Morgan, Rina Jane

Morgan, Rina Jane

Unique reference number (URN): 2742632 Address: 92 Willow Road, Enfield, EN1 3AY Type: Childminder Registered with Ofsted: 26/07/2023 Registers: EYR, CCR, VCR Registered person: Morgan, Rina Jane

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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

Overall, children achieve well in their learning and development from their starting points. They become more independent as they learn new skills, such as how to put on their coats and shoes. Children prepare their own snacks, such as by cutting up fruit. They gain confidence as they learn to walk, run and balance. Children develop good small-muscle control through creative activities. They develop confidence with language and learn new words. Children learn how to construct sentences and express themselves. These skills are useful preparation for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children thrive in the care of the childminder. They grow in confidence through the warm and trusting relationships they have with her. The childminder gives children suitable guidance on positive ways to behave. Children are aware of right and wrong. The childminder uses an approach that is relevant to each child's developmental stage. She has high expectations of all children and reads stories about being kind to one another.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to share and to take turns, for instance, when choosing songs to sing with the childminder. Children play well together as they pair up to take part in action songs. The childminder supports children's understanding of difference. For instance, she discusses and explores special cultural events with children, such as Lunar New Year and Diwali. Books, toys and resources reflect different races and cultures. This helps children to accept and respect others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder discusses the importance of regular attendance with parents and carers and monitors children's attendance carefully. This helps to promote best outcomes for children.

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Children's welfare and wellbeing Expected standard

Children have secure bonds with the childminder. She teaches children about feelings in effective ways. For example, the childminder enquires about children's wellbeing when they arrive each day. Children talk about their emotions and use visual props to indicate how they feel. This helps them to develop an understanding of themselves and others.

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Children's welfare and wellbeing Expected standard

The childminder teaches children how to act in safe ways. She explains to them about the need to walk sensibly indoors and how to act safely when crossing the road. Children use tools, such as wooden knives to cut fruit, with care and caution. The childminder ensures that children learn how and when to wash their hands. She makes sure that children are safe as they sleep and eat.

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Children's welfare and wellbeing Expected standard

The childminder provides freshly cooked nutritious meals for children that meet their special dietary needs. She reads stories and has discussions with children to teach them about the value of eating well and the importance of oral hygiene. These activities support children's welfare and wellbeing and promote best outcomes for children.

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Curriculum and teaching Expected standard

The childminder provides a varied and thoughtful curriculum. She promotes children's communication, language and literacy skills effectively. The childminder reads interactive stories to children, who enjoy taking turns to lift the flap to reveal different characters. Children listen carefully and make spontaneous comments. The childminder takes children to visit the library regularly and sings action songs and rhymes with them. All of these activities help children to gain effective communication, language and literacy skills.

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Curriculum and teaching Expected standard

The childminder teaches children mathematical words such as 'small', 'medium' and 'big' to describe the different sizes of cutters used in a creative activity. She counts shells with children and sings number songs and rhymes. This supports children's mathematical development successfully. The childminder ensures that children have opportunities to practise a range of physical skills. They learn to balance along stepping stones and practise aiming and throwing balls into nets. The childminder takes children to the local park where they practise a wide range of physical skills regularly. She encourages children's social skills as children sit comfortably around a table and talk to each other at mealtimes.

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Curriculum and teaching Expected standard

The childminder keeps a close eye on children's progress and ensures that activities meet the needs of all children, including those who need additional support. However, sometimes when children notice things, the childminder does not extend their thinking. For example, when children notice and comment on a rainbow reflected on the wall, the childminder does not develop their knowledge or thinking further in that moment. In these situations, this does not support children to excel in their learning and development.

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Inclusion Expected standard

The childminder knows how to identify and support children who need additional help in their learning. She understands the importance of talking with parents and carers to exchange information about children's development. The childminder is aware of appropriate outside organisations that provide helpful guidance.

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Inclusion Expected standard

The childminder observes children to see if they are meeting their developmental milestones and acts quickly to support those who need extra support. She has attended training and uses a graduated approach to adapt activities and routines to meet the individual needs of children. The childminder has used this approach successfully to support children in the past. The childminder understands how to liaise with parents to work in line with education, care and health plans for children with special educational needs and/or disabilities. She will use any funding appropriately to support children's learning and development needs. This approach helps to promote best outcomes for children.

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Leadership and governance Expected standard

The childminder evaluates her practice to ensure that it meets the needs of all children, including those who need extra help in their learning. She sets relevant goals to build ongoing improvements. The childminder is committed to improving her skills and knowledge and has attended various courses. For instance, she attended a course on supporting children's communication, language and literacy, which has led to improvements in this area.

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Leadership and governance Expected standard

The childminder has effective links with parents and carers. She keeps them up to date about their child's progress in flexible ways. For instance, the childminder sends secure electronic messages and talks to parents to each day to exchange information about children's activities and progress. The childminder works in partnership with parents to support children's learning. For instance, she sends parents website links that give information about online safety for children. Children borrow books from the childminder, and parents share these with their children to support their communication, language and literacy skills. This helps to promote best 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

Children feel happy and excited about their learning in this organised setting. The childminder is caring and attentive to children's needs. She gives them time and space to settle, and children feel safe and secure. Children have a close and warm relationship with the childminder. They are confident and eagerly talk about where the childminder was born and comment that it is 'very far away'. The childminder values each child and readily praises their behaviour and efforts. For example, she says, 'Well done' to children who have created their own designs from play dough. Children enjoy their learning and play well together as they create meals in the pretend home corner. The childminder teaches children how to do things for themselves, and this helps to build children's confidence.

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

The childminder provides an imaginative, broad and balanced curriculum based on children's interests, skills and areas of learning. This helps all children to make secure progress from their starting points and prepares them for school. The childminder clearly identifies that a strength of her provision is outdoor learning. She takes children out to look for insects and teaches them names of different minibeasts. The childminder teaches children about weather and seasons. She plants and grows runner beans with them to teach how things grow and where food comes from. This supports children's understanding of the world effectively.

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

The childminder carefully observes children's progress and acts promptly to close any gaps in learning. She understands the need to work closely with parents and carers and others to support children who need extra help in their learning. The childminder actively promotes good attendance through discussion with parents to support children's learning.

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Address:

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Next steps

The childminder should enhance in-the-moment interactions with children to respond to their emerging thinking, extend their learning and support their development and achievement further.

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About this inspection

The inspector spoke with the childminder and the children. She considered the views of 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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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

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 .

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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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