Carvalho Lopes, Vanda Cristina

Carvalho Lopes, Vanda Cristina

Unique reference number (URN): EY405521 Address: 32 Beechdale, London, N21 3QG Type: Childminder Registered with Ofsted: 15/03/2010 Registers: EYR, CCR, VCR Registered person: Carvalho Lopes, Vanda Cristina

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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

The childminder places strong emphasis on building secure attachments so that children feel safe and well protected. As a result, they separate from their parents with ease and quickly show high levels of engagement in the learning environment. The childminder uses effective strategies, like a visual aid board, to help children understand emotions and learn to manage their feelings. Children enjoy home-cooked, nutritious meals and develop a clear understanding of healthy eating. Older children discuss with the childminder why foods, such as doughnuts and cakes, are less healthy. The childminder provides excellent support to parents weaning young babies. Children routinely brush their teeth and the childminder places consistent focus on personal hygiene. She has created a cosy, comfortable sleep environment and carries out robust sleep checks at regular intervals.

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Children's welfare and wellbeing Strong standard

To support school readiness, the childminder prioritises children's welfare and wellbeing, such as taking them to play groups and soft play, to help them gain confidence in larger groups. She has established a well-structured routine that promotes children's independence and understanding of self-care. During toilet training, she uses age- appropriate language to teach the importance of privacy. As a result, older children also recognise the need to respect younger babies' privacy during nappy changing.

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Achievement Expected standard

All children, including disadvantaged groups, make expected progress from their starting points prior to their move to nursery or school. They demonstrate independence in personal care and a high level of communication and enthusiasm for learning. Even the youngest children move around safely to access the wide range of learning opportunities available. Parents receive children's progress check at age 2 and progress reports to share with external professionals. However, the childminder does not establish a direct two-way communication with other setting's children attend for a consistent approach to their development.

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Achievement Expected standard

Children develop their motor skills effectively becoming confident movers and, as a result, all children can safely climb up and down steps. The youngest toddlers persevere in picking up small, cut out shapes and inserting them into a tub with a narrow opening. Older children successfully associate quantity with numbers by grouping resources in the correct order, while younger children engage in playful counting games with the childminder.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages empathy towards all children, including those with special educational needs and/or disabilities and others who face additional barriers. She models kind words and polite behaviour, consequently, children play well together and remain mindful of one another's needs. Older children offer toys and resources to younger ones to ensure they are included in the play. However, the childminder does not consistently provide children with a wider range of resources and tools for younger children to extend their learning. Parents report a high level of confidence in their children's social skills since attending the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder consistently forms warm, trusting relationships with the children, they feel secure in seeking help and reassurance. She recognises the adverse impact poor attendance can have on children's learning outcomes and is diligent in promoting the importance of regular attendance with parents. Consequently, children excel and make steady progress in their expected development. The childminder continually monitors children's needs and adapts the provision seamlessly, so that every child can develop new skills and have a positive attitude to learning. For example, for early walkers, she places a bowl of water in the play-kitchen sink for handwashing, making learning a fun and engaging experience.

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Curriculum and teaching Expected standard

The childminder provides a well-sequenced curriculum that incorporates all 7 areas of learning in the early years foundation stage and reflects the needs of children with additional needs. She places emphasis on communication and language, physical development and personal, social and emotional development as a starting point for all children. She recognises the importance of core strength for early walkers and offers interest-based challenges to support confident mobility. The well-resourced outdoor area, with a sheltered space in wet weather, promotes physical agility for all ages. The childminder effectively assesses children's development to guide their next steps. She adapts the curriculum delivery and the environment each day to meet individual developmental needs.

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Curriculum and teaching Expected standard

Teaching moments are consistently embedded within daily routines to promote communication and language. Children enjoy the cosy reading corner to explore books, the childminder uses these opportunities to extend vocabulary and encourage communication. Mathematical language is naturally woven through number rhymes, counting activities and positional words, such as 'in, out, more' and 'less'. Children show curiosity for materials and tools, for example making marks by dipping the end of a felt tip pen into paint during a painting activity. However, some planned activity resources could be more age-appropriate to sustain younger children's attention.

