Bruton, Catherine Ann

Bruton, Catherine Ann

Unique reference number (URN): 2772328 Address: 7 Hereward Avenue, Purley, CR8 2NN Type: Childminder Registered with Ofsted: 15/03/2024 Registers: EYR Registered person: Bruton, Catherine Ann

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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

Generally, children achieve well from their different starting points, including those with special educational needs and/or disabilities and other vulnerable children. Children gain a variety of physical skills. They climb across frames, balance on scooters and develop their throwing and catching skills using balls. Children develop effective communication, language and literacy skills. They enjoy books, have a growing vocabulary and express themselves clearly using full sentences. Children learn how to do things for themselves. They hang up their aprons after use and use tools appropriately to prepare their own fruit snacks. Children gain secure mathematical skills. They count confidently, recognise and name different shapes, and use mathematical language to describe size, such as big and small. Overall, these skills provide a secure foundation to prepare children for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder uses a gentle, consistent and fair approach to managing children's behaviour. She explains why some behaviour is not acceptable and reminds children of group rules, such as using kind hands. The childminder promotes manners effectively. For example, children say please and thank you when asking for and receiving food at mealtimes. This creates a positive environment where children generally form positive relationships.

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Behaviour, attitudes and establishing routines Expected standard

The childminder responds readily to children's emotional needs, for instance by offering reassuring cuddles and singing their favourite songs. Children concentrate well. For example, they focus on making different models from playdough and persevere when tasks become challenging, showing determination to overcome difficulties. Children are motivated to learn and keen to explore their environment both indoors and outdoors.

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Behaviour, attitudes and establishing routines Expected standard

The childminder ensures that children have suitable routines for play and rest and makes appropriate adaptations where needed to meet the needs of children with special educational needs and/or disabilities and other vulnerable children. She welcomes children warmly each morning, which supports their sense of belonging and encourages regular attendance.

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Children's welfare and wellbeing Expected standard

The childminder prioritises children's safety. She checks all areas of her home, indoors and outdoors, to ensure they are safe for children's use. The childminder regularly checks toys and resources to ensure they are clean, safe and in good condition. She teaches children how to act with care and caution. For example, she shows children how to use plastic knives safely when preparing their snacks. The childminder ensures that children wear sun hats in hot weather and explains why this is important for their safety and wellbeing. She provides safe and suitable routines and makes appropriate adaptations to meet the needs of children with special educational needs and/or disabilities and other vulnerable children. The childminder provides safe, relaxed and calm mealtimes that children enjoy. She freshly prepares nutritious meals and snacks that meet children's specific dietary needs. The childminder ensures that children are seated securely and supervises them closely while

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Children's welfare and wellbeing Expected standard

She also helps children to develop an understanding of emotions. For example, she uses emotion cards to encourage discussion about how children are feeling. The childminder reads stories about feelings and how to manage them. This helps children to develop an understanding of themselves and others.

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Curriculum and teaching Expected standard

Overall, the curriculum is interesting and varied and meets the needs of children, including those with special educational needs and/or disabilities (SEND) and other vulnerable children. The childminder uses ongoing observations and two-year-old progress checks to provide activities that are at the right level for each child. This includes appropriate adaptations to activities to meet the individual needs of children who require extra support.

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Curriculum and teaching Expected standard

The childminder supports children's communication, language and literacy skills effectively. For example, she shares books with children and reads with engaging intonation, pausing regularly to encourage spontaneous comments. She introduces new vocabulary through stories, such as the word "poorly" when reading about doctors. She promotes a love of books effectively and children regularly access the book area to independently browse their favourite stories.

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Curriculum and teaching Expected standard

The childminder helps children to develop secure mathematical skills. For example, she encourages children to count the legs of different animals, and she sings counting songs and rhymes. Children talk about the patterns they make with playdough, and the childminder introduces shape names using a range of cutters.

