Beverley Louise Neil

Beverley Louise Neil

Unique reference number (URN): 2774548 Address: 5 Corbett Close, Croydon, CR0 0JS Type: Childminder Registered with Ofsted: 23/02/2024 Registers: EYR, CCR, VCR Registered person: Beverley Louise Neil

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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 achieve well from their different starting points, including children with special educational needs and/or disabilities (SEND). Generally, all children make secure progress in communication and language, personal, social and physical development and mathematics. Older children speak in clear sentences and express themselves well. Younger children learn the names of common objects and say single words. Older children count securely up to 10 and know the names of different shapes. Younger children learn number names up to 5. They learn to do things for themselves, such as how to use the toilet. Overall, children gain a range of physical skills. Children with SEND learn how to relate to other children in positive ways. Generally, children are prepared well for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has trusting relationships with children. She acts as a role model for kindness, for instance by speaking in gentle tones and smiling warmly at children. The childminder has high expectations of children and manages children's behaviour successfully. She supports children to resolve any differences fairly and explains how children can behave in positive ways. Generally, the childminder provides a positive environment where children grow and learn through praise and encouragement. They concentrate well as they complete puzzles about farm animals. The childminder adapts routines to meet the needs of children with special educational needs and/or disabilities (SEND). For instance, she safely manages ratios to ensure that she is able to give more one-to-one support to children with SEND. The childminder ensures that children attend regularly by talking with parents about the benefits on children's progress. She explains that

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Behaviour, attitudes and establishing routines Expected standard

regular attendance and punctuality helps children to prepare for school routines. Children learn to care for and respect each other. Older children help younger ones, for instance by getting toys for them. They take turns to choose nursery rhyme characters to sing their favourite songs.

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Children's welfare and wellbeing Expected standard

The childminder has secure and responsive relationships with children and provides routines that are suitable and meet the needs of all children. She makes any necessary adaptations for children with special educational needs and/or disabilities. The childminder ensures that sleep routines and mealtimes are safe. She sits with children at mealtimes to supervise them closely and provides a calm and relaxed environment. The childminder provides suitable, safe and hygienic sleeping arrangements for children. She helps children to gain understanding of different feelings. The childminder reads stories linked to a wide range of different emotions to help children to develop awareness in these areas. The childminder talks to children about how they are feeling and teaches children how to recognise and learn to manage their emotions. This helps children to learn about themselves and others. The childminder talks to children about the value of eating well and

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Children's welfare and wellbeing Expected standard

ensures that they have daily opportunities for physical activities. She ensures that children are safe in her home and when out on trips. For example, she performs daily safety checks in all areas to minimise the risk of hazards. The childminder teaches children how to act in safe ways. For instance, she teaches them to use the handrail and walk sensibly up the stairs. The childminder teaches children how to be safe, for instance by not approaching dogs they do not know, and teaches them about road safety.

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Curriculum and teaching Expected standard

Overall, the curriculum is broad, balanced and stimulating. It meets the needs of all children, including children with special educational needs and/or disabilities (SEND). The childminder makes any necessary adaptations to the curriculum to meet the needs of children with SEND. The childminder prioritises children's physical, personal, social and emotional development. She provides daily opportunities for children to practise a broad variety of physical skills. For example, they enjoy climbing up frames and going down slides. Younger children enjoy crawling through tunnels and pull themselves up to balance.

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Curriculum and teaching Expected standard

The childminder helps children to develop secure communication, language and literacy skills. She sings lots of songs and rhymes, and children enjoy learning new words and following the actions. The childminder ensures that children have ready access to a wide range of books, indoors and outdoors. She uses puppets and story props to increase children's vocabulary. Children develop a love of books and eagerly select books to browse through or share with the childminder. They learn independence skills, such as tidying up after play. However, at times, the childminder is too focused on children taking part in adult- led activities and, sometimes, does not follow their lead. This means that she is not consistently teaching children when they are at their most engaged. This does not fully promote their learning and development. Generally, children learn useful skills in preparation for their next stage of learning.

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Inclusion Expected standard

The childminder promptly identifies if a child is falling behind in their learning and provides appropriate support and guidance. She finds out about children's starting points and uses this along with regular observations and progress checks at age 2 to determine children's skills. The childminder uses expected developmental milestones as a general guide to determine whether there are gaps in children's progress. She discusses this with parents and puts suitable plans in place to address children's specific needs. For example, the childminder uses visual language communication systems to support children with special educational needs and/or disabilities (SEND). She adjusts her routine to provide more one- to-one work for children with SEND. The childminder plans activities, assesses children and carries out activities and reviews the impact of this on children's development. She then adapts activities as needed to promote the best outcomes for children. The childminder has

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Inclusion Expected standard

completed various courses, such as understanding autism and speech delay, which has led to greater understanding in these areas. The childminder has secure knowledge of relevant professionals for parents to contact for further guidance. For instance, she advises parents to contact their local doctor or health visitor for further support. The childminder is aware of the need to use any additional funding to meet the specific needs of any children with SEND.

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Leadership and governance Expected standard

Overall, the childminder keeps parents informed of their children's progress in different ways, such as through daily verbal feedback and secure electronic messaging. However, work with parents has not been fully effective in providing guidance on healthy eating. This means that parents are not fully informed about current guidance on healthy food for lunch boxes. Parents spoken to during the inspection express high levels of satisfaction with children's care, learning and progress. The childminder reflects on her practice and sets suitable goals to build ongoing improvements, including any adjustments for children with special educational needs and/or disabilities. Generally, she is committed to the ongoing development of her skills and knowledge. The childminder has completed different courses, such as on safer eating. This has led to greater awareness in this area. The childminder maintains a healthy work–life balance by having a shorter working week. She goes on daily

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Leadership and governance Expected standard

runs to support her health and wellbeing.

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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 welcomes children warmly into her organised, stimulating home. She has nurturing relationships with children who feel safe in her care. The childminder gives each new child the time they need to settle. She finds out about children's home care routines and comforters and uses this information to help children to feel secure and confident. The childminder is patient and kind and uses warm eye contact and a soft tone of voice in her interaction with children. She is affectionate with children and offers them reassurance when needed, and children feel a strong sense of belonging.

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

Generally, all children, no matter what their starting points are, make secure progress, including those who need extra support. Overall, children enjoy taking part in a broad variety of activities. Older children learn to recognise their names and enjoy practising their early writing skills. Younger children use their skills to turn cogs on a wheel, and this helps them to learn about cause and effect. They explore different materials, such as shiny foil, brushes and smooth wood, which supports their creative development. Older children use paint and roller brushes to spread paint on plastic surfaces. They say, 'I made a pattern!' as they proudly show their work to the childminder, who praises children for their work. Children get along well with each other, and older children are caring towards younger ones. For example, they fetch water beakers for younger children. Children learn to do things for

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

themselves, such as handwashing before eating. Children gain valuable skills in preparation for their next stage of learning. The childminder talks to parents about the value of consistent attendance and punctuality. She explains that this helps to support children's progress and readiness for school.

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Address:

Operating hours: Monday,Tuesday,Wednesday : 08:00 - 17:00

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Next steps

The childminder should enhance partnerships with parents to promote healthy eating, by giving current guidance on healthy lunch box contents. The childminder should enhance children's learning and development, particularly by following their lead more to promote best outcomes for children.

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About this inspection

The inspector spoke with the childminder and children. She also spoke to parents during the inspection and considered their comments.

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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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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. 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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