Cortes Afonso, Maria Arminda

Cortes Afonso, Maria Arminda

Unique reference number (URN): EY291060 Address: 70 Woodheyes Road, London, NW10 9DB Type: Childminder Registered with Ofsted: 10/01/2005 Registers: EYR, CCR, VCR Registered person: Cortes Afonso, Maria Arminda

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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

Children achieve well because the childminder plans activities that match their interests and individual needs. Children develop their language, independence, social and physical skills. Children who need extra support receive timely interventions, which boost their confidence and engagement. This ensures all children, including those learning English as an additional language or with additional needs, progress well across the early years curriculum, which prepares them for their next stage of learning.

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Achievement Expected standard

Children develop a love of books and stories, choosing books independently and engaging with the childminder in discussions about characters and pictures, enhancing their communication and language skills. The childminder skilfully adapts her questions to extend children's knowledge and vocabulary, supporting progress in early literacy development. Children develop their mathematical knowledge as they explore new concepts through play. Children develop independence through familiar routines and make positive friendships. They gain the key skills, knowledge and personal qualities to become confident, curious learners through a range of new experiences that build these.

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Behaviour, attitudes and establishing routines Expected standard

The childminder maintains high expectations for behaviour so everyone understands them and responds positively when reminded of them. Children are respectful towards the childminder and each other. They listen carefully and participate well in daily routines. This supports calm and predictable transitions throughout the day. The childminder carefully considers children's ages, stages of development and individual circumstances when reinforcing expectations, offering gentle reminders, modelling behaviour and adjusting support so that all children can succeed.

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Behaviour, attitudes and establishing routines Expected standard

Children develop a clear understanding of how to behave kindly and considerately. They take responsibility for their environment, such as tidying away toys when they finish playing. Regular opportunities to mix with wider groups of adults and children help them strengthen their social skills and build positive relationships, such as visits to wellbeing centres and outings in the local community. The childminder acts as a positive role model. She encourages children to use polite language and helps them learn to share and take turns. Children demonstrate friendly, cooperative behaviour and play together with confidence as they explore the outdoors and attend movement sessions. They approach activities with enthusiasm and feel secure within the well-established routines of the setting. The childminder promotes punctuality and regular attendance through these consistent routines, helping children feel safe, valued and

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Behaviour, attitudes and establishing routines Expected standard

supported and fostering their confidence, self-control and positive attitudes to learning.

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Children's welfare and well-being Expected standard

The childminder promotes children's welfare and wellbeing effectively. She quickly builds warm, responsive relationships with children through well-organised settling-in procedures that help children feel safe and secure so they explore and learn confidently. She helps children recognise, express and manage their emotions, helping them develop a secure sense of wellbeing. The childminder gathers detailed information about children's dietary needs, allergies and health when they first start and works closely with parents and carers to manage these safely. Children enjoy a variety of nutritious home-cooked meals and snacks that introduce different tastes and textures to promote healthy eating.

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Children's welfare and well-being Expected standard

The childminder teaches children healthy daily routines. For example, children brush their teeth after lunch, learning the importance of oral health from an early age. She helps children understand the benefits of physical activity as they play in the garden daily, developing strength, coordination and confidence on obstacle courses and other equipment. Regular access to outdoor spaces and local parks helps children build stamina, assess risks safely and enjoy physical activity.

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Children's welfare and well-being Expected standard

The childminder supports children's independence and life skills well. Children learn to use the toilet independently and follow good hygiene routines, including washing their hands before meals. Children also learn about healthy living through visits to the allotment, where they plant, grow and harvest fruit and vegetables to use in meals, promoting awareness of balanced lifestyles and overall wellbeing.

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Curriculum and teaching Expected standard

The childminder has a clear curriculum and knows what she wants children to learn. The childminder understands what works well and reflects upon how to develop this further. As a result, the overall curriculum is ambitious and well matched to children's individual learning needs. The childminder builds on children's interests and helps them develop the key skills they need for future learning. She carefully checks children's development and accurately identifies precise next steps for children's learning. This ensures the curriculum builds on what children already know and can do and tailors teaching to children's different starting points. This means children remain engaged for sustained periods and approach activities with enthusiasm.

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Curriculum and teaching Expected standard

The curriculum places emphasis on personal, social and emotional development, communication and language, and early mathematical understanding. The childminder purposefully introduces new vocabulary through meaningful play, such as when children make shakers, learning words linked to actions. High-quality interactions include questions to start conversations, support accurate pronunciation and model clear speech. The childminder makes specific adaptations for children who speak English as an additional language by using both English and Portuguese during interactions. This supports children's understanding, helps them feel secure and enables them to develop confidence in using English alongside their home language. The childminder weaves mathematical learning into daily routines, including counting, exploring size and using number songs to make learning meaningful.

