Bonnar, Linda Dianne

Bonnar, Linda Dianne

Unique reference number (URN): EY432869 Address: 28 First Avenue, London, SW14 8SR Type: Childminder Registered with Ofsted: 14/09/2011 Registers: EYR, CCR, VCR Registered person: Bonnar, Linda Dianne

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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 has strong bonds with children. Children show their happiness and contentment in her care. For example, they enjoy cuddles as they listen to stories. The childminder works closely with families, inviting them to end of year parties and celebrations to ensure they feel fully involved in her offering. She understands the individual needs of each child and responds well when children need rest. For example, she provides a calm and quiet time with cushions and a planets light show projected onto the ceiling. The childminder has clear routines in place for sleeping, offering children their own space with their own individual comforters that are personal to them. She aligns her care practices to ensure children have continuity with sleeping patterns at home.

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Children's welfare and wellbeing Strong standard

The childminder helps children to understand how they can develop healthy lifestyles. For example, she encourages parents to walk to the setting to promote fresh air and exercise. The childminder demonstrates how to brush teeth through role-play activities. She uses age- appropriate storybooks to reinforce safe and healthy lifestyles. The childminder makes regular trips to her allotment, where children have opportunities to support the growth of a range of fruits and vegetables. She shares information about healthy eating with parents and gathers information about children's likes and dislikes.

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Children's welfare and wellbeing Strong standard

Children communicate their feelings through their words and gestures, indicating when they want to be picked up and hugged. The childminder always responds to them, showing love and compassion.

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Achievement Expected standard

The childminder celebrates children's daily achievements and shares their progress in each area of the curriculum with parents when they attend more formal meetings. Children show increasing control as they make marks with felt pens and chalks. Older children show greater strength in their small-muscle skills as they manipulate paintbrushes and rollers.

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Achievement Expected standard

The childminder gives children opportunities to speak about what they are doing. For example, in small-group time, children talk about the different-coloured and sized chalks they are using to create their picture. Children show confidence in walking and balancing and enjoy the challenges the childminder provides when supporting them to climb.

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Achievement Expected standard

The childminder's thorough assessment procedures and partnership working ensure that children are ready for their next stage in learning. Children with special educational needs and/or disabilities make progress from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is enthusiastic, and children respond well to this. They enjoy playing alongside her and thrive on the praise and reassuring smiles they receive. This helps children to focus on activities. Children respond to simple instructions and wait patiently for their turn for snack. The childminder provides them with stimulating toys to support them as they wait. Children enjoy the independence of selecting what they play with and play happily alongside their friends, showing respect and kindness for each other. Children enjoy the challenges as they practise their walking. The childminder encourages them to keep on trying even when they encounter difficulties.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder is aware of children's different ages and stages when modelling her expectations for their behaviour at the setting. However, there are times when the childminder does not consistently make these clear to children. In particular, she does not consistently support children to tidy up when they finish playing with toys. This results in children struggling to navigate the environment and maintain their concentration on activities of their choosing.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of attendance and punctuality and always follows up with parents when children are late or fail to attend.

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Curriculum and teaching Expected standard

The childminder incorporates all areas of the early years foundation stage curriculum into her planning. For example, children learn about their world through community trips out to local shops, parks and gardens. The childminder provides opportunities for children to engage in craft activities and taste different foods as they learn about a range of religious festivals. Children show acknowledgement of new mathematical language learned by repeating numbers as the childminder counts.

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Curriculum and teaching Expected standard

The childminder introduces children to books and language as she reads to them. Children enjoy choosing books from the cosy reading corner. Although the childminder supports children's language development well, such as describing the weather, there are times when she could further build on children's language development and vocabulary. For example, the childminder does not use everyday routines, such as snack time, to develop their language skills further.

