Barrett, Denise Anne

Barrett, Denise Anne

Unique reference number (URN): EY397753 Address: 252 Fairmile Road, CHRISTCHURCH, Dorset, BH23 2LR Type: Childminder Registered with Ofsted: 11/08/2009 Registers: EYR, CCR Registered person: Barrett, Denise Anne

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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 Strong standard

Children, including those with special educational needs and/or disabilities (SEND), progress extremely well from their starting points. They have a wealth of opportunities to develop skills in communication and language. Children confidently repeat new words, such as 'convex' and 'concave', and explain their discoveries. For instance, they identify that sugar 'disappears' when added to liquid and recognise that bubbles are made of air. Additionally, they connect learning to familiar stories and independently use new words and phrases during play and activities.

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Achievement Strong standard

Children develop a secure understanding of mathematical concepts. They use language such as 'more', 'less' and 'rising' during practical activities, such as scientific experiments. They count accurately in sequence and recognise numerals. Furthermore, they demonstrate curiosity. For example, during practical activities, they investigate how to make bubble mixture increase in size and count bubbles as they pop.

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Achievement Strong standard

Children achieve well in personal, social and emotional development. They play cooperatively with each other, listen and respond to others, and they manage their emotions efficiently. Children with SEND make prominent progress, such as decreased anxiety levels and the ability to regulate emotions through targeted support.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a harmonious environment for children. They flourish in the nurturing and relaxed environment. The childminder has high expectations for children's behaviour. She always interacts respectfully with children and uses positive language. This helps children to behave extremely well and demonstrate care and kindness towards others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has clear and consistent rules. During snack routines, children independently follow well-embedded procedures, such as washing and drying hands and sitting while eating. Children respond swiftly to instructions and transition seamlessly during changes. This consistency of expectations supports children to feel confident, safe and secure.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established highly secure and positive relationships with children. They confidently invite the childminder and each other into their play. For instance, they create shared imaginative play narratives, such as going on bus journeys to the beach. The childminder facilitates their play, enthusiastically encouraging shared thinking. This helps them to extend their ideas and strengthens cooperation and social interaction.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is considerate of children's ages and individual needs. She offers gentle guidance and reassurance when required. She works closely with parents to reinforce the importance of prompt and regular attendance. Clear communication and shared expectations help to ensure children attend regularly.

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Children's welfare and wellbeing Strong standard

Children's wellbeing is promoted very well. The childminder forms secure and responsive relationships with them. As a result, children feel safe and develop high levels of self- esteem. The childminder is highly committed to ensuring children's care needs are well met. She engages parents in daily discussions. This enables her to respond to children's individual care needs, such as sleeping and feeding, and provides continuity of care.

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Children's welfare and wellbeing Strong standard

Children develop a secure understanding of healthy lifestyles. They have excellent opportunities for physical development. They access fresh air and exercise daily when they use the outdoor space and participate in meaningful activities, such as movement to music. Children benefit from regular trips to local parks and attractions. This supports both their physical skills and their personal, social and emotional development well.

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Children's welfare and wellbeing Strong standard

The childminder shares guidance on healthy eating with parents to encourage healthy and nutritious meals. Children enjoy healthy snacks and meals and talk about healthy foods. The childminder places an emphasis on supporting children's emotional security. For example, they learn to identify and manage their emotions while listening to stories, such as 'How Full Is Your Bucket?'. During minor disagreements, she provides calm reassurance and guidance. Children with special educational needs and/or disabilities benefit from additional interventions, such as learning self-help techniques to block out noises that they can use in any situation. This helps to reduce anxiety and access learning.

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Curriculum and teaching Strong standard

Children, including those with special educational needs and/or disabilities, benefit fully from an ambitious curriculum. The childminder carefully plans well-sequenced experiences that are rooted in children's individual needs and interests. This helps children to construct knowledge, develop skills over time and be ready for the next stage in their learning. She regularly evaluates the impact of her practice and engages in training to strengthen her teaching.

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Curriculum and teaching Strong standard

The childminder teaching is purposeful and highly interactive. She supports all children to develop critical-thinking skills. She encourages skilful problem-solving techniques. For instance, during a scientific activity, children enjoy finding out how colours change when mixing colours together. They learn mathematical language related to volume, capacity, estimation and measurements. The childminder skilfully supports them to gain an understanding of time and subtraction through number sequence.

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Curriculum and teaching Strong standard

Children benefit from a language-rich environment. The childminder introduces new words and concepts during practical activities, such as 'trickling', 'floating' and 'sinking'. The childminder supports shared thinking extremely well. Children show enthusiasm while responding to questions about how bubbles develop.

