Cucu, Camelia Nicoleta

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children settle well in the childminder's care and form strong, affectionate bonds with her. The childminder provides a home-from-home environment where children can feel relaxed and comfortable. The childminder gathers information about children when they start and observes them as they play. This helps her to plan precisely for each individual child. Children have access to a range of high-quality resources, both indoors and outside in the garden. Children can develop their interests with role play, construction, mark making and other activities that support their development across all areas of learning.

p.2

The provision is good

The childminder helps children to try their best. For example, the youngest babies are supported to practise holding up their heads during 'tummy time', while the childminder gently praises their efforts. Children demonstrate that they feel safe and secure in the childminder's care. They are content and smile broadly as the childminder interacts with them. This helps support positive behaviour and children's engagement with learning opportunities. Children benefit from the childminder's good knowledge of child development and her high expectations for every child. She uses observations to gain an accurate understanding of what children know and can do. This means the childminder can swiftly address any possible gaps in children's learning.

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need to do better?

n The childminder is an experienced early years practitioner. She speaks passionately about the care and educational opportunities she provides for the children she cares for. She shares information about her setting with parents when they start, and as children progress. This helps parents understand how to support their children at home. n The childminder carefully selects resources to support children's individual learning needs. Toys are rotated regularly to maintain children's interest and ensure they apply themselves fully to their play. This promotes children's learning and helps them reach their next steps. n The childminder has not fully explored how she can develop children's curiosity about the wider world and their community even further, by accessing a wider range of activities in the local area. n The childminder models the behaviour she expects from children. She speaks gently and softly to children. She is confident with using a range of strategies to

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need to do better?

support children to manage their behaviour and be considerate of others. This helps the childminder to be consistent and supports children's understanding of boundaries. n The childminder organises her home and garden to promote children's independence and their ability to do things for themselves. The childminder

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need to do better?

30 June 2022 stores toys and other resources on low shelves, which children can access by themselves. This creates an uncluttered environment that promotes independent learning. n Children learn to take off their coats and shoes when they come into the childminder's home. The childminder provides steps to ensure children can use the toilet independently and wash their hands by themselves. Children learn to help tidy up and look after toys. This prepares children well for their eventual move on to nursery or school. n Children eat nutritious food during social mealtimes at the childminder's kitchen table. The childminder prepares fresh food and accommodates children's allergies and preferences easily. Healthy food and a family atmosphere at mealtimes help children to socialise, learn good table manners and understand about healthy eating. n The childminder has good links with other professionals in the area. The

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need to do better?

childminder knows where she can get support for children with special educational needs and/or disabilities, to ensure all children can access the whole curriculum. n The childminder maintains her home and resources to a very high standard. She regularly reflects on her setting, using information from her observations of children and her understanding of child development. This helps her make ongoing improvements.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of child protection. She ensures her knowledge of safeguarding matters, including harmful cultural practices, online safety and the 'Prevent' duty, remains current by attending training. The childminder knows who to contact should she have any concerns about the welfare of a child. The childminder conducts regular risk assessments and addresses any identified hazards swiftly. The childminder ensures her home is safe for babies, with stairgates and a high level of hygiene and cleanliness. She checks resources regularly to ensure they are safe, and that children play with toys that are appropriate for their age and stage of development.

p.3

should:

n explore further opportunities in the local area to enhance the curriculum and help children gain an even better understanding of the wider world.

p.3

Setting details

Unique reference number 2530771 Local authority Barking and Dagenham Inspection number 10208455 Type of provision Childminder

p.4

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 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2019. She lives in the London Borough of Barking and Dagenham. She operates Monday to Friday, from 7am to 7pm, throughout the year. The childminder holds a relevant qualification at level 4.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The childminder took the inspector on a learning walk and talked to her about how she organises her provision and her curriculum. n The inspector observed an activity and evaluated this with the childminder. n The inspector observed the interactions between the childminder and children and discussed their progress. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

30 June 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

30 June 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

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

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