanding of feelings and responds sensitively when children become frustrated or upset, helping them feel heard and supported. This supports children to develop their awareness of emotions and begin to recognise how their actions affect others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has procedures in place and works with parents to encourage regular attendance. She records and addresses any absences when needed.

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Curriculum and teaching Expected standard

The childminder has high expectations for all children. She provides a broad curriculum that builds on children's prior knowledge and provides first-hand experiences. This ensures that all children build a solid foundation to their learning and make secure progress to prepare them for school. The childminder uses ongoing assessments to monitor children's progress and identify their next steps in learning.

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Curriculum and teaching Expected standard

The childminder supports children to develop their language skills through daily conversations, storytelling and songs. She introduces new vocabulary, asks questions and listens to children's views. Children extend their mathematical skills as they count and match numbers during role play. They draw and make shapes with dough cutters. Children follow the childminder's instructions well to make snails from dough and look at the patterns. The childminder actively engages in children's play and skilfully adapts her teaching to extend individual children's knowledge.

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Curriculum and teaching Expected standard

Children are encouraged to develop their physical skills. They enjoy dancing and engage in acting out familiar stories with actions. Children demonstrate and practise their moves and learn new vocabulary, such as 'swirling' and 'twisting', as they show their peers.

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Curriculum and teaching Expected standard

While the childminder plans and delivers a broad and well-sequenced curriculum effectively, her knowledge and skills to further develop her practice to support children with special educational needs and/or disabilities are not yet fully embedded. This means teaching is not yet consistently tailored to fully extend all children's learning from their individual starting points.

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Inclusion Expected standard

The childminder ensures that all children, including those with barriers to their learning, make secure progress from their starting points. The childminder has established a supportive environment to ensure that all children can learn and develop. She gathers information from parents at the start and provides ongoing updates about children's learning, development and progress. This includes support with sleeping, toilet training, social interactions and language development. The childminder completes the progress checks at age 2, which are shared with parents and health professionals. She identifies next steps and any gaps in learning, which are addressed quickly. The childminder would discuss any concerns with parents and knows the process to make a referral to other professionals if she has any concerns regarding a child's progress. Parents comment that they receive regular feedback and that their children are making progress and are prepared for transitions to

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Inclusion Expected standard

The childminder has some understanding of supporting children with special educational needs and/or disabilities. However, she acknowledges this is an area where she can extend her knowledge further to ensure that she can fully support all children to make the best possible progress.

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Leadership and governance Expected standard

The childminder and her co-childminder share a vision to provide high-quality care and education for all children. They are enthusiastic and care about providing a great service to children and their families. The childminder keeps up to date with changes to legislation and reviews and updates her policies accordingly. These are shared with parents alongside any safeguarding information to support children's welfare and wellbeing.

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Leadership and governance Expected standard

The childminder monitors children's progress and addresses any gaps quickly. She reflects on resources and equipment and has made changes to benefit the children, for example adding a cabin in the garden and purchasing child-size tables and chairs to promote further independence at mealtimes.

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Leadership and governance Expected standard

The childminder identifies her strengths and makes some changes to the environment. While she has completed mandatory training and reflects on her practice, her professional development is not yet sufficiently targeted to address all identified areas for improvement. This means her knowledge and skills are not yet fully developed to consistently enhance the quality of provision for all children. The childminder works in partnership with parents and keeps them updated on their children's progress.

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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

All children enjoy attending this welcoming and friendly setting. The childminder provides a secure environment where children build strong attachments and feel safe. Children enjoy cuddles when needed and show their independence as they explore the stimulating environment. The childminder places a high priority on children's wellbeing and gets to know the children and families extremely well. This supports children to have a sense of belonging and ensures that their individual needs are met.

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Address:

37 Beck Lane Children benefit from a range of activities, which extends their learning from their starting points. They regularly visit the allotments, where children learn to plant and grow vegetables. This extends to cooking home-grown produce, which increases children's understanding of healthy food choices. Children enjoy learning with the childminder and show their creative skills as they draw and use tools with the dough, which extends their fine motor skills. The childminder recaps their previous learning and differentiates activities to ensure that all children continue to practise and develop their skills. This helps children to gain confidence and develop their concentration and social skills.

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Address:

Children extend their language and mathematical skills throughout their day. They look at a variety of diverse books and enjoy listening to stories. The childminder engages all children in conversations, asks questions and gives children time to think and respond. Babies increase their babbling through back-and-forth interaction. The childminder encourages counting and introduces new concepts, such as 'halves' and 'quarters' as children cut and share the dough.

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Next steps

The childminder should strengthen her evaluation and professional development to further develop her knowledge and skills, including supporting children with special educational needs and/or disabilities and extending her wider practice.

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About this inspection

The inspector spoke with the childminder, co-childminder, parents and children 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 the provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Beckenham Kent BR3 4RG Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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