Figueira, Renata Ewa

Figueira, Renata Ewa

Unique reference number (URN): EY417176 Address: 8 Dawn Redwood Close, Horton, Slough, SL3 9QD Type: Childminder Registered with Ofsted: 12/11/2010 Registers: EYR, CCR, VCR Registered person: Figueira, Renata Ewa

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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 Strong standard

Children make excellent progress from their starting points and demonstrate high levels of confidence, curiosity and independence. They show strong emotional wellbeing, form secure relationships with the childminder and their peers and confidently follow routines and expectations. Children show kindness, cooperation and perseverance when faced with challenges.

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Achievement Strong standard

Children's communication and language skills are very well developed. Even very young children confidently use descriptive vocabulary, make predictions and explain their thinking. For example, they confidently explore and show understanding of weight, sound and materials. Children demonstrate strong problem-solving skills and sustained concentration as they experiment, follow pictorial instructions, create patterns and complete puzzles. They show an excellent understanding of shape, early literacy and mathematics for their age.

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Achievement Strong standard

Children's physical development is strong. They demonstrate good coordination and strength and understand how to keep themselves safe. All children are motivated learners who thrive in the inclusive, nurturing environment and are very well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a calm and nurturing environment. Children confidently follow well- established routines. They independently pull out tables at snack time, ready to help prepare their snack. Children have excellent relationships with the childminder and confidently ask for support if needed.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses strategies, such as visual aids, to help support children's understanding of emotions. Very young children can recognise different facial expressions and are able to explain how others might feel in different situations. They draw their own facial expressions to express how they are feeling and explain why.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets clear expectations that children understand. All children behave consistently well and listen attentively. They show kindness and compassion and help their friends when they experience difficulties. Children respond well to praise and reassurance and take pride in their achievements. Children show high levels of perseverance. When they encounter problems, they tackle them with enthusiasm. For instance, very young children confidently discuss why different-sized objects do not fit through funnels and use words such as 'too big'.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has highly effective procedures in place to quickly identify patterns of non- attendance. She acts swiftly in collaboration with parents to address this. This supports a strong foundation for regular attendance as children move on to school.

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Children's welfare and wellbeing Strong standard

The childminder creates a nurturing environment where all children feel safe and valued. She regularly looks through photos with children and encourages them to recall past events with their friends. This strengthens children's relationships and supports a strong sense of belonging.

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Children's welfare and wellbeing Strong standard

The childminder uses everyday routines effectively to support children's independence and self-care skills. She carefully adapts her support to meet individual needs to ensure that all children can fully participate. For example, while children wash their hands, she engages them in songs that help them understand the importance of washing away germs. She reinforces this learning through play, and children confidently recall and use this knowledge, such as when caring for dolls during role play.

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Children's welfare and wellbeing Strong standard

The childminder places a strong emphasis on children's health and wellbeing. She thoughtfully creates a calm and comfortable environment for children who need to rest or sleep and ensures that children enjoy nutritious meals and snacks throughout the day.

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Children's welfare and wellbeing Strong standard

The childminder has excellent relationships with children, and they show high levels of trust and confidence in her care. She skilfully supports children to recognise and manage risks, such as helping them understand their own limits. For example, once children feel secure, they independently adjust and widen balancing beams to increase challenge. Children know when to stop and demonstrate excellent self-control, confidence and resilience.

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Curriculum and teaching Strong standard

The childminder provides a carefully sequenced curriculum that builds securely on what children already know and consistently extends their learning. She quickly identifies any gaps in children's development and thoughtfully tailors her interactions to help them catch up quickly. Teaching is expertly adapted so all children can participate, for example through simplifying language and providing a range of appropriate resources.

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Curriculum and teaching Strong standard

The childminder skilfully weaves together several areas of learning as she plays alongside children. She actively fosters children's interests and engages them in purposeful discussion. For instance, children explore changing patterns as they fill up bottles with coloured rice. Furthermore, they confidently ask questions, such as 'What is happening?', as they experiment with transporting tools.

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Curriculum and teaching Strong standard

The childminder consistently builds on children's curiosity and problem-solving skills. Very young children are encouraged to make predictions about weight, for example. They explain that their bottles are getting full and use sentences such as 'It is getting heavy'. The childminder regularly embeds vocabulary into children's play. Children experiment and learn that feathers do not make a sound when shaken. They confidently use descriptive words, such as 'louder', 'softer' and 'lighter'.

