Brown, Joanne Marie

Brown, Joanne Marie

Unique reference number (URN): EY399292 Address: 84 Portland Drive, NUNEATON, Warwickshire, CV10 9HY Type: Childminder Registered with Ofsted: 17/12/2009 Registers: EYR, CCR, VCR Registered person: Brown, Joanne 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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Inclusion Expected standard

The childminder identifies children's needs, particularly children with special educational needs and/or disabilities (SEND). She has clear procedures in place that enable her to identify support in a timely manner and seek appropriate professional help when required. She monitors the progression of children's development and provides further support. The childminder has undertaken training to better understand her role in providing an inclusive service for all children.

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Inclusion Expected standard

The childminder uses funding she receives appropriately to ensure that all children who may face barriers to learning receive the necessary support to help them progress in their development. She closely monitors the impact of this and adapts the learning environment to meet the needs of all children, including those with SEND, which typically reduces barriers to learning. For example, she recognises how children's home lives may affect their experiences, such as access to a garden, where they can develop physical skills. The childminder has a secure understanding of her role as the special educational needs coordinator and the skills she requires to make a difference for children. She works closely with other professionals and parents to support the children with a well-rounded approach.

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Achievement Needs attention

Children do not make the progress they are capable of in communication and language. Inconsistencies in teaching mean that they are not always supported in developing accurate vocabulary or extending their communication skills. The childminder ensures that children with special educational needs and/or disabilities (SEND) receive the necessary support to help them reach developmental goals. She enables children to develop age and stage appropriately and has some suitable expectations for their development and learning. The childminder considers how children are progressing across the 7 areas of learning, including children with SEND. She considers the important skills children require in preparation for the next stage of their development or moving on to school, and, as a result, they are suitably prepared.

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Behaviour, attitudes and establishing routines Needs attention

At times, the childminder does not provide children with consistently respectful responses. This inconsistent approach means she does not always model positive and respectful interactions needed to strengthen children's attitudes towards learning or help them fully understand the expectations. She sets expectations for routines, and children follow instructions well. Generally, the childminder sets expectations for behaviour, helping children understand what is required of them. The childminder helps children stay focused in their play and encourages a 'can-do' attitude. When conflicts arise, she gets down to children's eye level and talks to them calmly about their behaviour, helping them begin to understand and work through disagreements. This helps children learn how to collaborate and build resilience.

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Behaviour, attitudes and establishing routines Needs attention

Children form trusting relationships with the childminder and any assistants she works with. They show confidence in seeking comfort, asking questions and requesting help when needed, which reflects the security they feel in the environment. The childminder considers children's different ages and stages of development when helping them begin to manage the expectations, adapting her support so they can participate successfully in routines and play. The childminder is proactive in addressing concerns relating to attendance. She monitors attendance closely and works with families to promote its importance, helping ensure that children benefit from regular participation in the provision and continuity in their learning.

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Children's welfare and wellbeing Needs attention

There are occasions when the childminder addresses children in ways that do not fully promote a positive sense of self. This inconsistency means that children do not always experience reliably warm, respectful interactions that support their welfare and emotional wellbeing. Most of the time, the relationships between the childminder and children are generally effective and help children form secure attachments. The childminder supports children in recognising and managing their emotions through everyday interactions, but the inconsistency in the childminder's responses limits the impact of this. Consequently, the childminder does not consistently embed opportunities to strengthen children's emotional resilience and further develop a secure sense of their identity.

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Children's welfare and wellbeing Needs attention

The childminder creates a safe and welcoming environment where children enjoy attending. Care practices generally meet children's individual needs, and children access the outdoor environment where they build friendships as they play games together. The childminder teaches children about being healthy, including making positive food choices that support their overall health. Children use good manners during daily self-care routines. For example, at mealtimes, they thank others for passing cutlery, and the childminder acknowledges their efforts with praise. The childminder encourages children to be physically active and safe through embedded routines. She offers appropriate opportunities for children to rest and carries out regular checks to ensure that they remain safe during sleep.

