Gurdikyan- Williams, Annabel Alice

Gurdikyan- Williams, Annabel Alice

Unique reference number (URN): 2738679 Address: 4 Beaufort Close, London, W5 3EE Type: Childminder Registered with Ofsted: 11/07/2023 Registers: EYR Registered person: Gurdikyan- Williams, Annabel Alice

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

The childminder role models good manners to children. For example, she teaches children to wait their turn and to say please and thank you. Children are polite. They are extremely considerate of the feelings of other people. The culture of harmony and respect is deeply embedded in the setting. The childminder finds out about children's individual circumstances and backgrounds. She ensures that children learn about each other's differences and celebrates them. Children are deeply respectful of each other.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder embeds key routines that help children to feel safe. She promotes children's attendance and punctuality by communicating with parents and carers. Every opportunity is used to reinforce how the children work together towards shared goals. The childminder explicitly teaches routines at mealtimes, nap times and during learning opportunities. Children feel safe and secure. They understand that clear expectations and routines keep them safe.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder teaches children empathy. She plans opportunities for children of different ages to play alongside each other. This gives her the opportunity to teach older children to be patient and kind to babies and toddlers. The childminder explicitly teaches children about being responsible for their behaviour. Children learn how to be kind to each other and themselves.

p.2

Children's welfare and wellbeing Strong standard

The childminder demonstrates an unwavering commitment to children's wellbeing and welfare. She reviews policies and procedures to ensure that children feel happy, safe and secure. For example, she works closely with families to adapt her policies to meet the needs of children's changing sleep schedules. She considers what individual children need to go to sleep, get enough rest and wake in a happy and welcoming environment. The childminder diligently adapts her practice to support children who may need different strategies to promote their physical and emotional health.

p.2

Children's welfare and wellbeing Strong standard

The childminder understands that some families face challenges when promoting healthy eating. She creates and implements consistently a clear policy on nutrition. The childminder works with external experts, including nutritionists to support children and their families to understand what foods are good for them. She teaches children about the positive impact physical activity has on their health. This helps children to sustain routines and habits that help promote their physical health now and in the future.

p.2

Children's welfare and wellbeing Strong standard

The childminder supports children to explain, recognise and express their emotions. All children develop lifelong habits and a strong foundation for their emotional and physical health under the childminder's care.

p.2

Achievement Expected standard

Children benefit from rigorous monitoring of their progress. Their needs are identified and shared with their families. This includes any gaps in their learning. Children are able to work towards key milestones.

p.3

Achievement Expected standard

Children enjoy extending their learning as they develop the skills needed for the next stage of their education. For example, pre-school children learn to write their name and develop pencil skills that enable them to complete art projects. They feel confident and happy to display and share their work with others.

p.3

Achievement Expected standard

Children work towards developing key life skills. Staff have high expectations of children, for example they remind them to carry objects one by one as they clear their tables. Children learn to try hard even if they encounter difficulties. Overall, children extend their learning well as they develop the skills needed for their next stage of education.

p.3

Curriculum and teaching Expected standard

The childminder understands how to interact with children to teach them new vocabulary. She focuses on developing the communication skills of all children. The childminder understands that further work to support how high-quality teaching of speaking skills is embedded across the curriculum is important to help children to excel further in their speaking skills.

p.3

Curriculum and teaching Expected standard

The childminder has a strong vision for her curriculum. She creates opportunities for children to be highly independent and resilient. The childminder focuses on developing key physical, social and communication skills. For example, she provides opportunities for children to develop physical skills through physical activities, such as kicking balls, and moving to music. The childminder's consistent evaluation of her curriculum helps her to identify the key strengths and areas for development. This helps her to bring about improvements to teaching to support all children in their learning.

p.3

Curriculum and teaching Expected standard

The childminder extends children's learning. For example, she identifies what children need to do next when creating artwork. Pre-school children learn how to make different shapes before going on to produce self-portraits with key features. The childminder celebrates children's work. She gives them opportunities to share their learning with their families. This gives children confidence.