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Curriculum and teaching Strong standard

The childminder supports early literacy skills highly effectively. Children show great levels of perseverance and confidently follow pictorial instructions. They create patterns and designs and show an excellent understanding of shape for their young age.

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Inclusion Strong standard

The childminder demonstrates an excellent understanding of how to assess children's learning to accurately identify gaps in their development. She works closely in partnership with parents to ensure that children receive timely and targeted support. The childminder consistently considers each child's individual needs. She provides calm spaces to support emotional regulation, thoughtfully positions activities and adapts lighting to ensure that all children are fully included. This ensures that all children can access the same learning opportunities as their peers.

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Inclusion Strong standard

The childminder has a secure understanding of how to support children with special educational needs and/or disabilities. She clearly explains how individual support plans would be implemented and how close partnership working with parents, carers and other professionals is prioritised. She adapts activities appropriately and monitors the impact of support to ensure it is effective and leads to positive outcomes for children's learning and development. This collaborative approach supports children's progress and enables early intervention when needed. The childminder demonstrates a clear understanding of how additional funding, including early years pupil premium, would be used purposefully to enhance children's care, learning and development.

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Inclusion Strong standard

The childminder actively embeds children's cultures, family traditions and festivals in daily practice. Through meaningful, real-life experiences, such as cooking activities, she supports children to explore and enjoy a wide range of foods from different cultures, helping to promote inclusion, respect and a strong sense of belonging.

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Leadership and governance Strong standard

The childminder applies a reflective and highly responsive approach to improving her setting. This results in thoughtful changes being made to consistently meet children's individual care and learning needs. For example, following training, she has significantly improved the outdoor play provision. This has increased children's engagement and confidence and provides further learning experiences for them to explore and take risks safely. The childminder has high expectations of her own professionalism and is committed to continuous improvement to help reduce barriers to children's learning. She completes extensive research and consistently seeks out relevant training to ensure she has the knowledge and expertise to meet children's specific needs.

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Leadership and governance Strong standard

The childminder has fostered an inclusive culture where all children feel valued. She has effective systems in place to ensure that children with special educational needs and/or disabilities, or those who may have other barriers to their learning, are swiftly identified.

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Leadership and governance Strong standard

Highly effective daily communication with parents has a positive impact on children's wellbeing. The childminder updates parents about their children's progress, such as through digital media and written reports. She shares ideas on how parents can support their children at home. Detailed transition reports help support a smooth and successful transition as children move on to the next stage of their education. Parents comment on how their children have blossomed in the childminder's care.

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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

The childminder works highly effectively with parents to help her assess children's starting points. She uses this knowledge to create an inspiring learning environment that builds on children's next steps and consistently ignites their curiosity. Children are confident and highly motivated learners. Through sensitive encouragement, even the youngest children enthusiastically explore and investigate a wide range of materials. As children blow feathers, the childminder skilfully models and introduces rich vocabulary, such as 'floating', at precisely the right moments. She consistently adapts her teaching and asks older children

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About this setting

Unique reference number (URN): EY417176 questions that help them think more deeply and explain their ideas. This has a significant impact on children's language development.

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About this setting

The childminder's close relationships with children have a significant impact on their confidence and emotional wellbeing. She assesses children's care and learning needs each day to ensure she consistently removes barriers to learning. Children are extremely assertive and make decisive, independent choices in their play. The childminder's continued working partnerships with all parents ensure they understand the importance of regular attendance in supporting their children's emotional wellbeing, consistent routines and sustained progress in their development.

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About this setting

The childminder provides an exceptionally rich range of highly effective learning experiences in the local community. For example, she takes children on picnics with other childminders at the nearby river. This supports children to develop positive relationships with other children. Together, they delight in watching the boats go by and actively discover how they move through locks. These experiences enhance children's social skills and understanding of the world around them. The childminder maintains vigilant supervision and expertly teaches children how to stay safe around water.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children.

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About this inspection

The inspector spoke with the childminder and children 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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Address:

8 Dawn Redwood Close Horton Slough SL3 9QD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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

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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