Jones, Francesca Iolanda

Jones, Francesca Iolanda

Unique reference number (URN): EY317099 Address: 17 Slimmons Drive, St. Albans, Hertfordshire, AL4 9AW Type: Childminder Registered with Ofsted: 01/11/2005 Registers: EYR, CCR, VCR Registered person: Jones, Francesca Iolanda Fabronia

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder fosters an ethos that promotes children's highly positive attitudes towards kindness and respect. She sets consistent, age-appropriate rules that children quickly adopt, to help them feel safe and to consider others. The childminder gently supports children to begin to recognise and find ways to regulate their feelings and behaviours towards their peers. For example, she creates a picture board with children, and they enjoy pointing out the different feelings depicted in the facial expressions they see in the photos. Children spontaneously return to the board, helping them recall and consolidate the words they can use to express themselves. During children's play, the childminder gently reminds them to listen to others so that everyone feels valued. This contributes to the harmonious and industrious environment within the setting. The childminder regularly takes children to mix with other children. This helps them build on their social skills while sharing resources in a

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Behaviour, attitudes and establishing routines Strong standard

wider group, helping to prepare them for future learning environments, such as nursery and school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder quickly establishes strong bonds with babies and children. She creates open and trusting relationships with parents that encourages clear two-way communication. When necessary, this helps the childminder to have collaborative conversations about aspects of support, such as maintaining children's regular attendance.

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Children's welfare and wellbeing Strong standard

The childminder regularly updates the information she gathers from parents to help ensure children's care routines remain suitable for the age and stage of their development and individual health needs. For example, she finds out when parents have successfully introduced new foods and textures to their baby's diets, enabling her to mirror these within the nutritious meals and snacks she provides.

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Children's welfare and wellbeing Strong standard

The nurturing childminder quickly develops strong bonds with babies and children. She successfully uses her skills and observations to understand children's emotional resilience and needs, enabling her to incisively offer comfort, reassurance and encouragement in a timely manner. This includes supporting children to regulate their emotions in ways suited to their stage of development. The childminder forms positive relationships with children's parents, helping to create an open and trusting partnership. She encourages parents to

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Expected standard

maintain communication with her. This helps her keep updated with any relevant changes in external and family circumstances that may impact children's wellbeing. In turn, the childminder puts strategies in place to help support children when needed. This includes sensitively managing transitions to other settings that children move on to.

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Expected standard

The childminder champions children's good health and wellbeing. From an early age, children develop positive attitudes and skills to help them make choices to keep them safe and well. They begin to recognise how to manage age-appropriate risks in their daily tasks and explorations and understand why their growing bodies need rest and hydration.

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Achievement Expected standard

Children make sustained progress in all areas of development and learning based on their starting points. They flourish in a language-rich environment and quickly foster a love for books and songs. By the time children move on to nursery or school, they are confident, articulate individuals. Children begin to solve problems while they play, helping them strengthen their thinking skills. For example, they work out how to use cardboard to make tunnels for their trains to travel through. From a young age, children learn to recognise different shapes and use their knowledge of counting, established through rhymes and songs, to begin to understand concepts such as quantity. As a result, children begin to develop a clear recognition of basic mathematical concepts and terminology. Children enjoy their time outside. They learn to balance and climb on suitable equipment and have space to run, helping them to strengthen their muscles. From a young age, children persevere to put

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Achievement Expected standard

on their coats, snowsuits, boots and shoes. This contributes to their growing independence and drive to succeed.

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Curriculum and teaching Expected standard

The motivated childminder provides a curriculum that focuses on children's social and emotional development, their skills for independence and their communication and language acquisition. She sensitively adapts the level of challenge and the focus of her teaching to reflect the individual needs and starting points for each child. For example, the childminder repeats the babbles babies make and uses rhymes to initiate the two-way flow needed for later conversations. This helps to establish the foundations for communication. Older and highly articulate children hold conversations with the childminder about their interests and discoveries. The childminder checks children's understanding of the words that they use. She helps them find out more information to reduce misconceptions using books and technology. For example, the childminder shows children information to confirm that ladybirds hibernate. However, there are times when the childminder's plans and teaching do

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Curriculum and teaching Expected standard

not focus precisely on the areas needed to help accelerate children's progress to the highest level.

