Ibrahim, Sibel

Ibrahim, Sibel

Unique reference number (URN): 136825 Address: 49 Chamberlain Crescent, West Wickham, Kent, BR4 0LJ Type: Childminder Registered with Ofsted: 28/07/1999 Registers: EYR, CCR, VCR Registered person: Ibrahim, Sibel

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations of children's behaviour. She is clear in her communication with children. The childminder is very consistent in explaining to children the consequences of actions. For example, she explains to children not to climb on the chairs, as they might fall and hurt themselves. As a result of these high expectations, children manage their own behaviour very well. The childminder's consistent support is having a positive impact on children's learning. The childminder adapts her approach to children of different ages, for example, by focusing on distraction and comforting techniques with younger children. Children learn to take turns during their play. As a result, they develop well the ability to regulate their emotions and become more independent, respectful and understanding of each other.

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Behaviour, attitudes and establishing routines Strong standard

The routine is consistent and very much led by children's needs and is highly impactful. Children know what is coming next and clap when the childminder tells them it is snack time. They learn the importance of effective hygiene and healthy eating. Children are starting to show independence with handwashing. They know what is expected of them. For example, the childminder reminds children warmly not to leave the table when eating. The childminder understands and promotes the importance of regular attendance and consistent routines. As a result, children are settled and thriving.

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Children's welfare and wellbeing Strong standard

Policies and procedures are very clear, and the childminder understands them and puts them into practice well. The childminder is sensitive to children's individual needs and routines. As a result, children's emotional security is strong because they have secure attachments with the childminder. The childminder prioritises children's needs and adapts routines so that they work best for the children. She does this in partnership with parents and carers so she can take full account of children's individual circumstances.

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Children's welfare and wellbeing Strong standard

The childminder has a strong focus on healthy eating. She supports parents with their children's healthy eating at home too. Children enjoy tasting new food. The childminder talks to them about being healthy and looking after themselves. Children form healthy habits. They learn to independently feed themselves and are involved in making healthy food, such

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Expected standard

as vegetable bread. The childminder is consistent in her approach to meeting the care routines of the youngest children and she supports their feeding and sleeping needs well.

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Expected standard

The childminder is highly effective in supporting children to manage their own emotions. When children are upset, the childminder encourages them to take deep breaths and to collaborate and take turns. As a result, children are very kind to each other. They have a deep understanding of the importance of sharing and considering others.

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Achievement Expected standard

Children are happy, settled and ready to learn because the childminder focuses well on meeting their emotional needs and ensuring they feel secure. As a result, children achieve well, are meeting their milestones and develop skills that will last and help prepare them for school. Children are also supported to learn at home because the childminder encourages parents to promote what children are learning in the setting at home. For example, when teaching children about colours, the childminder encourages parents to support this learning too.

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Achievement Expected standard

Children develop a love of books and are becoming familiar with favourite stories. Through repetition of familiar words and stories, children's communication and language skills are developing. Children are sung to throughout the day and through singing along to songs, such as 'Five Little Ducks', are also learning new words and repeated phrases. Children with barriers to learning are achieving well too because the childminder sits so that they are close to her during these activities and she can repeat words to them and they can see her speaking.

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Curriculum and teaching Expected standard

The childminder knows what children can do and what she wants them to learn next. The curriculum is sequenced and focused on extending children's learning. For example, the childminder places resources slightly out of reach of children who are starting to crawl. She makes sure that children can do something securely before moving on to next steps. For example, she makes sure that children can hold and use a spoon securely, before starting to use a knife and fork. The curriculum incorporates all the areas of learning and children's development well and naturally. For example, the childminder weaves counting and mathematical concepts into the curriculum. This helps children to make steady progress.

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Curriculum and teaching Expected standard

The teaching of communication and language is very effective. The childminder uses rich language to engage with children and develop their vocabulary. She focuses on repetition so that children learn through hearing words regularly. The childminder reads regularly to children, promoting their early literacy and a love of books. The childminder sings songs to children that are familiar and children sing the rhymes back. The childminder uses transition times as learning opportunities. She sings nursery rhymes and counts to children when they are washing their hands, having their nappies changed or laying the table. At snack time, the childminder asks children what colour their plates are. She talks to children about the food they are eating and why it is important to eat healthy food.

