Byrne Karen

Byrne Karen

Unique reference number (URN): EY239371 Address: 128 Somerford Road, Christchurch, Dorset, BH23 3QE Type: Childminder Registered with Ofsted: 22/01/2003 Registers: EYR, CCR, VCR Registered person: Byrne, Karen Elizabeth

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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 Expected standard

Overall, children form positive relationships and sometimes play cooperatively and show an understanding of rules and routines. Children, make appropriate progress in their learning from their starting points, in preparation for the next stages of their education. They communicate confidently, express their needs and share ideas with others. For example, at the mud-tray, children suggest adding water to make the soil wetter. Children with special educational needs and/or disabilities use visual aids and gestures effectively to make their needs known.

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Achievement Expected standard

Children enjoy outdoor play and develop the physical skills needed for active lifestyles. They build strength and coordination through ball games and refine their motor skills when using chalks. Children develop independence through daily routines, such as washing hands, laying the table and peeling fruit. They use resources, such as mirrors, to explore their emotions.

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Children's welfare and wellbeing Expected standard

The childminder has established positive relationships with children and their families. She is committed to meeting children's care needs, including those with special educational needs and/or disabilities. She collaborates with parents and carers to ensure continuity between home and the setting. For instance, she provides guidance around potty-training routines. Children's privacy during toileting and nappy changing is considered appropriately. This helps them understand personal boundaries and develop respect for their own and others' privacy. The childminder supports children's emotional wellbeing. Children are comforted and reassured when needed and generally begin to recognise their feelings, which helps them to feel secure.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop healthy lifestyles. Parents receive guidance around healthy foods for lunchboxes. Children enjoy eating a range of fruit, such as berries, bananas and oranges. Additionally, they grow fresh produce in the childminder's vegetable patch, which they eat in the setting. This helps children develop an understanding of where food comes from and healthy food practices.

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Children's welfare and wellbeing Expected standard

Children typically benefit from opportunities that support physical play and managing risks. For instance, they develop muscle strength and coordination during activities such as running and climbing. They learn how to manage risks safely while using climbing equipment.

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Curriculum and teaching Expected standard

The childminder gathers information from parents and carers and combines this with her observations to identify children's starting points and plan for their next steps. She plans a curriculum based on children's interests, such as exploring insect habitats while creating bug hotels. However, the quality of interactions is not consistently strong and does not always extend learning through purposeful teaching.

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Curriculum and teaching Expected standard

The childminder provides a language-rich environment. She considers children's ages and stages of development as she chats to them during sessions and narrates their play. The childminder introduces them to new words, such as 'compost' and 'recycling' while learning about food waste. She seeks advice from other professionals, such as speech and language therapists, to support her knowledge and to help children with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

The childminder places a focus on physical development. She encourages children to participate in climbing activities and games that help to enhance coordination, such as football. She places some focus on supporting children's emotional development. For instance, children learn about facial expressions linked to feelings while using mirrors. They learn about caring for living creatures while relocating minibeasts. The childminder uses incidental opportunities and purposeful resources, such as cotton reels on strings, to teach mathematical concepts.

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Inclusion Expected standard

Children, including those with special educational needs and/or disabilities (SEND), benefit from a typically inclusive environment. Parents and carers discuss detailed information about children's starting points and care practices with the childminder. She reviews children's progress through observations and assessments to help her develop a secure understanding of what children know and need to learn next. This helps her to amend support as children's needs change.

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Inclusion Expected standard

Barriers to children's learning are identified and plans are put in place to reduce and remove them where possible. The childminder works in partnership with parents. She signposts them to other professionals, such as speech and language therapists. She incorporates guidance from speech and language teams into her setting. She engages in targeted training to improve her knowledge and understanding of how to support children with language delays. This promotes a generally thoughtful approach to all children's care and education.

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Inclusion Expected standard

The childminder is committed to ensuring that children with SEND have access to their full entitlement of early education. She works with external agencies, such as the local authority. She provides information which helps to secure additional funding for children. This helps the childminder make reasonable adjustments and support inclusion. The childminder has a clear understanding of how to support specific groups of children, including those who may be at a disadvantage.

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Leadership and governance Expected standard

Overall, the childminder is committed to continuing her professional development. She ensures training is up to date and reflects on her practice to identify improvements. For example, she has completed training to enhance the support for children with special educational needs and/or disabilities (SEND), including around autism, and has undertaken communication and language training.

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Needs attention

The childminder has secure partnerships with parents and carers. She provides regular updates on children's progress and experiences. The childminder considers children's best interests in her decision-making. She is especially mindful of the needs of children with SEND. She identifies children who may require further support and signposts parents to relevant external agencies when required. She collaborates closely with other professionals, including educational psychologists. She incorporates guidance into her planning and makes necessary adjustments. For instance, children with SEND have more opportunities for tummy time to build neck, shoulder and core strength. Furthermore, she contributes detailed information to support education, health and care plan assessments.

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Behaviour, attitudes and establishing routines Needs attention

Children's behaviour is not consistently supported. The childminder does not always provide clear and consistent guidance to support children's understanding of acceptable behaviour. For example, children's behaviour can be challenging, such as saying 'no' when asked to follow instructions to tidy up and share, and throwing and snatching toys. The childminder does not always correct the behaviour or explain the impact of their actions on others.

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Behaviour, attitudes and establishing routines Needs attention

The children have formed attachments to the childminder. They seek cuddles and speak to her with affection. She encourages them to consider living creatures. For instance, she helps them to safely relocate bugs and to create bug hotels. This supports children to develop an emerging understanding of care and respect.

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Behaviour, attitudes and establishing routines Needs attention

The childminder is committed to promoting children's regular attendance. She demonstrates a secure understanding of how punctuality and consistent attendance support children's safety and education.

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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

The childminder encourages children to engage in some familiar morning routines, such as sitting down for breakfast and selecting a book during transitions. Children have formed some friendships with each other. They initiate conversation and play alongside one another. The childminder's setting is nurturing and welcoming. She has established positive relationships with the children and their families. She greets them warmly on arrival and has a reassuring manner. This helps children, including those with special educational needs and/or disabilities (SEND), to feel happy, safe and secure. These relationships support children's regular attendance.

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

Overall, children enjoy their learning. The childminder knows the children well. She provides resources and toys that children are interested in. For example, they enjoy pushing cars down ramps and parking them in spaces. The childminder supports children to develop an interest in stories. She provides a rich variety of age-appropriate books for children to choose from. They independently select books, turn the pages and comment on the characters, such as the dinosaurs. This helps children to develop skills in literacy and a love of reading.

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

Children, including those with SEND, benefit from regular access to fresh air and exercise. They have daily opportunities to use the childminder's well-stocked outdoor space. They enjoy running, playing ball games and using the climbing frame. This helps them to develop muscle strength, motor movement and coordination. Children develop some understanding of how to manage risk. The childminder reminds them to use the resources appropriately when they have disagreements and struggle with sharing.

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Address:

128 Somerford Road Christchurch Dorset BH23 3QE

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Address:

Registered person: Byrne, Karen Elizabeth

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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 action by the assigned date:

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Action Completion Date

ensure effective and consistent behaviour management strategies are implemented to enable children to understand what is expected of them and the impact of their actions on others 02/04/2026

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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. Operating hours: Tuesday,Wednesday,Thursday : 07:30 - 18:00

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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

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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