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Curriculum and teaching Expected standard

Generally, the childminder provides some support for children's personal and social development. She teaches children to do things for themselves, such as preparing their own fruit snacks. However, at times, children find it difficult to share and take turns when using toys and resources and require regular reminders. This means that children are not consistently developing their personal and social skills to help them to excel in their learning.

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Curriculum and teaching Expected standard

The childminder treats all children with equal care and concern and ensures they have equal access to activities and resources. However, there is limited representation of different races, cultures and diversity in the books and toys children use. This means that children do not gain a full understanding of diversity and differences in order to learn about others.

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Inclusion Expected standard

The childminder closely observes children to identify any gaps in their learning. She gathers information about what children already know and can do when they start and uses two- year-old progress checks alongside regular observations to identify any areas for development. She plans and adapts activities to meet the specific needs of children who require additional support. The childminder is aware of the support and guidance available from the local authority early years department and the local authority special educational needs coordinator. She consults them to access ideas for appropriate resources and activities to support children to make progress in their learning and development. She also advises parents to contact their GP or health visitor for further guidance where needed.

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Inclusion Expected standard

The childminder has completed training on the introduction to and identification of children with special educational needs and/or disabilities (SEND). This has increased her awareness and understanding in this area. She understands the importance of working closely with parents and other professionals and regularly liaises with them to provide appropriate care and learning for children with SEND and other vulnerable children.

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Inclusion Expected standard

She recognises the importance of ongoing monitoring of children's progress to ensure the curriculum is suitably matched to their individual needs and continues to meet them effectively.

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Leadership and governance Expected standard

Overall, the childminder has some awareness of what is going well in her practice and areas for development. She uses this information to determine some relevant goals to build improvements. The childminder is keen to keep her skills and knowledge up to date. She has completed several courses, such as curriculum planning and food safety. The courses led to greater awareness and improved practice in these areas. Generally, the childminder works successfully with parents. She ensures that parents know about their child's progress by talking with them each day, and by sending secure electronic messages. The childminder supports children's development by liaising closely with parents, in areas such as potty training and weaning. She ensures a healthy work life balance by taking annual holidays. This helps to ensure that the childminder can promote best outcomes for children.

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

Children are happy and eager to learn in this bright, cheerful and well-organised environment. They confidently and purposefully select toys of their choice from a wide variety of accessible resources. Children enjoy and engage readily with activities that are closely linked to their interests and individual needs. Overall, children, whatever their starting points, achieve well, including those who need additional support. Children form close, warm relationships with the childminder, who values each child and their family highly.

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Inspector:

Jenny Beckles She interacts positively with all children, smiling and consistently getting down to their level to support communication and engagement.

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Inspector:

Generally, children play and learn together and, overall, build positive relationships with each other. They enthusiastically take part in activities that are part of a broad and balanced curriculum that meets their needs. The childminder adapts the curriculum to meet the needs of children who require extra support.

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Inspector:

Children develop their imagination and creativity. For example, they knead and roll playdough skilfully to make pretend ice-creams. They use brightly coloured marker pens to draw pictures and use different musical instruments to explore sound.

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Inspector:

The childminder supports children's understanding of the world effectively. For instance, she teaches children about Arctic animals, such as polar bears, and how their fur helps keep them warm. Children also enjoy role play, such as using a doctor's kit, and the childminder extends this learning by reading stories about the work of doctors.

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Inspector:

The childminder considers and reflects the needs of all children across all aspects of her provision. Children feel relaxed and safe and attend regularly. The childminder promotes this by talking with parents about how regular attendance supports children's progress and readiness for school. As a result, children learn useful skills in preparation for school.

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Next steps

The childminder should strengthen children's understanding of difference, particularly in relation to developing children's acceptance and respect for people of different races, religions, backgrounds, abilities. The childminder should strengthen the curriculum for personal and social development, particularly in relation to supporting children's turn taking and sharing skills.

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About this inspection

The inspector spoke with the childminder and children. She considered comments from parents 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:

Registered person: Bruton, Catherine Ann

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Address:

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

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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