Eagles, Agnieszka

Eagles, Agnieszka

Unique reference number (URN): EY440176 Address: 32 Crosslands Drive, Abingdon, Oxfordshire, OX14 1JY Type: Childminder Registered with Ofsted: 08/12/2011 Registers: EYR, CCR, VCR Registered person: Eagles, Agnieszka

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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

All children make good progress from their starting points. They develop the key skills needed for the next stage of their learning. Children of different ages are confident communicators. For example, they actively pass each other tools during activities, such as messy play. Children are self-assured, engage in conversations, listen attentively and respond well to questions and instructions.

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Achievement Expected standard

Children develop early mathematical skills. They use words, such as 'more, less, full' and 'empty' during play. Children build on their understanding of the world as they explore natural materials, investigate cause and effect and learn about routines, people and the local community. They develop a love of books and enjoy sharing stories, songs and rhymes, which supports their early literacy skills. Children form secure relationships and learn to share and take turns. They develop the social, emotional and physical skills that prepare them well for starting school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and nurturing atmosphere. She works closely with parents and ensures children have familiar routines so they know what is happening next. She adapts these if necessary, following the children's individual welfare needs. For example, if children appear tired or hungry, she brings forward lunchtime. This supports children's emotional wellbeing and a strong sense of security at the setting. Children form close, trusting relationships with her and each other.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She is a positive role model and every interaction with children is respectful. She supports children to show awareness of others, and to respect the feelings of their friends. Children show kindness and willingly share with their peers. The childminder consistently praises them for their achievements, which boosts their confidence and self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

The childminder adapts her interactions to suit each child's level of understanding and consistently provides clear, age-appropriate explanations. For example, she sensitively reminds children not to climb on the sofa and explains the reasons why. Children listen attentively to the childminder and respond promptly to her guidance. The childminder communicates her policies and procedures effectively with parents, to help them understand the expectations around children's attendance and punctuality.

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Children's welfare and wellbeing Expected standard

The childminder knows each child well and responds promptly to their care and welfare needs. For instance, she offers comfort when children appear tired or need a little reassurance. Children show a strong sense of belonging in the childminder's care. They know their routines well and find their comforters after lunch, ready for their sleep.

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Children's welfare and wellbeing Expected standard

The childminder builds on children's understanding of empathy very effectively. For example, she encourages them to be kind and gentle when stroking her cat. This helps children understand ways to show kindness to others and how to care for living things.

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Children's welfare and wellbeing Expected standard

The childminder actively supports children's health and wellbeing. She talks with children about the foods in their lunch boxes and explains how these foods benefit their bodies. For instance, when children eat cheese she explains that it contains calcium, which helps to build strong bones.

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Children's welfare and wellbeing Expected standard

Children's physical development is promoted effectively. For example, the childminder takes them on regular visits to local parks, where they have opportunities to practise new skills and learn to manage risks safely. The childminder consistently reinforces good hygiene practices, such as reminding children to cover their mouths when coughing. This helps to reduce the spread of germs.

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Curriculum and teaching Expected standard

The childminder offers a varied curriculum. She undertakes assessments to track children's development and confidently discusses what children know and can do. Children's speech and language are developing well. The childminder models words well, and introduces vocabulary, such as 'scoop', as children delight in exploring messy play. Very young children eagerly respond to simple questions and instructions.

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Curriculum and teaching Expected standard

Planned activities inspire children's curiosity and they are highly motivated to learn. For example, children delight in exploring the texture of pasta and lentils. They show good concentration and coordination skills as the fill up containers. The childminder adapts her teaching and encourages older children to practise using a variety of tools, which helps strengthen the muscles in their hands and fingers. She weaves mathematical language into their play and introduces terms, such as 'full' and 'empty'. However, less consideration is given to the planning and organisation of the general learning environment. As a result, children do not consistently show the same level of engagement in their independent play. On occasion, they lose interest and concentration.

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Curriculum and teaching Expected standard

Children express themselves as they sing songs. They practise their jumping skills and learn how to move their bodies in different ways. Children enjoy this time, which supports their developing relationships and social skills.

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Inclusion Expected standard

The childminder spends time getting to know the children and their families well. Relationships with parents are built on trust and mutual respect. Parents are very happy with the education and care their children receive. They comment positively about their children's progress, particularly their social skills, confidence and speech.

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Inclusion Expected standard

The childminder understands how to support children with special educational needs and/or disabilities (SEND). She knows where to seek support, and the importance of collaborating with parents and other professionals, to plan targeted intervention and help bridge any gaps in children's learning. She demonstrates a good knowledge of how to utilise additional funding effectively to meet each child's specific individual needs.

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Inclusion Expected standard

The childminder actively broadens children's knowledge of the world. She celebrates a variety of festivals and gives children opportunities to explore foods from different cultures. She learns words in children's home languages, helping them feel valued and respected and supporting their sense of security and belonging.

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Inclusion Expected standard

The childminder liaises closely with staff at other settings the children attend. She shares children's next steps and progress. This helps provide children with a consistent approach to their shared care.

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Leadership and governance Expected standard

The childminder is committed to ongoing reflection and improvement. For example, she has enhanced opportunities for children to engage in physical activities, which has had a positive impact on their health and wellbeing.

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Leadership and governance Expected standard

The childminder has reviewed her practice to embrace changes to the requirements of the early years foundation stage. She updates her knowledge through completing research, various online courses and sharing good practice with other childminders in the local community. Early years pupil premium funding is used effectively to enhance resources and targeted support. New ideas, techniques and approaches are thoughtfully adapted and embedded into daily practice to ensure all children, including children with special educational needs and/or disabilities, have the best start in life. For example, training in speech and language has had a positive impact on how the childminder supports the diverse learning and development needs of children. Parents speak highly of the childminder's collaborative inclusive approach. They value the care and learning their children receive in her care.

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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

The childminder demonstrates a kind and caring approach and has a secure understanding of each child's personality and individual needs. Children demonstrate they feel happy, settled and confident in the care of the childminder.

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

Children benefit from the warmth and affection the childminder offers and often seek comfort from her, such as cuddling up while listening to stories. She actively joins in with children's play and engages with them frequently, introducing new vocabulary and modelling clear speech. Children enjoy chatting with her and quickly begin to use new words and phrases that she introduces.

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Inspector:

Jane Franks Children benefit from regular walks and outings with the childminder within the local community. The childminder takes them to toddler groups, which supports the development of their social skills and builds confidence in a range of settings. The childminder ensures children have daily access to fresh air and physical activity in the garden. Children develop strength and coordination as they ride on wheeled toys and practise physical skills, such as kicking, throwing and catching balls.

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Next steps

The childminder needs to further strengthen planning within the general play environment to ensure learning experiences are consistently rich, engaging and inspire children to learn.

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About this inspection

The inspector spoke with the childminder, children and parents 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:

32 Crosslands Drive Abingdon Oxfordshire OX14 1JY

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Address:

Operating hours: Monday,Tuesday,Thursday,Friday : 08:45 - 17:45

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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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