Mello, Charlotte Anne

Mello, Charlotte Anne

Unique reference number (URN): EY407763 Address: 133 Broadacres, Guildford, Surrey, GU3 3BS Type: Childminder Registered with Ofsted: 18/03/2010 Registers: EYR, CCR, VCR Registered person: Mello, Charlotte Anne

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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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Children's welfare and wellbeing Strong standard

Children flourish in the care of the nurturing and responsive childminder. She plans settling- in sessions with parents and carers to gather precise information about babies' health and care routines. As a result, the childminder ensures that babies' routines, such as sleep, are seamlessly woven into her curriculum. This helps the childminder build close, warm relationships with every child in her care.

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Children's welfare and wellbeing Strong standard

The childminder thoughtfully works with parents to support children who may face barriers to their learning. She knows how to seek swift support from other professionals, providing children with special educational needs and/or disabilities with targeted support. This approach helps children make the best possible progress in their development.

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Children's welfare and wellbeing Strong standard

The childminder is very well tuned in to the children's emotions. For instance, the childminder helps children to relate the colour yellow to 'happy' and blue to 'sad', which helps young children begin to understand their own feelings. The childminder teaches children how to keep themselves safe as they eat their snack, such as eating slowly. This helps children learn about their own safety. Furthermore, the childminder talks with children about the importance of healthy foods and shares this information with parents, advising them on how to safely prepare food appropriate for each child's age and stage of development.

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Inclusion Strong standard

The childminder is committed to swiftly removing barriers that children may face in their learning. From the outset, she completes thorough assessments of children's development. The childminder carries out ongoing observations of children to identify any emerging needs early. This helps her to make useful suggestions to parents and carers to seek support from other professionals. These timely referrals help to ensure that children receive the help and support they need, so that any gaps in learning are quickly addressed.

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Inclusion Strong standard

The childminder adapts her curriculum and identifies training to support her work with children. For example, she has deepened her knowledge about how to support children's communication and language skills. This helps children to receive targeted support. The childminder understands the benefits and importance of working with other agencies and professionals, such as the local area special educational needs coordinator and speech and language therapists, to provide specialist support to children. Furthermore, the childminder knows how to apply for any additional funding to enhance children's learning and development. This helps children with special educational needs and/or disabilities make the best possible progress in their learning.

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Achievement Expected standard

Children demonstrate great engagement as they sing with joy and anticipate the actions of rhyming songs. They learn new language concepts, such as ice and penguins. This helps children build their vocabulary and also develop an understanding of the world around them, including children who may face barriers in their learning.

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Achievement Expected standard

Children are confident as they talk about the different parts of their bodies, such as their eyes and hair. They count in their play and learn about different shapes. This supports their early mathematics knowledge.

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Achievement Expected standard

Children are independent in their own self-care as they take themselves to the toilet and wash their hands. This helps them develop healthy habits for their future. Children have ample opportunities to exercise and develop their large and small muscles through climbing, running and jumping. Sometimes, children do not learn the essential knowledge that they need to know that builds on their previous learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has fabulous relationships with the children in her home. She sets clear boundaries for behaviour and has developed routines to help children understand what is happening next. As a result, even the youngest children help to tidy away their belongings, which supports them to care for their environment.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is knowledgeable about how to support younger children to develop their relationships with friends. She gently shows them how to share resources and consistently praises older children for their good behaviour. This helps teach children how to manage their emotions. Older children are confident at recognising different emotions as they match the colours in a story to how they may feel. The childminder helps children to understand more complex emotions, such as feeling anxious. This helps them understand their own feelings and those of others. The childminder monitors children's attendance to ensure that they are maximising their early years education.

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Curriculum and teaching Expected standard

The childminder is reflective, recognises her strengths and ably identifies her areas for improvement. As a result, the childminder's curriculum is typically well planned to help children to develop their knowledge and skills. The childminder plans interesting themes for children to broaden their understanding of the world around them. She observes how children access the curriculum and adapts learning to meet children's needs. This helps children, including those with special educational needs and/or disabilities, to make positive progress in their development.

