Murphy, Colin

Murphy, Colin

Unique reference number (URN): EY315443 Address: 37 Beck Lane, Beckenham, Kent, BR3 4RG Type: Childminder Registered with Ofsted: 06/12/2005 Registers: EYR, CCR, VCR Registered person: Murphy, Colin

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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. He has robust policies and procedures in place and works in partnership with parents to ensure that children's individual routines are supported effectively. The childminder builds positive 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 is attentive to children's individual changing needs and adapts the curriculum or daily routine to support this, for example, when children become upset, tired or hungry. Children are taught about the importance of a balanced diet and drinking water to stay hydrated. They enjoy home-cooked meals and are supervised throughout. Children talk about the importance of eating fruit and vegetables. The childminder demonstrates his knowledge of safer eating and sleeping routines, providing supervision and ensuring that food is cut appropriately to minimise any choking hazards. Children understand the importance of following good hygiene routines to help keep them healthy.

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Children's welfare and wellbeing Strong standard

The childminder promotes physical exercise to help children develop strong balance and coordination skills. They also champion outdoor learning and trips in the community, which has a positive effect on children's mental wellbeing.

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Achievement Expected standard

Children make good progress from their individual starting points across the curriculum, building on their existing skills and knowledge with enthusiasm and confidence. They take pride in their achievements, eagerly sharing their drawings and celebrating their successes with growing independence and self-belief.

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Achievement Expected standard

Children develop positive relationships with their peers, learning to value each other and appreciate their own uniqueness. They grow in confidence and social skills through shared experiences and everyday interactions. Children's communication and language skills develop well across the curriculum, helping them to express themselves effectively and build resilience when facing new tasks or challenges. While children make good progress overall, they do not yet consistently have the opportunity to practise and achieve their next steps as effectively as they could from their individual starting points.

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Behaviour, attitudes and establishing routines Expected standard

Children understand what is expected of them and follow the childminder's routines. They develop self-help skills such as toileting, handwashing and taking off their coats and shoes. Younger children are developing their feeding skills with support when needed. Children receive praise and stickers to boost their confidence when using the potty. This builds their self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

All children show age- and stage-appropriate levels of concentration as they try tasks and complete challenges. For example, the childminder supports babies to twist shapes that develop their fine motor skills and post them into shape sorters. Older children listen to stories and recap on their previous learning. They remember the names of colours and shapes and count together. Children engage in conversations and extend their language skills as they talk about healthy food choices. While children demonstrate positive attitudes to their learning, overall, they do not yet consistently have the opportunity to engage with activities that are precisely matched to their next steps, which means some children are not yet as deeply engaged or motivated in planned activities as they could be from their individual starting points.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children's social skills and supports them to manage minor conflicts. Children behave well and use good manners. They listen to the childminder and follow instructions, such as at tidy-up time.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has procedures in place and works with families to encourage attendance and monitor any absences if needed.

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Curriculum and teaching Expected standard

The childminder has high expectations for all children. He 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 good 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 enthusiastically engages as children play and extends their social interactions and language skills. He encourages children to extend their imaginations as they pretend to make food in the role-play area. He gives reminders about safety as children discuss making tea with hot water from the kettle. The childminder weaves mathematical concepts through play as children fill baskets with food and understand the concepts of 'heavy' and 'light'. They talk about travelling on different numbered buses and the numbers on their front doors. The childminder interacts with babies and supports their learning.

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Curriculum and teaching Expected standard

The childminder plans activities and shares stories using props to aid understanding. However, for planned activities, he does not always have a clear intent for his learning to support children's next steps.

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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. He 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. He 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 he has any concerns regarding a child's progress. Parents comment that they receive regular feedback and that their children are making secure progress and are prepared for transitions

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Inclusion Expected standard

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

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Leadership and governance Expected standard

The childminder and co-childminder have a shared 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 his policies in accordance with this. 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 works in partnership with parents. He keeps them up to date with their children's progress and identifies and discusses any gaps in their learning. These are addressed swiftly.

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Leadership and governance Expected standard

The childminder and co-childminder reflect on their practice and identify strengths, and they have made some changes to benefit the children, such as purchasing a range of diverse books to represent different cultures and adding a cabin to the garden to extend indoor play space.

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Leadership and governance Expected standard

The childminder has completed some mandatory training to increase his knowledge. However, he has not yet developed an effective system for addressing areas of improvement to benefit the children, for example continued professional development to increase knowledge of children with special educational needs and/or disabilities or those with other barriers to learning who may attend in the future.

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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 spending time at this setting with the childminder. They arrive happy and settle quickly into the well-established routines. Children are warmly welcomed on arrival and demonstrate their independence as they take off their coats and shoes. Secure attachments are present, which enables all children to feel a sense of belonging and ensures that their wellbeing is supported very well. Babies and children enjoy cuddles and are offered reassurance when needed, which helps to build their resilience.

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Address:

Type: Childminder Children explore the environment and choose resources that capture their interests. The childminder engages in their play by extending children's imaginations and challenging their thinking skills. The childminder adapts activities to ensure that they are accessible for all children. For example, he supports younger children to enjoy stories and uses props to extend children's understanding and concentration skills. The childminder plans activities to support children to continue their learning across the curriculum, increasing their knowledge of mathematics and the world around them. Children enjoy regular trips to the allotment, where they plant and grow vegetables, and trips to the park to extend their physical skills.

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Next steps

The childminder should be clear about the learning intentions during planned activities to ensure that children can practise and achieve their next steps. The childminder should strengthen his evaluation for areas of development, including continued professional development to support children with special educational needs and/or disabilities, further.

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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 this provision complies with the statutory framework for children's learning, development and care, know as the early years foundation stage. Registration date: 06/12/2005

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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

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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