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Curriculum and teaching Needs attention

The curriculum is not yet consistently designed to meet all the learning and development requirements, particularly communication and language. The childminder has made some improvements to the curriculum and aspects of teaching since the last inspection. This includes providing activities that interest children and encourage them to explore. The childminder has begun to reflect on how the curriculum supports children's learning. There are inconsistencies in teaching that require further attention to ensure that the quality continues to improve.

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Curriculum and teaching Needs attention

All children develop a love of reading and sit together to enjoy stories. They become excited as they learn about the world around them. The childminder often introduces new concepts; however, she does not always provide clear explanations or build on what children already know. For instance, when children use incorrect terminology, such as 'mato' for 'tomato', the childminder does not consistently support them in developing accurate vocabulary or correcting misconceptions. Teaching does not always promote purposeful language development or help children extend their communication skills effectively.

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Curriculum and teaching Needs attention

Children begin to develop their understanding of mathematical concepts through opportunities the childminder provides, such as counting money in the role-play shop, recognising familiar numbers and practising counting. The childminder promotes children's understanding of equality and diversity through activities such as exploring different cultural clothing and discussing what children may wear in other countries. This supports children's awareness of what makes them unique.

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Leadership and governance Needs attention

Training the childminder has attended has not yet been targeted enough to raise the overall quality of practice across the provision. This means the childminder does not yet have the depth of skills and knowledge required to consistently strengthen teaching or fully meet some children's needs. The childminder has attended some training to keep her mandatory knowledge up to date and has accessed additional courses linked to inclusion. She reflects on the improvements already made and has a sound awareness of the strengths in her setting. She is ambitious for all children and identifies areas that need further development.

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Leadership and governance Needs attention

The childminder makes decisions with children's best interests in mind and seeks to ensure that she tailors support where additional needs or barriers to learning arise. The childminder works closely with assistants and her co-childminder and is mindful of her own and others' wellbeing. She organises routines to share roles and responsibilities appropriately and reduce workload. Partnerships with parents remain a strength. Parents speak positively about the kind and nurturing approach of the childminder and any assistants she works with. They value the tailored support provided for their children and the trusting relationships that have been established.

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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

There are still some inconsistencies in the delivery of the curriculum since the last inspection, including how effectively the childminder consistently models positive communication with children to support their sense of self. The childminder provides a caring environment where children feel safe and secure. Children quickly soothe when they become upset, and the childminder responds with sensitivity. She acknowledges their feelings and reminds them of strategies to help manage their emotions, promoting a sense of security. The childminder typically reduces barriers for children with special educational needs and/or disabilities, adapting activities and environments so all children are fully included and receive the support they need to make progress.

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

Children benefit from consistent routines and a calm atmosphere that helps them settle well. Children demonstrate confidence in some of the behaviour expectations. The childminder supports children in learning how their actions can keep themselves and others safe. For example, during mealtime, she reminds children to keep all 4 legs of their chairs on the floor. Children share their understanding of how it stops them from falling. Children enjoy regular opportunities for physical play in the garden, where they practise balancing on stepping stones or using ride-on toys to build their coordination and confidence.

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

Children engage well in their chosen activities and show enjoyment in their play. For example, they use aprons and hats in the home role-play area, using their imagination as they pretend to prepare vegetables. Children develop early writing skills as they create shopping lists and use pretend money to buy items from the role-play shop. This helps introduce early mathematical concepts, such as counting and exchanging, which support their developing understanding of number. The childminder encourages children to play alongside one another, which supports the development of early friendships and social

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Inspectors:

Katherine Wilson Tina Twynham interactions. Through shared experiences, children practise turn-taking and cooperative play, which helps them build relationships.

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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

strengthen the curriculum so that it consistently supports children in making age appropriate progress, particularly in developing their communication and language skills 25/08/2026

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Action Completion Date

model positive, respectful interactions at all times to promote children's positive attitudes and engagement in learning 28/04/2026

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Action Completion Date

embed effective strategies that nurture children's positive sense of self and support them in developing respectful relationships with others 28/04/2026

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Action Completion Date

target professional development and areas for improvement more precisely to raise the overall quality of the provision 28/04/2026

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About this inspection

The inspectors spoke with the childminder, assistants 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, known as the early years foundation stage.

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Address:

84 Portland Drive NUNEATON Warwickshire CV10 9HY

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 17:30,Friday : 07:00 - 13:00

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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

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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