Cristina Prepelita

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Children demonstrate that they are very happy, safe and settled in the childminder's welcoming home. They are confident to explore the resources and make independent choices about their play. Children form strong bonds with the kind and nurturing childminder. They enjoy reassuring cuddles and seek her out to join in with their play. Children happily pretend to make coffee for the childminder in the play kitchen. They smile with pleasure as she pretends to drink from the cup.

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The provision is good

Children benefit from well-planned daily routines which support their emotional and welfare needs effectively. Mealtimes are happy and sociable occasions. Children display good table manners and thoroughly enjoy the healthy meals that the childminder provides. They like to be helpful and assist the childminder with tasks such as fetching the drinking water and tidying away the toys.

p.2

The provision is good

Children make good progress. They respond well to the childminder's positive attitude and high expectations. For example, during a basketball game, the childminder provides lots of encouragement and praise, which helps children to keep trying until they succeed. Children concentrate well as they learn and practise new skills. For instance, they skilfully use tongs and chopsticks to pick up toy chicks and place them into paper nests.

p.2

need to do better?

n The childminder has worked hard to strengthen her practice since her last inspection. She consistently reflects on her service and makes positive improvements. For instance, the childminder recognises that young children like to use their senses as they explore and play. Therefore, she has replaced many of her plastic resources with more interesting and varied materials, such as metal and wooden utensils in the play kitchen. n The childminder is proactive in her approach to training. For example, she is aware of the possible effects of the COVID-19 pandemic on children's development and emotional well-being. Therefore, she has focused recent training to help her to better understand this and provide effective support. n Parents describe the childminder as gentle and caring. They state that she provides the perfect balance of learning, love, guidance and care. Parents appreciate the daily updates about their children's care and learning. They

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need to do better?

describe how their children's language and social skills have improved and how the childminder has enhanced children's interest in books. n The childminder plans her curriculum well and, generally, her teaching is good. For instance, she introduces children to a wide range of words in English and in their home languages. This supports children's understanding and helps them to develop broad vocabularies. However, at times, the childminder does not make

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need to do better?

14 April 2022 the best use of spontaneous opportunities to support children's individual interests and learning styles. n Children are active and enthusiastic learners. They are confident to explore their own ideas and eagerly participate in group activities. For instance, children are keen to investigate the Easter-themed activities that the childminder has prepared. They concentrate intently as they decorate eggs with coloured paint and speak proudly about the colours and patterns they create. n The childminder carefully monitors children's progress. She quickly identifies where children need extra help, to ensure that they do not fall behind in their development. The childminder successfully works in partnership with parents to boost children's skills and knowledge. She assists parents to seek additional support for children where needed. This helps to swiftly close any gaps in children's learning.

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need to do better?

n Children respond well to the consistent boundaries for behaviour. They listen to the childminder's gentle reminders and learn to be kind and thoughtful towards others. The childminder talks to children about their feelings and helps them to understand the consequences of their actions. For instance, she explains that if they leave too many toys on the floor, they might slip and fall on them. n The childminder ensures that children have lots of opportunities to exercise outdoors, to help them build strong and healthy bodies. Children confidently climb, balance and pedal tricycles. They joyfully respond to music. They move with pleasure and confidence as they hop and skip like bunnies and 'snap' like sharks.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility to keep children safe. She knows how to recognise the signs of abuse and neglect and what to do if she becomes concerned about a child's welfare. The childminder has a secure understanding of broader safeguarding issues, such as the risks of online abuse or radicalisation. She knows the procedure to follow if there is an allegation about herself or another household member. The childminder checks her home each day, to remove or minimise any potential hazards.

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should:

n support children's individual interests and learning styles more consistently, to help them explore their own ideas and build on what they know and can do.

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Setting details

Unique reference number EY556041 Local authority Harrow Inspection number 10199242 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 7 June 2021

p.4

Information about this early years setting

The childminder registered in 2018 and lives in the London Borough of Harrow. She operates for most of the year from 8am to 6pm, Monday to Friday. The childminder provides funded early education for three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in her evaluation of the childminder. n The childminder showed the inspector around the areas of her home used for childminding. She explained how she organises the environment and the learning programmes for children. n The inspector observed a range of activities and interactions between the childminder and children, to help to evaluate the quality of education. n The childminder and the inspector had discussions at relevant points throughout the inspection. n The inspector took account of parents' views from their written feedback. She also spoke to children and considered their views and experiences. n The inspector viewed a range of the childminder's documents, including evidence of qualifications and safeguarding policies.

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Inspection activities

14 April 2022 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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Inspection activities

14 April 2022 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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