Rodrigues Da Costa, Katia Cilene

Inspection date

Previous inspection date 28 November 2016 8 November 2013

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder supports children's communication and language development skilfully. For example, she provides a range of props that excite the children to sing familiar songs, such as farm animal face masks.  Children's personal and emotional development is progressing well. The childminder is considerate to their individual needs, which she meets successfully. Children show that they feel very secure and happy in her care.  The childminder values training opportunities for herself and her assistant. For example, they attend relevant courses and share good practice with other professionals to keep their knowledge up to date and consistently improve learning opportunities for children.  The childminder creates a stimulating, exciting and very safe environment for the children to explore and learn. They make choices about their play and the childminder successfully follows their interests and helps them to make good progress.

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It is not yet outstanding because:

 The childminder is in the process of working with parents to help them understand about the activities she plans to help them fully support children's learning at home.  On occasions, the childminder misses opportunities to extend children's learning experiences and support them to build their social skills outside her home.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 extend partnerships with parents to keep them better informed about the activities planned and to ensure they are able to contribute more effectively to the learning opportunities for their children at home  broaden children's learning experiences and support them to learn how to socialise with others.

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Inspection activities

 The inspector and the childminder discussed the systems she uses to observe and record children's progress, and the documents she uses to support her work.  The inspector discussed the processes the childminder uses to monitor and supervise the work of the assistant.  The inspector completed observations of the children as they engaged in activities with the childminder and her assistant.  The inspector looked at the rooms and resources the children use.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of her role in protecting children from harm. She knows how to recognise the signs and symptoms that may alert her to any concerns about a child's welfare and how to report these. The childminder supervises her assistant's practice and professional development effectively. For example, they attend child protection training and use their updated knowledge effectively to further protect children in their care. The childminder keeps parents well informed about their children's care experiences. She evaluates the quality of her work effectively and considers ways to make improvements. This has a positive impact on improving outcomes for children's future learning. For example, she has developed a mud kitchen in her garden that children happily explore.

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Quality of teaching, learning and assessment is good

The childminder is enthusiastic in her role and plans exciting activities to help children learn and make good progress. She regularly assesses children's achievements and tracks their development to ensure they are making good progress. For example, she helps children learn about their body when singing songs about the different parts. They laugh as she gets them to try singing faster. Children are developing good listening skills and enjoy snuggling close to the childminder to hear stories. Children have good opportunities to develop their physical skills. For example, they carefully complete puzzles and construct tracks for a train.

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Personal development, behaviour and welfare are good

The childminder has created a stimulating, safe environment for children. They thrive in the environment and are motived and ready to learn. Children are emotionally secure. The childminder knows them well and offers kind encouraging words to children who are less sure of themselves. The childminder manages behaviour well. She is skilled at using positive ways to help children to understand how their behaviour affects others and how to play cooperatively. Children have good opportunities to develop an understanding of a healthy lifestyle. For example, they enjoy sitting together at snack times and talking about the food they are eating, such as how juicy the strawberries are.

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Outcomes for children are good

Children enjoy learning and playing together. They become fully involved in activities, particularly those that help them to develop their language skills. For example, they talk about how they are feeling and what they can see in a puzzle. This builds on their existing understanding and gives them opportunities to practise their words. Children are confident and are developing the skills they need for the next stages of their learning, including their move to school.

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Setting details

Unique reference number EY455757 Local authority Brent Inspection number 1063159 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 8 November 2013

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Telephone number

The childminder registered in 2014 and operates in the London Borough of Barnet with a co-childminder. The childminder cares for children all day, Monday to Friday, throughout most of the year. The childminder works with an assistant.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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