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Inclusion Expected standard

The childminder carries out careful observations and assessments to identify children's next steps and plan purposeful teaching moments. Parents are actively involved in this process, helping to accelerate children's progress through their developmental milestones. She identifies barriers to learning quickly and adapts the curriculum so that children can benefit from the opportunities provided. For example, to support children who do not like the sensory experience of sand, she skilfully introduces smooth flour texture to build experiences slowly to the more grainier feel of sand play. However, the childminder is not consistent in providing age-appropriate resources for younger children to access all learning opportunities.

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Inclusion Expected standard

When a child shows early signs of special educational needs and/or disabilities (SEND), the childminder promptly completes focused observations, and uses a graduated approach of continuous assessment and planning to implement appropriate intervention. In discussions with parents, she seeks timely support from external professionals to remove potential barriers. The childminder keeps her SEND training updated and knows how to effectively use the early years pupil premium funding to remove barriers for children with specific needs. She nurtures inclusivity by creating a caring environment and modelling respectful behaviour.

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Leadership and governance Expected standard

The childminder is highly committed to her professional development and stays informed about changes within the sector. She shares relevant updates with parents in a timely manner. She provides strong support and training opportunities to her 2 assistants, consequently, children feel well supported by all staff. Parents highly praise the communication they receive about their children's development, and are extremely pleased with the progress their children make. The childminder is fully committed to providing equal opportunities to all children, including children with specific needs, and those who face other barriers. Transitions are well planned, new children are supported to settle confidently, those moving on to nursery or school receive purposeful preparation. The childminder relies on parents to share essential information with transition settings, however, two-way direct communication would be more beneficial for smoother transition.

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Leadership and governance Expected standard

The childminder actively seeks the views of parents and children when identifying priorities for improvement. Children are routinely involved in choosing new resources to purchase for the setting, which increases their motivation and engagement in learning. Robust risk assessments are in place for the setting, the childminder places clear emphasis on helping children understand risks and develop the skills they need to keep themselves safe.

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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 are warmly greeted by the childminder with a cuddle at the start of the day, helping them to separate from their parents with ease. They have secure, caring and trusting attachments with the childminder, resulting in a positive impact on their emotional security, enabling them to quickly settle down and explore the environment with confidence. The childminder places strong emphasis on developing children's communication and language skills. Children experience rich and varied language throughout daily interactions, and even the youngest demonstrate high levels of communication.

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

The childminder has excellent understanding of the needs of children with special educational needs and/or disabilities (SEND) and other disadvantaged groups. She thoughtfully plans the curriculum to meet the needs of all children. She promotes the importance of consistent attendance with parents to help children maximise on their learning and development opportunities to meet their age-related milestones. Consequently, she effectively identifies and removes barriers to learning, ensuring that children achieve their full potential across all areas of development from their starting point to nursery or school readiness.

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

The childminder has created a well-resourced environment enabling children to quickly engage in purposeful activities. Children navigate around the setting safely to access all areas of learning, they confidently lead the childminder to the cosy area to read their favourite book. Children's physical development is supported effectively through access to an outdoor area and regular visits to the park and a local soft-play centre. Children enjoy a balanced and nutritious diet of home-cooked meals and healthy snacks. The childminder effectively promotes children's independence with personal hygiene and at mealtimes,

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Address:

Registered person: Carvalho Lopes, Vanda Cristina

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00 younger children use a spoon to feed themselves, with the childminder close by to offer support when needed.

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Next steps

The childminder should review and enrich planned activities by adding age-appropriate resources and tools that extend younger children's learning. The childminder should establish regular, two-way communication with local schools and other settings to provide a consistent approach to children's development.

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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. Local authority: Enfield

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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. 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

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

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