Anittha Charee

Charee, Anittha

Unique reference number (URN): EY557573 Address: 22c Mayow Road, London, Kent, SE23 2XG Type: Childminder Registered with Ofsted: 21/03/2018 Registers: EYR, CCR Registered person: Charee, Anittha

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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

Children are making typical progress given their starting points. Children recall what they have been taught and put these newly learned skills into practice. For example, children remember how to use toys that help their critical thinking. They talk with the childminder about the patterns on the coins and the associated sounds of animals. Children learn which resources can fit going down a helter-skelter toy. They learn which shapes are faster than others. This helps to support children's emerging problem-solving skills.

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Achievement Expected standard

Children enjoy practising their small muscle development using tactile puzzles. They learn how to fasten and undo zips and practice with locks and poppers. This further supports children's physical development. Children respond well to the childminder's questions, helping to further develop their language skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is consistent in her approach to behaviour management. Children regularly recall what they have been taught. They speak with each other, reminding their peers that 'sharing is caring'. Children are generally well behaved and happily share toys. The childminder praises children well, building on their self-esteem and confidence. This further supports children's personal and social development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder regularly works with parents to establish routines for children and an understanding of the importance of regular attendance and punctuality. She provides consistent care to ensure that children are well rested and have plenty of food and their milk bottles. Children recall routines well and know to wash their hands prior to meals, and they eagerly go to find their cushions and beds to rest after lunch. The childminder has developed strong bonds with all children, helping them to settle and progress with their learning and development.

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Children's welfare and wellbeing Expected standard

The childminder is mindful of children's routines and sensitive to their individual needs. Children have their own sleep routines, which are followed well. She is alert to when children become too tired and supports them to be clean before heading to bed to rest. The childminder has developed secure bonds with children. They confidently come to see her when they require reassurance. The childminder comforts them, and, when they are ready, they eagerly go off to play and explore.

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Children's welfare and wellbeing Expected standard

Children are learning about their own and other children's feelings. Older children talk to each other about how they feel and how not sharing resources makes them feel. They are supported well by the childminder to learn about their own emotions. Children settle quickly into the setting when first arriving, and, after receiving cuddles, they are ready to start their day. During meals, the childminder teaches children about healthy eating and the impact the food has on their bodies. This helps them to start to learn about healthy lifestyles.

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Curriculum and teaching Expected standard

The childminder provides a broad range of activities to support children's learning and development. She is skilled in understanding when to move activities along and change these to prevent children becoming bored and restless. The childminder provides high- quality activities that meet the children's individual needs. The childminder understands the importance of evaluation and adapting activities to meet children's learning. The childminder is fully aware of focusing on children's learning and supports their personal and social development as well as their physical development.

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Curriculum and teaching Expected standard

The childminder uses her assessments of children's stages of learning effectively to assess their next steps of learning. Children thoroughly enjoy dressing up. They develop their physical development and independence in learning how to put on and take off different outfits and hats. The childminder has a key focus on children's language development. She adapts her language to the differing abilities of children so they can learn new words. The childminder typically uses mathematical language, such as 'next to', 'underneath', 'faster' and 'slower', to support children's emerging mathematical development.

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Inclusion Expected standard

The childminder does not always make the most of the information she has gathered from parents regarding any barriers children may have to their learning. Although she is aware of the backgrounds of children, this isn't always used to the full advantage to plan a curriculum to reduce these barriers. In addition, she is not aware of the key words children use in their home language to understand their emerging language they are using while in her care.

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Inclusion Expected standard

Although children do not currently receive any additional funding, the childminder is fully aware of her role to assess and support the impact this has on their learning and development. The childminder works with parents to assess children's starting points, and she regularly shares with them the next steps they are working on to support learning at home. She works well with her co-minder to adjust activities to meet the differing abilities of children.

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Leadership and governance Expected standard

The childminder is fully aware of the importance of evaluating her practice. She works closely with her co-minder to review the quality of activities and to assess their training needs. For example, the childminder has assessed the importance of working with parents to review attendance in order to help with children's learning and development. She has worked closely with her co-minder to review the brain development of children and the impact activities and the curriculum have on children's learning and development.

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Leadership and governance Expected standard

The childminder gathers daily feedback from parents and uses this to inform her planning. For example, when children came into the setting talking about their visit to the zoo, the childminder incorporated this into her planning, and all the children discussed animals and trips they had been on. This helps children to make typical progress with their learning and development.

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Leadership and governance Expected standard

The childminder gathers the views of parents and uses these to shape the service she provides. She has worked with parents to help with menu planning and ensuring that children have sleep and rest during the day. This helps to provide continuity of care for children.

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

Children are happy and settle quickly in the care of the childminder. Children thoroughly enjoy high-quality activities supporting their learning and development. Children achieve well given their starting points. The childminder prepares children effectively for their next stage of learning. Children are highly confident learners and readily express their likes and interests with the childminder.

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

All children develop a positive sense of belonging. They all develop a positive relationship with the childminder and their peers. Older children support others to remember the importance of working together. Younger and older children play well alongside each other, with older children readily role modelling language with the younger children.

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

The childminder reviews children's attendance and the impact on their learning and development. She works closely with parents to ensure that children are able to attend and

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Address:

Register(s): EYR, CCR works on moving around sessions for parents when their shift patterns change. This allows children's learning not to be interrupted and the full entitlement for funding be received.

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Next steps

The childminder should continue to build strong partnerships with parents to support and value children's home languages, further enhancing their language development. The childminder should build further on existing partnerships with parents to gather more detailed information to help identify and assess any barriers children may face in their learning.

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About this inspection

The inspector spoke with the childminder 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. 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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