Branco, Marisa Alexandra dos Anjos Ferreira

Ferreira

Unique reference number (URN): 2744712 Address: 17 Turnor Crescent, Grantham, NG31 9BQ Type: Childminder Registered with Ofsted: 08/09/2023 Registers: EYR, CCR, VCR Registered person: Branco, Marisa Alexandra dos Anjos Ferreira

p.1

Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm. The childminder does not promote multi-agency working to ensure the welfare and safety of the children. She understands how to identify concerns that may suggest children's safety is at risk. However, she does not ensure that any concerns she identifies are reported immediately to the local authority social care team. Therefore, she is not implementing appropriate procedures to promote children's safety.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Achievement Expected standard

Children make progress across all areas of learning from their starting points, especially their communication skills. This is the case for all children, including those who face barriers to their learning. Children learn skills in preparation for the future. This includes being able to complete tasks by themselves and develop a positive attitude to learning. For example, children concentrate well at their chosen activities. They listen to and follow the childminder's instructions, such as when she asks them to help her tidy away toys. Children show their understanding of previous learning. For instance, after the childminder shows them how to use shapes to make a pretend house, children repeat this.

p.2

Curriculum and teaching Expected standard

The childminder observes children when they first start, and regularly thereafter, to identify what they need to learn next. She implements a well-planned curriculum. This includes promoting all children's independence and social skills, including those who face barriers to their learning. Younger children follow the childminder's instructions when she asks them to pull up their sleeves before eating. They select toys and resources that are provided at a low level to encourage them to make choices in their play. The childminder playfully engages with children to further support their interests and social development.

p.2

Curriculum and teaching Expected standard

The childminder promotes children's communication, language and literacy skills well. Books are used during daily routines to support children to develop a love of books. Furthermore, books are provided in children's home languages, helping them to feel included and have a sense of belonging in the childminder's care. The childminder sings to children and introduces new words to help develop their speaking skills.

p.2

Curriculum and teaching Expected standard

The childminder supports children to develop their physical and mathematical skills. This includes counting with children when she supports younger children to walk downstairs. The childminder introduces low numbers that are age-appropriate before moving to higher numbers, helping children to sequence their learning.

p.2

Behaviour, attitudes and establishing routines Needs attention

The childminder's approach to managing children's behaviour is not always appropriate or consistent. At times, the childminder does not use positive approaches to support and manage children's behaviour. This does not consistently model behaviour expectations to children. However, at other times, children are rewarded for positive behaviour. For instance, children show pride when they receive a sticker for tidying away toys. This contributes to raising their self-esteem and confidence in their own abilities. The childminder encourages children to share and take turns when she plays alongside them. This results in children copying this behaviour and passing her objects to use, such as a ball to roll along the floor.

p.3

Behaviour, attitudes and establishing routines Needs attention

Children show a positive attitude to the routines of the day. For example, younger children are keen to help carry food to the table at mealtimes. The childminder monitors children's attendance and puts strategies in place quickly to find out why children do not attend when they are expected.

p.3

Children's welfare and wellbeing Urgent improvement

The childminder does not have a secure understanding of the importance of making timely referrals to other agencies when she has concerns about a children's welfare. This impacts negatively on children's wellbeing.

p.3

Children's welfare and wellbeing Urgent improvement

The childminder supports children to develop healthy eating habits. She provides them with opportunities to learn about healthy food, such as in books and through role-play experiences with food. The childminder talks to parents about the importance of registering their children with a dentist. She provides children with toothbrushes and toothpaste to use at home. The childminder makes sure that children access daily fresh air and are physically active.

p.3

Children's welfare and wellbeing Urgent improvement

The childminder has positive relationships with children. She helps them to recognise and manage their emotions, such as when younger children struggle to regulate how they are feeling. The childminder ensures that children have rest when they need it in a comfortable and safe environment. This includes providing age-appropriate seating for children to use when they eat. She supports children to manage their self-care, such as learning how to use the toilet and feed themselves using cutlery.

p.3

Inclusion Urgent improvement

The childminder does not identify how to meet children's safety needs. She has not established effective processes to obtain information from parents regarding children's individual needs. These weaknesses have a negative impact on children's safety and wellbeing, particularly those children who face barriers to their learning. The childminder observes and assesses children's learning. She uses this information to identify any delays in their learning and meet their individual needs. If the childminder identifies gaps in any areas of learning, she knows to involve other professionals and parents to help support children. The childminder provides appropriate resources, such as learning boxes that include toys to support children's interests.

p.3

Inclusion Urgent improvement

The childminder liaises with health visitors to discuss any concerns about children's learning and development. She completes the progress check at age two and shares this with parents.

p.4

Leadership and governance Urgent improvement

The childminder does not know how to act in children's best interests. This includes not reporting concerns about their safety and welfare to the local authority social care team. Therefore, some children are not able to receive the support they need. Furthermore, the childminder does not always work effectively with parents to support their children's education and care. This includes not communicating with all parents to help gather a fuller picture of children's abilities and needs. The childminder does not share information with all parents about their children's learning and how they can continue to support their children at home. This includes parents of children who face barriers to their learning.

p.4

Leadership and governance Urgent improvement

The childminder engages in the community around her. This includes liaising with other childminders to help develop her knowledge of childcare. The childminder reflects on the learning experience she offers children. For instance, she has identified that she wants children to engage in more messy play activities to support their creative skills.

p.4

Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

The childminder does not have an adequate understanding of the importance of reporting safeguarding concerns in a timely manner to local safeguarding partnerships. Therefore, this can negatively impact children's welfare and wellbeing. Furthermore, she is not consistent when managing children's behaviour. For example, sometimes, she does not do this appropriately to help children understand how to behave positively themselves. The childminder does not work effectively in partnership with all parents. She does not gather valuable information about children to enable her to meet their individual needs.

p.5

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

Children show that they feel comfortable in the childminder's care. When they arrive, they confidently follow a routine that the childminder implements. This includes hanging their coats on pegs and being supported to remove their shoes, promoting their independence. Children show positive relationships with the childminder. They go to her for cuddles and to sit on her knee. Children have further opportunities to develop their social skills. For instance, the childminder takes them to toddler groups, local farms and children's centres where they have opportunities to play and interact with a wider range of children.

p.5

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

All children, including those who face barriers to their learning, engage for long periods of time at their chosen activities. They are supported by the childminder to think and solve problems in their play. For instance, when younger children are interested in trains, the childminder shows and gives them encouragement to attach a toy train track together. This helps children to have a positive attitude in their play and to learn new skills that are appropriate for their age and stage of development. Children are supported to progress in their development from their starting points in learning. This includes younger children developing their speaking skills and building their vocabulary. The childminder effectively demonstrates the importance of monitoring children's attendance.

p.5

Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

p.6

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.

p.6

About this inspection

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

p.6

About this inspection

The inspectors spoke with childminder during the inspection.

p.6

Address:

Registered person: Branco, Marisa Alexandra dos Anjos Ferreira

p.7

Address:

Operating hours: Monday,Tuesday,Thursday,Friday : 08:00 - 17:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8