Mrs Kirtida Paresh Vyas

Mrs Kirtida Paresh Vyas

Unique reference number (URN): 118930 Address: 47 Como Street, Romford, Essex, RM7 7DT Type: Childminder Registered with Ofsted: 10/05/1994 Registers: EYR, CCR, VCR Registered person: Vyas, Kirtida Paresh

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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, including those with special educational needs and or disabilities, progress from their starting points. The childminder's curriculum supports children at different stages in their development. She supports children to move successfully on to their next stage in learning. The childminder forms effective working relationships with school staff and regularly shares information, this helps provide consistent approaches to learning. Children are confident learners, they are keen to explore the world around them. The childminder promotes children's communication skills well. For example, they talk about what is happening in the environment when they go on regular community walks, such as discussing the work builders are doing to the house they are renovating.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She encourages children to share and take turns. Children are kind and enjoy being with each other. They are aware of the rules around keeping safe. For example, older children gently remind younger children why we do not put toys in our mouth. The childminder is a good role model and demonstrates how to be kind and patient. She makes appropriate adjustments to adult led activities so that all children can join in. For instance, the childminder helps children who do not want to join the other children for group time, to still take part and join in with the story at a distance they feel comfortable. Children persevere when practising new skills, with the childminder's gentle encouragement to keep trying. The childminder praises children's efforts and celebrates their achievements. The childminder monitors and promotes regular attendance.

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Children's welfare and wellbeing Expected standard

The childminder forms positive relationships with children and their families from the very start. Children enjoy their time with the childminder, they remain engaged in their play using a variety of resources. The childminder promotes children's independence well. For example, children are encouraged to clean their hands before snack and wipe their own noses. The childminder implements effective hygiene practices and teaches children the importance of good hygiene, she is sensitive when dealing with children's intimate care. Children enjoy regular trips to the park, where they learn the importance of being physically active. The childminder supports parents to provide healthy packed lunches for their children. Children are helped to feel secure by the use of effective routines. They know what is happing next during the day.

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Children's welfare and wellbeing Expected standard

The childminder supports children to stay safe, they learn about road safety on regular community walks. She helps children to use the large-play equipment at the park safely. Children are beginning to understand their emotions and feelings because she helps them to name how they feel. For instance, children say that going on holiday makes them happy.

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Curriculum and teaching Expected standard

The childminder reflects on the quality of her curriculum, which helps her to improve children's learning. For example, the childminder identified that children would benefit from daily outings, including going to local toddler groups and how this helps to build on their social skills and understanding of the wider world. The childminder knows the children well and makes appropriate adaptations so all children, including those with special educational needs and/or disabilities have equal access to the curriculum. She knows how individual children prefer to learn. For example, when she reads stories and sings songs at group time, she allows children to join in from afar, so they are not overwhelmed. Children's early communication and language skills are promoted by the childminder. She successfully engages children in conversations, allowing them time to respond. She frequently sings and reads with the children. The childminder helps all children to build their physical abilities,

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Curriculum and teaching Expected standard

they regularly walk to local amenities and play on the local park equipment. Children develop a strong understanding of mathematical concepts. For example, the childminder supports them to understand simple counting during their play.

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Curriculum and teaching Expected standard

Young children are beginning to understand about communities beyond their own. For example, the childminder helps children to learn cultural phrases, such as 'Eid Mubarak' and 'Jai Shri Krishna', when learning about different cultural celebrations. She explains to children the tradition of sending cards at Christmas time.

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Inclusion Expected standard

The childminder has high expectations for all children, she ensures that she gets to know them well from the very start. Children with special educational needs or disabilities are supported to make appropriate progress. The childminder adapts her teaching to children's individual needs and interests. She has effective systems in place to monitor children's progress and takes swift appropriate action to secure them the support they may need, including referrals to outside professionals. Funding is used to help all children in her care thrive, for example she takes them to community events that give them opportunities to build their social skills. The childminder works alongside parents and professionals to implement agreed strategies that ensures a consistent approach. For instance, she focuses on promoting children's physical development by following advice from a physiotherapist. The childminder takes the time to learn about individual children's health and care needs from

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Inclusion Expected standard

the very start. This helps her to understand how to help all children make steady progress in all areas of their development.

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Leadership and governance Expected standard

The childminder has a broad awareness of her strengths. The childminder has completed required training. However, she does not always prioritise professional development to keep her knowledge and skills up to date or enhance her teaching practice to a higher level. The childminder takes prompts and appropriate action to ensure children with special educational needs and/or disabilities receive timely support. She works closely with parents and together they apply agreed strategies to support individual children. Settling-in processes ensure children become secure with the childminder, she works closely with parents to meet each individual child's needs. Children are well prepared for their move to school. The childminder helps children to be ready for the next stage in their learning and forms relationships with teaching staff to ensure effective information-sharing.

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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 fully enjoy their time spent with the childminder and are developing their confidence and social skills. The childminder supports this further by taking the children out into the local community, where they interact with other children and adults. The childminder uses her knowledge about each child's different starting points and family experiences to tailor her curriculum and teaching, and provide targeted support where it is needed the most. Furthermore, the childminder implements effective assessment and observation procedures. This enables the childminder to identify any gaps in children's learning swiftly, and ensure that they receive the support they need. All children, including those with special educational needs and/or disabilities, are well prepared for their next stage in their learning. The childminder knows the children individually and ensures each child makes appropriate progress from their starting points.

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

The childminder fosters an inclusive environment, where children of all ages play happily together. Children benefit from solid relationships with the childminder and each other. The childminder is flexible and actively encourages good attendance.

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Next steps

The childminder should continue to update knowledge to enhance the quality of teaching further.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00

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About this inspection

The inspector spoke with the childminder 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 for 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

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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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