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Curriculum and teaching Expected standard

Children have many opportunities to practise and apply new knowledge. At times, however, too many learning experiences are introduced in quick succession. This causes children to move from one skill to another without securing their learning and understanding. The childminder develops children's understanding of the world and people's similarities and differences through visits to places of worship and activities linked to festivals such as Diwali.

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Inclusion Expected standard

The childminder knows each child's needs well. She establishes positive relationships with parents, carers, schools and external professionals to ensure continuity in how each child's needs are met. The childminder shares clear, first-hand information about children's learning and daily experiences through regular verbal updates, written notes and photos, keeping families informed, especially when parents cannot drop off or collect their children. This approach supports continuity of care and reduces barriers linked to shared placements, language differences or changing family circumstances. The childminder tracks children's progress effectively and uses ongoing observation and assessment to identify emerging needs at an early stage. She identifies gaps in learning and development and adapts teaching, routines and interactions to reflect children's ages, stages of development and individual starting points. The childminder takes timely action to remove barriers by setting

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Inclusion Expected standard

clear next steps that link directly to children's learning needs and interests. This enables all children, including those who speak English as an additional language, to participate fully and make consistent progress. As a result, children remain engaged, develop confidence and continue to progress.

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Inclusion Expected standard

The childminder creates an inclusive and welcoming environment. She works in partnership with parents to respond to any learning or wellbeing needs, drawing on families' knowledge of children's routines, languages and experiences at home. Working within a diverse local community, the childminder adapts communication, routines and expectations so that all children can access learning and feel included. As a result, children develop self-esteem, feel respected and show curiosity and confidence in their learning.

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Leadership and governance Expected standard

Parents and carers speak highly of the childminder and the learning experiences she provides. They value the benefits of attending toddler groups and the warm, nurturing environment. Parents report that their children are treated with care and respect and look forward to attending. They appreciate the clear communication about their child's progress and practical guidance to support learning at home. They feel confident asking for advice, knowing the childminder is approachable and supportive. The childminder keeps her professional knowledge up to date through research, training and local authority network meetings, using these opportunities to enhance her provision and strengthen teaching. For example, after completing communication and language training, the childminder added more songs, rhymes, story sacks and repeated vocabulary to boost early language development. She keeps mandatory training, including safeguarding and first

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Leadership and governance Expected standard

aid, fully up to date. Although experienced in supporting children with special educational needs, the childminder is seeking further training to deepen her understanding of autism and effective strategies for children and families.

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Leadership and governance Expected standard

The childminder reflects on her practice and gathers feedback from parents and children. However, processes for evaluating the provision are not yet sharply focused on achieving the highest possible standards across all areas of practice and teaching. Despite this, her commitment to professional learning and strong partnerships with families contribute positively to children's experiences and outcomes.

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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

Children enjoy a wide range of exciting activities as the childminder plans the curriculum around children's interests and learning needs. They choose toys that interest them and develop their own play ideas as they access equipment stored at their level for safe and easy access. Children benefit from well-chosen equipment that extends their learning and supports steady progress from their starting points. The childminder learns what children can do as soon as they join the setting and uses this information to plan a rich, sequenced curriculum that supports all children to achieve well.

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

The childminder works closely with families to understand children's routines, interests and any emerging needs, which helps reduce barriers to learning and wellbeing. She uses this information to adapt routines, activities and support so that all children can fully participate and make progress. Parents' views and contributions are valued and reflected in planning, ensuring continuity between home and the setting. Children settle quickly and enjoy their time in the childminder's welcoming home. They develop a sense of belonging as the childminder promotes positive social skills so children warmly engage with each other. Children form strong emotional bonds and confidently seek comfort, reassurance and opportunities to share their thoughts. Children show they feel safe and ready to learn as they play and interact with others. Young children clap and smile when friends arrive and offer toys to include them in their play. Children enjoy regular outings that broaden their

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

understanding of the world. The childminder nurtures children's creativity and imagination, helping them grow as confident, motivated learners. Children confidently ask for their favourite activities, such as singing rhymes together.

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

Children behave well and show a positive attitude to learning. They concentrate as they roll out play dough and use cutters. Daily routines stay flexible and adapt to individual needs. Children who speak English as an additional language receive consistent and effective support. Children feel happy, safe and secure with the experienced childminder and build

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Inspector:

Rizwana Nagoor trusting relationships with her and her family. Children move around the home with confidence and make independent choices about their play.

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Next steps

refine teaching to give children sufficient time to practise and consolidate new knowledge and skills, particularly enhancing their learning and understanding during planned activities embed a consistent approach to evaluation processes to ensure these precisely identify ways to further improve the quality of teaching and practice.

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About this inspection

The inspector spoke with the childminder 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: Cortes Afonso, Maria Arminda

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:00

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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 standards 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 standards 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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