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Curriculum and teaching Expected standard

The childminder creates opportunities to thread mathematics through daily routines and children's play. For example, she asks them to count how many children will be eating lunch. They then count out the same number of bibs, helping to strengthen their understanding of quantity. The childminder encourages children to strengthen their muscles to help support their physical development. For example, she places enticing objects slightly out of reach of babies. In turn, they respond positively to her encouragement and praise while they stretch and move so that they can grasp and explore the resources.

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Inclusion Expected standard

The childminder regularly gathers information to help her assess children's progress. This helps to determine how she supports children's care and educational needs. She adapts the environment to help ensure that all children and babies are included in play, activities and outings that stimulate their minds and trigger learning. For example, while older children join in traditional counting games and rhymes, the childminder intentionally slows the tempo of the songs to allow those who are just beginning to vocalise to clearly hear the words and have time to join in. While playing outside in cooler weather, the childminder ensures that all children and babies wear suitably warm clothes and that babies can sit on rugs, allowing them to comfortably explore the environment in an unhindered way.

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Inclusion Expected standard

The childminder reflects on her own knowledge and understanding of how children learn and develop. She seeks out training courses and professional information to help refresh and strengthen what she already knows. For example, when the cohort of children attending the session changes, the childminder reads professional articles and joins discussions relating to the age range and needs of the new attendees. As a result, the childminder adapts her curriculum effectively to include all children.

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Leadership and governance Expected standard

The experienced childminder values self-reflection and continues her professional development to benefit the children in her care. For example, she refreshes her knowledge about specific groups of children, including their age and stage of development, when they first enrol in her setting. The childminder works closely with other local childminders, sharing ideas and strategies that contribute to children's continuing progress. She uses regular communication from external professionals and agencies to help her ensure that her policies and practice encompass local and national requirements.

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Leadership and governance Expected standard

The childminder values the strong relationships she forms with parents and welcomes the regular two-way communication they maintain. The childminder ensures that parents receive regular updates about their children's progress, which she gathers from her assessments of what children can do and understand. The childminder uses this information to help identify what children need to learn next.

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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 have fun and enjoy their time with the childminder. They confidently move around, selecting resources that interest them. The childminder ensures that all children, including non-mobile babies, have access to a variety of activities and resources that trigger curiosity and learning. This contributes to the sustained progress that all children make. The childminder skilfully adapts her questions, reactions and encouragement to suit the age and stage of development for each baby and child. This contributes to her well-sequenced curriculum. For example, when babies explore the feel of wooden eggs, the childminder passes the eggs to them and thanks them when they pass them back. She encourages

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Inspector:

Katrina Rodden older children to count the eggs while they place them in a small pan to 'cook' during their role play.

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Inspector:

Children demonstrate their rapidly developing independence. From a very young age, they know to fetch tissues to blow and wipe their noses. They know to discard their used tissues in the bin, and they happily wash their hands with limited support. This contributes to children's evolving knowledge of good health and hygiene practices.

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Inspector:

Children and babies form strong, trusting relationships with the childminder. Babies seek reassurance when they first see unfamiliar adults, and children respond well to her encouragement, consistent values and age-appropriate rules. She gently reminds children how her requests help to keep them safe. For example, she points out that children's socks can be 'slippy' on the tiled and wooden floors when children become excited and begin to run.

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Inspector:

Through her regular assessments of children's progress and the detailed information parents provide, the childminder quickly establishes a clear knowledge and understanding of the needs of all children in her care. She ensures that her resources and activities reflect children's interests, helping to celebrate their individual personalities and needs. She works closely with parents to help ensure that children regularly attend her setting, helping them form friendships with peers and to feel a valued member of the setting.

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Next steps

The childminder should review and adapt her daily plans to ensure that children and babies have the time they need to benefit from the highest quality of targeted teaching to accelerate their learning even further.

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About this inspection

The inspector spoke to the childminder and the children throughout the inspection. She read written feedback from parents.

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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 standards of the 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:

17 Slimmons Drive St. Albans Hertfordshire AL4 9AW

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Address:

Registered person: Jones, Francesca Iolanda Fabronia

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:45 - 17:00

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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

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