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Curriculum and teaching Expected standard

Children enjoy counting during mealtimes and placing different puzzle pieces into jigsaws. The childminder has a secure knowledge of how to support children as they transition from crawling to walking and provides many opportunities for them to practise these newly learned physical skills, both inside and out. She places a high priority on children's social and emotional development. Children show they are happy and curious as they play alongside their friends and the childminder. The childminder ensures that she adapts her teaching according to children's individual needs.

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Inclusion Expected standard

The childminder works closely with children and their families to ensure children are meeting their individual milestones. She is careful when observing children to set specific and measurable targets that are tailored to children's individual needs. Her ongoing assessment procedures help her to adapt her teaching to meet the needs of individual learners, including children with special educational needs and/or disabilities. She has regular meetings with parents to discuss the next steps for their children and seeks advice from the local authority if any external support is needed. She engages in training opportunities to ensure that she can fully support all children, regardless of need or background, and embeds new learning into her day-to-day practice to improve the overall quality of her provision. She understands the importance of supporting parents to access additional funding as needed.

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Inclusion Expected standard

The childminder shows her inclusive practice as she encourages all children to develop their social skills by supporting them to join in with playing musical instruments at group time with their friends. Children engage excitedly as they wave shakers and tap tambourines alongside their friends. The childminder supports and praises children effectively. She uses simple requests to support children to follow instructions and carry out small tasks and in turn check their understanding. The childminder now needs to ensure that she focuses on the most effective ways to extend children's vocabulary to support their progress in language and communication.

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Leadership and governance Expected standard

The childminder is fully aware of the strengths of her setting and is reflective and always striving for continuous improvement. She engages in regular training opportunities and offers training for her assistants to support their professional practice and enable them to gain early years recognised qualifications. She keeps her learning up to date and has recently embarked on a course to gain further qualifications in supporting children with special educational needs and/or disabilities. She works closely with other childminders to gain new ideas, and with other settings that children go on to attend, to support the transition process. She is aware of the need to refer to external agencies, if necessary, to further support any children, for example with language and physical delays. She has responded to the recommendations from the last inspection and is always keen to take on advice and support to enhance her provision's offering.

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Leadership and governance Expected standard

The childminder engages in regular daily discussions with assistants to support their wellbeing and is mindful of ensuring that she does not overburden staff with unnecessary paperwork that does not have have a direct impact on children's learning.

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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 shows passion for ensuring children feel safe and loved in her care. She ensures that children have the time they need to settle into the setting and works closely with parents to align care practices to enable children to feel secure. Children show enthusiasm for the day when they arrive at the childminder's and quickly separate from their parents and carers, demonstrating they have strong relationships and feel comfortable in this home-from-home environment.

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About this setting

Children engage joyfully in the activities on offer and are willing to try to do things for themselves. The childminder supports them as they become increasingly more independent. Her use of actions, alongside words, supports them in turn-taking and learning manners to include the use of 'please' and 'thank you'. Children enjoy sharing what they are playing with, and the childminder acknowledges this well to support them to keep their play going. Children have made progress from their starting points, as they now maintain attention on activities for longer, preparing them well as they transition to their next stages in learning.

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About this setting

Children excitedly babble and use single words to communicate they are enjoying the activities on offer. The enthusiastic response they receive from the childminder leaves them with huge smiles. The childminder knows children well and uses music to support children's communication and language development. Children develop new vocabulary through learning the familiar songs 'If You're Happy and You Know It' and 'Head, Shoulders, Knees and Toes'. The childminder supports their understanding through the actions she uses. The childminder's curriculum offering is based around children's chosen play and interests and is carefully planned to ensure children have regular opportunities to practise skills within all the different areas of the early years foundation stage curriculum.

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Next steps

The childminder should further support children's development of language, particularly expanding their vocabulary. The childminder should make her behaviour expectations clear, particularly for tidying up, so children can navigate the space effectively and maintain concentration on activities of their choosing.

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About this inspection

The inspector spoke with the childminder and her assistant 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. Unique reference number (URN): EY432869

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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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