p.3

Inclusion Expected standard

The childminder has rigorous processes in place to identify children's needs. She explores gaps in children's learning and adapts her curriculum to closely consider the changing needs of individual children. The childminder monitors children's progress by tracking when they reach key milestones. She shares this information with parents. The childminder understands how to identify children, who need additional guidance from expert partners. She works with external experts to understand how to support children's needs, including those who speak English as an additional language. For example, she attends training to promote children's understanding of instructions.

p.3

Inclusion Expected standard

The childminder identifies training opportunities to promote how the curriculum is delivered to children who attend her setting. She regularly reviews the progress that children have made in their learning and explores the impact of teaching. This includes supporting babies, toddlers and older children. The childminder should now focus her attention on improving children's speaking skills.

p.4

Inclusion Expected standard

The childminder adapts her setting to be inclusive of the needs of all children, including those who may face challenges and barriers to learning. For example, she explores ways to support children, who may need additional help to adapt to changes in routine at home. This promotes the learning and emotional development of all children.

p.4

Leadership and governance Expected standard

The childminder is highly reflective of her practice. She takes care to consider the impact her routines have on children's outcomes. This includes evaluating teaching and the impact this has on children's learning.

p.4

Leadership and governance Expected standard

Where the childminder has concerns about children's welfare and wellbeing she takes swift action. Her policies and procedures for reporting concerns are deeply embedded in everyday practice.

p.4

Leadership and governance Expected standard

The childminder has strong processes for recruiting assistants and ensuring their suitability. She ensures that all staff who work with children have a strong understanding of their roles and responsibilities. Staff talk confidently about how they keep children safe and support their learning. They say that the training given to them by the childminder helps them to improve outcomes for all children.

p.4

Leadership and governance Expected standard

The childminder works closely with families. Parents are overwhelmingly positive about their children's experiences in the setting. They report that children make progress across all areas of learning. Parents benefit from regular communication from the childminder to help them to support their children's learning. The childminder regularly provides opportunities for parents to take part in activities that enhance children's experiences and understand child development. Further developments in the childminder's knowledge of how children's communication skills develop, should strengthen this practice further still.

p.4

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

The childminder closely considers children's previous experiences when planning the curriculum. She considers children's family dynamics and their cultural differences. She works closely with families to identify what ignites children's interests. Alongside this, the childminder meticulously identifies children's starting points. She uses this information to plan a wide variety of activities that children find exciting and extend their learning. Children are well prepared for the next stage of their education.

p.5

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

All children develop key independent skills that promote their confidence. For example, the childminder focuses on developing children's ability to do things for themselves. She teaches children to select resources, tidy up after themselves and ask for help. Children are resilient learners, who relish challenge. They demonstrate high levels of self-esteem and thrive in their learning, even in the face of new challenges.

p.5

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

The childminder has warm relationships with all children. She considers any additional support that children may need to settle and feel safe. She explains how she considers any vulnerabilities that children may face in accessing the curriculum. For example, the childminder works with families to understand children's routines and home lives. She uses this information to provide children with experiences in her setting. This helps children to feel emotionally secure and happy. Children of all ages settle well. They confidently go to the childminder for reassurance and emotional support.

p.5

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

The childminder considers children's unique backgrounds when planning her curriculum. For example, she finds out about children's cultural backgrounds and incorporates celebrations into her curriculum. This helps children to feel valued and develop a strong sense of belonging. The childminder considers attendance when planning routines. For example, she works with families to ensure that children's attendance patterns mean that they do not miss out on key activities that promote learning.

p.5

Next steps

The childminder should further develop how the teaching of speaking skills is embedded in the curriculum to help all children develop fluency.

p.5

About this inspection

The inspector spoke with the childminder, children and assistants.

p.5

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.

p.5

Address:

Registered person: Gurdikyan- Williams, Annabel Alice

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8