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Curriculum and teaching Strong standard

There is a strong focus on physical and personal, social and emotional development. For example, the childminder uses children's interests during movement-to-music activities, such as 'werewolf walking' and 'the floor is lava'. These activities support children's physical skills, balance and coordination. Additionally, children learn to collaborate with each other.

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Inclusion Strong standard

The childminder provides a highly inclusive environment for children, including those with special educational needs and/or disabilities (SEND). Their individual needs are identified quickly and supported highly effectively. She collects detailed and precise information from parents before children start. She combines this with her own observations to establish children's starting points. Ongoing assessment effectively supports her to track children's progress efficiently. She reviews her approaches to ensure these have a positive impact on children's learning and development.

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Inclusion Strong standard

Children with SEND, and those who face barriers to their learning, receive timely and targeted support. The childminder works closely with parents and other professionals, including speech and language therapists, occupational therapists and the local authority special educational needs coordinator. Furthermore, she completes education, health and care plans to help children receive tailored support. The childminder thoughtfully adapts provision where necessary. For example, she considers the unique needs of the child by offering resources or teaching self-help techniques to manage emotions, which helps them to focus and reduces barriers to their learning.

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Inclusion Strong standard

Although there are currently no children in receipt of early years pupil premium funding and none known to children's social care, the childminder demonstrates secure knowledge of her responsibilities to act in the best interests of the children should this change in the future.

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Leadership and governance Strong standard

The childminder focuses precisely on improving outcomes for children, including those with special educational needs and/or disabilities (SEND). She evaluates the effectiveness of the setting well and makes adaptions where necessary. She gathers detailed information and holds regular meetings with parents to identify children's starting points and plan for next steps in their learning.

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Leadership and governance Strong standard

Children with SEND receive prompt and focused support. The childminder works collaboratively with external agencies and professionals. She provides robust evidence towards assessments and education, health and care plans. Children benefit greatly from tailored strategies, designed to close gaps in their learning and development. This helps children to thrive and make rapid progress.

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Leadership and governance Strong standard

The childminder is committed to her professional development. She seeks out meaningful training, which improves her knowledge and outcomes for children. For example, she has completed training in neuroscience. This has strengthened her understanding of behaviour and self-regulation, specifically for children with SEND. Additionally, it has enabled her to support all children's emotional wellbeing.

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Leadership and governance Strong standard

Collaborative working relationships are a key strength. The childminder works in close partnerships with parents, schools and early years settings. This provides a shared approach to children's learning and transitions. Additionally, she signposts parents to further support when required and provides guidance and emotional support. The childminder manages her workload efficiently. She maintains high-quality care and education for all children.

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

Children arrive confidently. They are welcomed warmly by the childminder. She chats with parents on arrival and gathers information to help her understand how they are feeling and specific care practices. This helps to provide continuity of care. Children separate from their parents with ease. This demonstrates that they feel safe and secure. They build trusting attachments with the friendly and caring childminder. Children regularly seek her out for reassuring cuddles.

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

Children behave very well. They demonstrate a secure understanding of routines, which helps them to settle quickly into their day. They listen and respond very well to instructions. For instance, they fully participate in tidy-up routines before taking part in high-energy experiences. These well-embedded routines help children to know what is happening next and enable them to manage transitions seamlessly. Furthermore, consistent routines support children's understanding of attendance.

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

The childminder is committed to providing an environment where children thrive. Children benefit greatly from activities that focus on physical development and learning that is enjoyable. Children develop coordination, movement skills and balance while spinning, jumping and skating. They demonstrate their enjoyment through laughter, as they participate

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Address:

252 Fairmile Road CHRISTCHURCH Dorset BH23 2LR

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Address:

Type: Childminder in imaginative movement, such as 'bat ballet'. Children have rich opportunities to develop skills in communication and language. The childminder skilfully extends their language as she joins in their play and introduces new vocabulary in meaningful contexts. As a result, children respond with enthusiasm. They initiate discussion and confidently share their ideas.

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Address:

The childminder knows children well. She collects detailed information from parents to establish children's starting points and to plan for their next steps. This ensures she has a secure understanding of their individual needs. Children are supported exceptionally well to regulate their emotions through warm and nurturing interactions. They develop high levels of self-esteem. Children are happy, motivated and keen to participate. They demonstrate a secure sense of belonging and flourish in this caring and stimulating environment.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children who may face barriers to their learning.

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About this inspection

The inspector spoke with the childminder 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. Registration date: 11/08/2009

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30,Friday : 08:00 - 17:00

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About this inspection

Local authority: Bournemouth, Christchurch & Poole

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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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