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Curriculum and teaching Expected standard

The childminder focuses well on helping children to develop their communication and language skills. She plays alongside children's chosen play and comments on their play ideas. Furthermore, she introduces new words such as 'penguin' and 'igloo' as children play, for instance, in pretend snow. The childminder weaves in counting as children develop their imagination, for example when rolling a ball of play dough to represent a football. She skilfully helps children to learn the concept of bigger and smaller as children compare sizes. This develops children's early mathematics knowledge well.

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Curriculum and teaching Expected standard

Sometimes, the learning intentions of some adult-led activities that the childminder provides are not clearly identified or embedded into practice. For example, there are occasions when the childminder does not precisely consider what she wants children to learn. At these times, the childminder's teaching lacks precision and does not build on children's previous learning.

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Curriculum and teaching Expected standard

The childminder plans regular visits within the local area for children to mix with larger groups of children, such as to attend dance lessons. This helps children develop and practise their social skills. Children interact with others of varying ages and backgrounds, as they attend toddler groups with the childminder. This helps children to develop their confidence.

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Leadership and governance Expected standard

The childminder is reflective and identifies her setting's strengths and areas for improvement. She mostly adapts her practice effectively to meet children's needs. The childminder is dedicated and has worked hard to create an ambitious curriculum for children. Her professional development programme is not precisely matched to her improvement priorities to enhance her interactions with children to strengthen her teaching even more.

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Leadership and governance Expected standard

The childminder collaborates with various professionals to ensure her teaching methods are tailored so that children with special educational needs and/or disabilities receive appropriate support. Furthermore, she has accessed some training to increase her knowledge of how to support children's communication and language. This has helped her to plan a language-rich environment that is age- and stage-appropriate.

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Leadership and governance Expected standard

The childminder has access to networks with other childminders in the local area. This helps her share ideas about her practice and also supports her own wellbeing. Parents' and carers' written feedback is extremely complimentary. They comment that their children have come on in leaps and bounds and appreciate the wealth of educational visits that the childminder thoughtfully provides.

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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 happily enter this nurturing and calm childminder's home. The childminder prioritises developing and maintaining strong, secure relationships with both children and their families. As a result, children separate from their parents and carers with ease and settle in quickly. The strength of the bonds children form with the childminder is evident. For example, new babies are curious of their new surroundings. The childminder is vigilant and ensures she remains close by to reassure babies with her fun and warm interactions, such as when they press buttons on interactive toys. Furthermore, she follows babies' care

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Inspector:

Kelly Lane routines from home, such as nap times. This provides consistency within their care routines, helping babies feel extremely safe and secure. The childminder helps parents to understand the importance of their children's regular attendance. This helps children take part in the planned learning that the childminder offers.

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Inspector:

The childminder regularly observes children to identify any barriers to their learning. As a result, children with special educational needs and/or disabilities are swiftly identified. The childminder focuses on children's communication and language skills. She reads with enthusiasm and uses props to bring stories to life. Older children recite their favourite part of stories from memory. The childminder skilfully provides a narrative while children play. This helps children to develop their vocabulary well. Children have plenty of opportunities to develop their physical skills. For example, they manipulate different coloured play dough with various one-handed tools. The childminder adapts her activities for babies as they touch the dough and push in lolly sticks with their hands to make holes. She uses small mirrors, with older children, to teach them about their own face and identity, such as when

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Inspector:

viewing their eyes and noses. Babies smile with joy as they look in the mirror and make gestures pointing to their own face. Older children develop their concentration as they explore pretend snow. They talk with excitement to their friends about how cold it feels. Children are developing positive relationships with their friends.

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Next steps

The childminder should review more precisely what she intends children to learn in adult- led activities to help build on previous learning, to fully support their progress and achievement. The childminder should identify her training to precisely match to her priorities for improvement.

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About this inspection

The inspector spoke with the childminder, children and parents and carers 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:

Registered person: Mello, Charlotte Anne

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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