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Curriculum and teaching Expected standard

The childminder works well with parents and carers. She encourages them to support what their children are learning at the setting. She tailors activities to meet the needs of different- aged children well. For example, during an activity, she encourages some children to match farm animals to the pictures on a mat, while she gives younger children the opportunity to sort shapes in a sorting toy, developing their fine motor skills. Throughout the activity, the childminder engages well with all children. She talks to them about what they are doing, while also supporting turn taking and kind behaviour. Overall, she puts relevant and meaningful activities in place for children to achieve their goals. However, during some planned activities, the childminder does not enhance her teaching by having clear intentions for individual children's learning. A decorating activity when children were putting felt shapes

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Curriculum and teaching Expected standard

on a tree did not have a clear learning intention that aligned with the next steps of the children present or promoted progress in a meaningful way.

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Inclusion Expected standard

The childminder knows children well and is quick to identify any areas in which they need additional support. She breaks down their barriers to learning as she teaches each child according to their individual needs. The childminder puts in place extra support for children needing additional help with their communication and language development. She monitors children's progress and adapts the curriculum as necessary.

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Inclusion Expected standard

The childminder understands how to access additional support and how to help parents and carers to access early years pupil premium funding, where appropriate. However, she has not consistently extended partnerships with external agencies to swiftly implement further support for children as and when needed. The childminder understands the importance of supporting children known to children's social care.

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Inclusion Expected standard

The childminder assesses and monitors children's progress. This helps her to know the children well, swiftly identify any gaps in their learning and takes action to support them. She breaks down barriers to their learning and she teaches each child according to their individual needs. The childminder continuously assesses their development and adjusts her curriculum as appropriate so that children continually make progress. The childminder puts in place extra support for children needing additional help with their communication and language development. As a result, they are learning new words and their speech is improving.

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Inclusion Expected standard

Children learn about different cultures through exploring a range of festivals, supported by books and eating food from different cultures. As a result, children learn about what makes them unique and special, developing a sense of belonging.

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Leadership and governance Expected standard

Partnerships with parents and carers are positive. All parents speak of how well the childminder supports their children's needs and communicates well about what children are learning and what their next steps are. The childminder works well with other professionals to keep up to date with her registration requirements and current best practice. She works with other settings to develop the curriculum and teaching within her setting.

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Leadership and governance Expected standard

The childminder acknowledges that she could benefit from further training to enhance her professional practice. For example, she has identified that she would like to undertake training which will help her to raise the quality of her curriculum further that she can extend children's learning. The childminder knows children very well. This means she is able to settle them and support parents during times of transition, such as moving on to school or with potty training.

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Leadership and governance Expected standard

The childminder runs the setting in a way that is entirely focused on improving outcomes for children and ensuring that they all, particularly any needing additional support, are happy, thrive and succeed.

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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 are happy and thriving because the childminder treats all children warmly, has strong attachments with them and praises and encourages them. Children enjoy regular trips out into the local community to playgroup, outdoor learning groups, the library, the park and the woods; they are developing their understanding of the world. Children have a strong sense of belonging within the setting and within their local community.

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

Children's personal, social and emotional needs are well met because the childminder ensures routines, are child focused, well embedded and meet children's individual needs. Children have a good understanding of what they are doing and what they are going to do next. They benefit from a setting that is well laid-out and full of appropriate and engaging resources. Children are happy and progressing well because they are safe and well cared for, including when out on outings.

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

Children develop their communication and language skills well. The childminder engages with children and speaks to them throughout the day. She models language, which extends children's vocabulary and supports their language development.

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

Children are learning skills that will benefit them in the future, particularly when they go to school. They learn about healthy eating and good hygiene and are becoming increasingly independent. Children demonstrate very positive behaviour towards the childminder and their peers, and are learning to understand and regulate their feelings. They are all really engaged in their play, receive lots of positive attention and praise and enjoy their time at the setting.

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Next steps

The childminder should consider focusing professional development to strengthen the setting's curriculum and extend children's learning further. The childminder should strengthen her understanding of the learning intention of activities to enhance the quality of teaching further. The childminder should strengthen partnerships with other professionals to take swift action should any children need external support.

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About this inspection

The inspector spoke with the childminder and children 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

49 Chamberlain Crescent West Wickham Kent BR4 0LJ

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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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