Todorova, Teodora Penkova

Todorova, Teodora Penkova

Unique reference number (URN): 2739057 Address: 424 Lincoln Road, ENFIELD, Middlesex, EN3 4AH Type: Childminder Registered with Ofsted: 17/07/2023 Registers: EYR, CCR, VCR Registered person: Todorova, Teodora Penkova

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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

Generally, children achieve well and are suitably prepared for the next stage of their learning. Children with special educational needs and/or disabilities, vulnerable children and those who are learning English as an additional language make secure progress through the careful planning and effective adaptations of activities by the childminder. For instance, the childminder supports their personal and social development by helping children to develop concentration and perseverance skills in activities. Children make secure progress in their language and literacy skills. They engage with stories the childminder reads to them, and the new words and questions she uses with them extend them effectively. Children gain some physical skills, but they do not always understand why physical activity is good for them.

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Behaviour, attitudes and establishing routines Expected standard

Children have close, caring relationships with each other and the childminder. For instance, older children spontaneously offer warm cuddles to younger ones. She supports children's good attendance, which is promoted with parents. Children relate to each other in positive ways and learn to share and take turns. For instance, they take turns to choose songs to sing and share toys and resources in group activities. The childminder teaches children about the importance of kindness and respect for others by reading books and by praising children when they act in kind ways.

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Behaviour, attitudes and establishing routines Expected standard

The childminder manages children's behaviour in a calm and fair manner. She uses methods that are appropriate to each child's needs and stage of development. For instance, she uses praise to motivate children to act in positive ways. She has high expectations of children and teaches them about the importance of having good manners. Children say 'please' and 'thank you' appropriately.

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Children's welfare and wellbeing Expected standard

Overall, children learn self-care routines. For instance, children fetch a tissue to wipe their noses. They wash their hands at appropriate times. The childminder teaches children how to act with care and caution. For example, she teaches them how to use furniture in appropriate ways and teaches them about road safety. Children act in safe ways. The childminder helps children to gain an understanding of themselves and others by teaching them about feelings. She reads stories and uses puppets and charts to illustrate different emotions, and children gain an understanding of feelings. The childminder has safe and suitable routines covering meals and rest, which meet the needs of all children.

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Children's welfare and wellbeing Expected standard

The childminder provides healthy meals for children and teaches them about foods that are good for you. For instance, she provides children with toy foods, and children put them into healthy and unhealthy food groups. Although the childminder provides opportunities for children to practise their physical skills, she has not taught them about the benefits of physical activity on the mind and body. This means that even though children engage in physical activity, they are not aware of why they should do so or the benefits of healthy choices.

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Curriculum and teaching Expected standard

The childminder offers a varied and interesting curriculum that takes into account children's interests, skills and areas of learning. She teaches children early mathematics in effective ways. For instance, children confidently count the number of toy owls in a tray. They use mathematical language to describe the size of logs, such as 'big' and 'small'. The childminder makes good use of floor space by using tape to make large geometric shapes and teaches children different shape names.

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Curriculum and teaching Expected standard

Children love books and eagerly browse through them at all times of the day. They listen intently to stories read by the childminder and enjoy lifting flaps to reveal different story characters. The childminder teaches children new words as they play. For instance, she teaches younger children the words 'up and down' as she gently throws a ball into the air. The childminder uses a wide range of resources to support children's communication, language and literacy skills effectively. For instance, she uses picture cards and sensory toys to support the language development of children with special educational needs and/or disabilities. This promotes the best learning outcomes for children. Although the childminder ensures that children have daily opportunities to practise their physical skills, she does not teach them about why physical activity is important for a healthy lifestyle. This means that children do not have the full knowledge to enable them to make their own healthy choices

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Inclusion Expected standard

The childminder observes all children regularly and uses this information to gauge whether children need additional support in their learning. She organises her provision based on children's individual needs and adapts activities effectively. The childminder makes effective use of early years premium funding to support the needs of children to make a positive difference to their progress. This helps to promote the best outcomes for children with special educational needs and/or disabilities (SEND). The childminder exchanges information with parents regularly and provides them with ideas to support children's learning at home. She works well with other professionals involved in children's care and learning and helps to provide a consistent approach to the support they receive. The childminder has attended various courses to increase her understanding of how to support children with SEND. For instance, she attended a course on assessment guidance for

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Inclusion Expected standard

children with SEND. This has increased her knowledge in this area, which she puts to good use in her practice.

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Leadership and governance Expected standard

Overall, the childminder works well with parents. She ensures that they get regular updates on children's development and activities. The childminder provides parents with useful tips on online safety for children. However, she has not fully developed partnerships with parents to support children's self-care skills in areas such as toilet training and sleep routines. This means that children's development in these areas is not wholly supported to promote the best outcomes for children.

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Leadership and governance Expected standard

The childminder ensures that her provision is organised to meet the needs of all children, including those with special educational needs and/or disabilities, vulnerable children and those who are learning English as an additional language. She takes time to consider how things are going, identifies where improvements can be made and sets appropriate goals. The childminder enjoys learning more about early years education and has attended courses to enhance her knowledge. For example, she attended a course on supporting children's language and literacy skills, which led to improved outcomes for children.

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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

Overall, all children achieve well and enjoy their learning in this stimulating, warm setting. The childminder values each child and helps them to settle securely. She has close relationships with all children, who relate well to each other. They develop confidence in themselves as they make secure progress in their learning. The childminder organises learning to meet the needs of children. She plans activities based on specific regularly reviewed individual targets for children with special educational needs and/or disabilities, vulnerable children and those who are learning English as an additional language.

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

Children learn to do things for themselves. They prepare their own fruit snacks and fetch their mats when it is time to rest. The childminder supports children's understanding of the world well. She takes them to the local park, where they observe and feed ducks. The childminder teaches children how things grow by planting tomatoes with the children. She points out differences in weather and season when they go on regular walks outdoors. Children enjoy playing imaginatively with pretend snow scenes. They talk about the polar bears and explore the texture of the pretend snow. The childminder teaches them words, such as 'soft', to describe it. The childminder responds readily to their ideas when children suggest there is a pretend fire in a forest, and they actively spray pretend water to put it out. This extends children's imagination and learning effectively. All of these activities help children in their development and provide them with skills for the next stage of their learning.

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Address:

424 Lincoln Road ENFIELD Middlesex EN3 4AH

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Address:

Registered person: Todorova, Teodora Penkova

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Address:

Operating hours: Monday,Wednesday,Thursday,Friday : 07:30 - 16:00

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Next steps

The childminder should enhance partnerships with parents to help children to excel in their learning and achievement, particularly in relation to the development of children's self-care skills. The childminder should strengthen the curriculum to promote children's understanding about healthy routines, particularly on the value of physical exercise to enable children to make their own healthy choices.

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About this inspection

The inspector spoke with the childminder.

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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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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. 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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