Andrei, Lidia Minodora

Andrei, Lidia Minodora

Unique reference number (URN): 2747734 Address: 2 Garden Walk, Stevenage, SG1 1JL Type: Childminder Registered with Ofsted: 07/09/2023 Registers: EYR Registered person: Andrei, Lidia Minodora

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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 Expected standard

Generally, children make typical progress in their learning, particularly with their communication and language. They learn to use both their home languages and English competently, repeating phrases and learning new words. Children become confident communicators as they listen to questions and have time to respond to develop their understanding.

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Achievement Expected standard

Children access a wide range of learning opportunities and enjoy role play. They learn how to check their heartbeats using a stethoscope in their play, demonstrating how to check their health. This helps children to understand the importance of health and impact on the body. Children benefit from targeted support. They make active choices in their play and demonstrate positive social skills with their peers as they help one another with tasks. This helps children to develop a love for learning and make sustained progress in their development.

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Behaviour, attitudes and establishing routines Expected standard

Children build meaningful relationships with the childminder. She creates a calm environment for children to explore resources and make choices. Children call on the childminder by her name and regularly check in with her. The childminder is responsive to children's needs and helps them to manage their emotions and feelings.

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Behaviour, attitudes and establishing routines Expected standard

Children happily play with one another. The childminder teaches children how to take turns. For example, when children explore with puppets in reading group sessions, children wait for their name to be called to have a turn and explore the prop. Children show patience as they wait their turn and develop resilience in their play. They learn what is coming next and join in with tidy-up time. This helps them to move on to new activities and manage their feelings.

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Behaviour, attitudes and establishing routines Expected standard

The childminder follows procedures to ensure children's attendance is closely monitored. She maintains records and has regular contact with parents to ensure children's safety and wellbeing. This ensures that barriers to children's attendance are identified and effectively actioned.

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Children's welfare and wellbeing Expected standard

Children learn some useful self-care skills. The childminder helps children to understand the importance of washing their hands. She role models how to wash them so children can practise on their own. Children learn a song that helps to guide them and to instil good habits from a young age.

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Children's welfare and wellbeing Expected standard

Children show confidence from a young age when feeding themselves with appropriate cutlery. They hold their forks securely as they develop their independence skills. The childminder talks to children about how to keep healthy and the positive impact this has on their bodies. Children develop secure understanding of drinking water regularly through the consistent daily routines.

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Children's welfare and wellbeing Expected standard

The childminder follows robust processes for managing dietary requirements on a daily basis. She recognises the importance of being aware of allergies and how to safely implement children's individual needs. Generally, children learn how to take care of themselves and develop good habits from a young age. This contributes to children's overall health, learning and wellbeing.

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Curriculum and teaching Expected standard

The childminder provides a broad curriculum that supports children's development across all areas of learning. Children enjoy exploring activities of their interest, and the childminder is responsive to their ideas in play. For example, children explore sand in the garden and use age-appropriate hand tools to scoop, dig and pat into shapes. Children use their fingers to manipulate textures and talk about what they have created. The childminder enhances opportunities for children to engage in more meaningful messy play experiences to engage their play.

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Curriculum and teaching Expected standard

The childminder role models the importance of communication and language to children. She demonstrates sounds to children to help them say their name and build on their vocabulary. Children have the opportunity to repeat what they hear and have a go to build their confidence. Overall, the childminder role models the importance of communication and language to children appropriately.

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Curriculum and teaching Expected standard

The childminder uses movement and music to engage children's interests. For example, children take part in group times with a parachute that incorporate upbeat music to develop their physical skills. The childminder gives clear instructions to help children move in various ways and develop a positive attitude in their learning.

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Inclusion Expected standard

Children develop a real sense of belonging and confidence at the childminder's home. The childminder creates an environment that is supportive of children's needs. She uses her knowledge to plan regular discussions with parents and create adaptable and accessible learning opportunities to support children's abilities. For example, she uses pictures as an aid to ensure children can access all activities and the curriculum.

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Inclusion Expected standard

The childminder helps children learn to embrace British values and what makes them unique. She identifies strategies to support children's communication and language. She puts in place targeted support to remove barriers to children's learning, including those with special educational needs and/or disabilities (SEND).

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Inclusion Expected standard

Children with SEND receive effective support. The childminder signposts parents to early help services, such as speech and language therapists and health visitors, to prioritise children's individual needs. The childminder regularly reviews her provision to ensure that there is a continuous cycle of support for children and families. The childminder, however, has not fully embedded arrangements for joined-up planning with other professionals to help ensure children's individual needs are consistently met.

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Leadership and governance Expected standard

The childminder demonstrates a clear commitment to providing children with the best possible care and experiences. She accurately assesses and understands strengths and areas for development. She makes decisions that are in the interests of all children, including those who face barriers to their learning and need support. She self-evaluates practice and receives regular feedback from parents to continuously develop her provision and provide a nurturing environment.

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Leadership and governance Expected standard

Parents speak highly of the childminder and the care their children receive. They feel that children make progress and compliment the efforts that the childminder makes to prioritise regular communications. The childminder shares her processes with parents from the very start and the robust collection procedures. This helps to build effective partnerships with parents and establish expectations of her provision.

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Leadership and governance Expected standard

The childminder recognises the value of sharing responsibilities with any assistants she works with and developing their practice. She monitors any assistants' performance appropriately and provides regular opportunities to develop teaching and practice. She has plans to further support professional development. However, these are not precisely focused and targeted to support individual development needs, to ensure a consistently positive impact on improving the provision.

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

Children thoroughly enjoy their time at the childminder's home. The childminder has meaningful interactions with children to help them feel safe and secure. Children have settled well in this home-from-home environment. They are highly valued and treated with the utmost respect by the responsive childminder. During circle time, the childminder uses story props and reading to engage children's attention. For example, children know what to expect and eagerly recite animal noises and what is coming next in the story. Children listen to rules and boundaries and demonstrate how to keep themselves safe. They learn how to respect their environment and one another.

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

The childminder has a secure understanding of children's individual needs and barriers they face to their learning. She identifies each child's starting points and uses targeted

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About this setting

Unique reference number (URN): 2747734 adjustments to support children in their next steps. For example, children have support with routines, and the childminder uses strategies to sensitively gain children's attention and help them to know what to expect next. This supports to regulate children's emotions and build their self-esteem. Children demonstrate curiosity and explore a wide range of resources. The childminder provides children with many learning opportunities alongside their peers to make progress in their learning.

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About this setting

The childminder promotes children's home languages. Children learn to understand what makes them unique through group discussions as they develop their communication and build their vocabulary. Children eat fresh and organic home-cooked meals and try new textures. The childminder talks about new flavours and what children can taste. Children have opportunities to pour their own drinks and follow visual steps to peel bananas for snack time, building their fine motor skills. Children challenge their physical skills further and use hand tools to 'dig', 'pinch' and transport sand.

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Next steps

The childminder should focus on working closely with other professionals to give children early support through consistent joined-up planning and build on the outcomes for all children. The childminder should provide more targeted support for any assistants she works with to strengthen their professional development and their contribution to the development of the provision.

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About this inspection

The inspector spoke with the childminder and parents 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: Andrei, Lidia Minodora

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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

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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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