Welch, Maria Jose

Welch, Maria Jose

Unique reference number (URN): EY294084 Address: 43 Clonmel Road, Teddington, Middlesex, TW11 0ST Type: Childminder Registered with Ofsted: 03/12/2004 Registers: EYR, CCR, VCR Registered person: Welch, Maria Jose

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder is a consistently positive role model. The emotional environment she has created is warm, safe and secure. Subsequently, children have a very positive attitude towards their learning. They are keen to engage in play and activities because the childminder makes it fun, engaging and rewarding.

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Behaviour, attitudes and establishing routines Strong standard

Children are very well regulated. This is because the childminder has dedicated an extensive amount of time to get to know children well. She has built trusting relationships with them. The clear consistent boundaries set, and the high expectations for behaviour, mean children learn to understand how to behave well. The learn to get along with others by being polite, for example children learn to say please and thank you when making requests.

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Behaviour, attitudes and establishing routines Strong standard

Relationships with parents and/or carers are a strength of the childminder's practice. Parents appreciate the childminder's clear communication and honesty. They feel very well informed about their child's care and learning. The childminder promotes attendance and punctuality sensitively.

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Children's welfare and wellbeing Strong standard

Children are safe, happy and flourishing. The childminder promotes excellent health and wellbeing routines. She always provides healthy home-cooked foods that nourish and support good wellbeing. She encourages children to engage in a range of physical exercise, such as walking to playgroup and playing in the playground. Hygiene practises are highly effective and promote good habits for children's futures. The childminder helps children to learn about their own health through discussions and modelling, and daily routines.

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Children's welfare and wellbeing Strong standard

The childminder has developed warm and empathetic relationships with the children in her care. She is responsive to children's individual needs and interests and ensures all children feel a strong sense of belonging. She adapts the routines to support children's differing needs. The childminder understands the importance of helping children to recognise and manage their emotions, she knows children very well. For example, she teaches children to manage their feelings of anxiety about meeting new people and visiting new places. Her strong attachment to each child means she can skilfully help children to understand their own and others feelings. Children develop a very secure sense of emotional wellbeing. They are very involved in their play and learning and frequently show their happiness and joy.

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Children's welfare and wellbeing Strong standard

Children are taught how to keep safe, for instance the childminder reminds children to stay seated at mealtimes and to not run inside. Parents praise the childminders care saying that it is 'nurturing, caring and welcoming'.

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Achievement Expected standard

Children make steady progress in their learning and development. Children learn how to separate from their main carers and develop a positive attitude towards learning because the childminder provides warm attachments and the required reassurance. They quickly learn how to use language for communication because the childminder models good language skills herself. For instance children learn how to make their personal needs known as they tell the childminder they would like to use the bathroom. Children gain knowledge of colours, shapes and numbers. For example they learn to count, saying one number name for each item. This supports their development in mathematics.

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Achievement Expected standard

Children learn a range of self-help skills. For example, they learn how to put on and take off their own shoes and coats when it is time to play outside. At mealtimes, they learn to spread butter on toast and pour water to drink. These skills support their readiness for school.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of how to plan a curriculum across all areas of learning. She carefully designs the curriculum to build on each child's stage of development, ensuring that learning experiences are tailored to their individual needs. For example, the childminder regularly assesses children's development and plans activities that extend their learning slightly beyond their current level, helping them to make steady progress. She also organises daily routines to ensure children benefit from a broad range of experiences. For instance, she recognises the importance of social interaction and regularly takes children to local playgroups, parks and on public transport. These experiences help children to develop confidence, learn how to interact with others and begin to form friendships.

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Curriculum and teaching Expected standard

Children develop strong communication and language skills. The childminder engages in high-quality interactions throughout the day, encouraging back-and-forth conversations that introduce new vocabulary and extend children's thinking. During play, she suggests new ideas, introduces songs and games and models new words. Books are shared frequently, and the childminder reads with enthusiasm and expression, helping children develop an interest in stories and new vocabulary. Children also begin to develop early literacy skills as they make marks with crayons, proudly explaining that they are writing messages, such as 'to mummy'.

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Curriculum and teaching Expected standard

The childminder promotes children's physical development well. Children have daily opportunities to be active, both indoors and outdoors. They are encouraged to climb, balance, kick balls and use play equipment, helping them develop strength, coordination and confidence in their movements.

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Inclusion Expected standard

The childminder is positive about inclusion. She recognises that all children are individuals. She values the time spent identifying each child's individual needs. She carefully finds out about any barriers that children have to their learning. The childminder welcomes all children into her setting and ensures that each child reaches their potential. The childminder assesses children's development and keeps a track of their progress over time. As such, she is able to identify if children have any delays in their development and understands her responsibility to work with other professionals to help children progress. The childminder understands the steps to be taken if she has concerns about a child's development. She has a good understanding of how to use additional funding to support learning should children be eligible.

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Inclusion Expected standard

The childminder works effectively with parents to carefully plan appropriate learning activities for children at the setting and to help them at home. For example, she encourages children's language development through her daily interactions. She advises parents about how they can support their children to express themselves at home.

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Leadership and governance Expected standard

The experienced childminder has an accurate view of the quality of her setting. Through her own self-evaluation and discussions with others, she has identified what she does well. She has built extremely professional relationships with parents that support children's overall development. For instance, progress checks provided to parents explain clearly what they can to do at home to support learning further. The childminder has been influential in supporting parents to develop their understanding about how young children learn. The childminder works well with other professionals, such as other childminders, to share best practice. She also communicates readily with local early years settings to support the continuity of care for children.

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Leadership and governance Expected standard

The childminder takes into account children's views, thoughts and ideas and responds to their requests during play. This helps the childminder to focus on what matters most to children. The childminder ensures she keeps abreast of changes and attends local authority meetings. However, she has not engaged in a broad range of professional development opportunities to further improve outcomes for children. For example, the planned curriculum and teaching are not sufficiently informed by recent expert guidance to support children in achieving the best possible development, learning and progress.

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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 very happy and settled in this warm and welcoming home environment. They form close and secure relationships and show that they feel safe and comfortable in their surroundings. Children confidently explore the space, select resources independently and enjoy spending time with the childminder, who knows them well. Because their individual routines, interests and needs are understood, children feel valued and supported. As a result, they develop confidence and make steady progress in their learning and development.

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

Children develop strong communication skills. They enjoy talking and playing with the childminder, who engages them in meaningful conversations and introduces new vocabulary during activities. For example, while playing with construction toys, children learn and use new words, such as 'flower, leaf, stem' and 'pot'. Children enjoy sharing books together and eagerly join in with familiar stories. They proudly repeat new words and phrases they have learned, showing growing confidence in their communication and language skills.

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

Children's health and wellbeing are supported well. They enjoy healthy, home-cooked meals, such as vegetable soup, which help them learn about nutritious food. Children develop independence as they pour their own drinks, wipe their noses and practise using cutlery to butter their toast. These experiences help children build important self-care skills and contribute to their strong sense of belonging in the setting.

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Address:

43 Clonmel Road Teddington Middlesex TW11 0ST

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Address:

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

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Next steps

The childminder should engage in professional learning opportunities to further enhance the quality of the care and education provided.

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About this inspection

The inspector spoke with the childminder and parents and/or 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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