Zannetti, Claire Joanne

Zannetti, Claire Joanne

Unique reference number (URN): EY260855 Address: 69 Westbrook Avenue, Margate, Kent, CT9 5HB Type: Childminder Registered with Ofsted: 13/04/2004 Registers: EYR, CCR, VCR Registered person: Zannetti, Claire Joanne

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

Achievement Strong standard

Over time, children make excellent progress in all areas of their learning and development, despite some minor inconsistencies in teaching. They are excited about their learning and show high levels of motivation and independence. Children are confident to make choices about what they would like to do and take the lead in their learning. For example, they choose to paint rainbows and mix the colours. Children experiment to make orange and purple, testing out their ideas, showing great resilience when things do not work as planned. They are very proud to show their achievements and receive lots of praise for their efforts. Children with special educational needs and/or disabilities make rapid progress against their starting points, especially in their communication and language. All children focus on their learning and engage for long periods of time. This means that they are able to start school independent, confident and capable learners.

p.2

Children's welfare and wellbeing Strong standard

The childminder place children's wellbeing central to all that she does. She spends time before children start to find out about them and their families, so that she can support them as they settle. This follows care routines, such as sleep and meal times, to provide consistency for children. The childminder takes time to build excellent relationships with each child. Children seek her out for comfort and receive an abundance of reassurance.

p.2

Children's welfare and wellbeing Strong standard

The childminder encourages children to explore their feelings in an age-appropriate way throughout the day. Older children move their picture between different feelings on their wellbeing board. They discuss how they feel. Younger children raise their arms up for cuddles and quickly receive the attention and care that they need. This shows how secure children feel and the bonds that are created. This includes the newest children.

p.2

Children's welfare and wellbeing Strong standard

The childminder's communication with parents and carers is excellent. She shares information about the importance of health so that families provide food for their children that is nutritious and healthy. The childminder talks to children about the importance of eating healthy food and exercising daily. These warm relationships support children to thrive, especially those with special educational needs and/or disabilities.

p.2

Inclusion Strong standard

The childminder strives to create an inclusive culture that values every child. She takes time to get to know children and their families before they start so that they arrive happy and confident. Children settle with ease and develop excellent attachments in which they can thrive.

p.2

Inclusion Strong standard

The childminder's monitoring of children's progress is precise and robust. This helps the childminder to take positive actions to support children who need more help. When needed, she makes quick referrals to seek external support. The childminder focuses training to support her to close any gaps in children's learning. For example, she meticulously monitors

p.2

Expected standard

children's speech, language and communication development. When children mispronounce words, the childminder explains where they need to place their tongue. She shows them what shape they need to make with their lips, so they form the correct sound. This means that children who start with little or no language become competent communicators because of the effective support that they receive.

p.3

Expected standard

The childminder uses additional funding to reduce barriers to children's specific learning needs. For example, children access resources to develop their fine motor skills so that they learn how hold a pencil correctly. They develop essential skills needed for when they start school.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder has created a nurturing environment so children can socialise and play with their friends. She sets high expectations for their behaviour. Older children know that they must tidy up after themselves. They learn to understand that the younger children need more help than them.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder teaches children patience and friendly behaviour. New children receive lots of support and reassurance by the calm childminder. This helps them to settle with ease. Children soon begin to explore the new environment and develop secure attachments. The childminder is working hard to establish effective routines that support the varied and different needs of the children that she cares for. However, this is not yet fully embedded. For example, at times, children do not benefit from adult interactions while the childminder and any assistants she works with undertake the care needs of younger children. While older children can play with growing independence, this does not consistently support their learning further.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of punctuality and attendance. She is flexible with families to support their working patterns. This ensures that children can access their full funding entitlement.

p.3

Curriculum and teaching Expected standard

The childminder designs a well-sequenced curriculum based on what children need to learn next. She aims for all children to develop well across all areas of learning. There is sharp focus on children's communication and language development, starting from the very youngest children. This continues as children prepare to start school. The childminder exposes children to a rich and wide vocabulary. Children have time to practise tricky words and use them in conversations. For example, they talk about rainbows being an 'arch' shape. Children talk about how they feel, which is validated by the childminder.

p.3

Curriculum and teaching Expected standard

The childminder recognises that children need access to a variety of physical activities every day. They dance to action songs, attend local toddler groups and visit soft-play centres. Children take part in adult-led activities that promote their imaginations, conversation and mathematical development. The childminder plans these so that each child can practise what they need to learn next. The childminder and any assistants she works with aim to adapt teaching for the different ages of children in their care. However, at times, the quality of teaching is inconsistent. This means that children do not consistently receive high-quality interactions that develops their learning even further.

p.3

Leadership and governance Expected standard

The childminder is very reflective and passionate about the care that she provides. She strives for continual improvement to meet the needs of the children that attend. For example, she has attended training about how music can support children with special educational needs and/or disabilities. She uses her knowledge to help children to regulate their emotions. Children take part in singing and music sessions every day, which also had a positive impact on their listening skills. The childminder provides any assistants she works with with lots of guidance, mentoring and coaching. She helps them to increase their knowledge of child development and raise standards in their teaching. However, this is an area of focus for the childminder as her assistants work through a detailed plan for their professional development, to extend their practice further.

p.4

Leadership and governance Expected standard

The childminder builds effective relationships with other settings that children attend. She has established two-way communication so that they share information about children's care and learning. For example, the childminder reinforces early literacy skills that children learn at their nurseries, when the children are in her care. This collaborative approach benefits children by providing them with consistency in their development. The childminder shares her practice, knowledge and skills with other childminders in the local area as part of a collaborative network. This helps her to keep up to date with any changes in the sector.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children enjoy the time that they spend with the childminder and any assistants she works with. The childminder creates a welcoming environment that promotes children to be independent. Children choose what they would like to do. For example, they get the dinosaurs out and are able to recall their names. Children enjoy looking at books and listen to stories. The childminder plays and interacts with children. She initiates conversations and encourages children to share and wait their turn. Children develop their confidence, and the childminder is responsive to their needs. She refers them to a visual timetable so that children know what they are doing now and later in the day. The environment helps children to feel a sense of belonging as they play with their friends.

p.5

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

The childminder makes effective use of her observations and assessment of children. She shares this information with parents and carers to keep them informed. There is a focus on children's communication and language development. This means that the childminder can make sure that children learn new vocabulary at a rapid pace.

p.5

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

Children benefit from time that they spend out in the community. The childminder plans to take children out to local places of interest. For example, children attend soft-play sessions to enhance their physical development. This has had a positive impact on all children, especially for those who need support with their gross motor skills. Children spend plenty of time outdoors exploring the natural world. They enjoy visiting the childminder's beach hut. The childminder makes sure that children meet up with different people to support their growing social skills. Children socialise in larger groups with children of different ages. This helps children to be excited about their learning and prepares them to start school.

p.5

Address:

69 Westbrook Avenue Margate Kent CT9 5HB

p.6

Address:

Registered person: Zannetti, Claire Joanne

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

p.6

Next steps

The childminder should continue to develop a programme of professional development to raise standards and consistency of teaching so that all children receive high-quality interactions. The childminder should embed routines and behaviour management strategies so that children continue to develop positive attitudes to their learning and to each other.

p.6

About this inspection

The inspector spoke with the childminder, her assistant, parents and carers and children during the inspection.

p.6

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 they early years foundation stage.

p.6

Facts and figures used on inspection

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

p.7

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