Cibulaka, Gundega

Cibulaka, Gundega

Unique reference number (URN): 2741356 Address: 116 George Street, Mansfield, NG19 6SB Type: Childminder Registered with Ofsted: 02/08/2023 Registers: EYR, CCR, VCR Registered person: Cibulaka, Gundega

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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 make positive progress in all areas of their learning, particularly in their communication and language skills. The childminder asks questions, comments and pauses to allow children time to process information and to articulate a response. Children eagerly join in with actions and words, when singing songs. They also regularly listen to and talk about stories. Children are becoming good communicators.

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Achievement Expected standard

The childminder gathers vital information from parents to adapt her meals to support all children in her care. During mealtimes, the childminder also supports children to develop their independence. Children show enjoyment in preparing their own fruit salad. They use safety knives to chop up different fruit while learning how whole objects can divide into smaller parts. Children also peel and segment oranges, developing their smaller muscles. Furthermore, children learn about new fruit through exploring the texture and taste. After eating, children enjoy being responsible for cleaning the table.

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Achievement Expected standard

Children show a positive sense of belonging. Children are particularly well prepared for transitioning between the childminder's setting and other settings. Overall, the childminder needs to focus her attention on reflective practice and ongoing continuous professional development to consistently embed high-quality teaching. This will support all children to make the best possible progress.

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Behaviour, attitudes and establishing routines Expected standard

Children follow and understand the expectations of the setting. For example, children wash their hands and know to sit at the table before lunch and while eating. The childminder supports children to tidy away toys, considering their age and stage of development well. She gives younger children clear and simple instructions. Children show responsibility and pride in contributing to their environment. The childminder is a positive role model, frequently modelling good manners. Children copy phrases, such as thank you and please, demonstrating politeness and respect towards others.

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Behaviour, attitudes and establishing routines Expected standard

Children form close bonds with the childminder and feel confident to ask for help. For example, when children ask for help peeling an orange, the childminder demonstrates for children to continue. The childminder also has positive partnerships with parents. She promotes punctuality and attendance effectively. She regularly checks her attendance register and follows up with parents when necessary.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to begin to develop their understanding of fairness. For example, the childminder demonstrates sharing by highlighting equal amounts, when giving a balloon to each child. Children are also learning to take turns supported by the childminder using their names to clearly identify who should act. Overall, children are developing their social skills well. However, the childminder should reflect on her practice to consistently reinforce best possible behaviour through highly impactful teaching.

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Children's welfare and wellbeing Expected standard

The childminder works closely with parents, offering settling-in periods to support transitioning into the setting. Children quickly build trust from the very beginning. As a result, children settle well. The warm and nurturing environment the childminder provides through comfort and praise, encourages children to develop a sense of belonging. Additionally, the childminder gathers information about children's dietary requirements and allergies, when they first start. She collaborates with parents to ensure that children's allergies are managed well.

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Children's welfare and wellbeing Expected standard

The childminder frequently follows children's lead in their learning. She joins in and expands children's play. This supports children knowing their words and play are valued and understood. Overall, children form positive bonds with the childminder, who is responsive to their needs. For example, the childminder helps children to manage their emotions through comfort and reassurance. This also supports children's emotional development.

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Children's welfare and wellbeing Expected standard

Children learn about healthy habits. The childminder gains permission from parents to regularly brush children's teeth. She teaches children about the importance of brushing their teeth. Children develop their understanding of good oral health. Furthermore, the childminder plans regular opportunities to access outdoor learning for frequent exercise. Children also learn about making healthy choices, when talking about food during lunch. Additionally, the childminder uses effective routines, such as feeding times, to support children to practise self-care skills, such as using cutlery. Children are increasingly becoming more competent in managing their personal needs. However, the childminder should reflect on her practice to consistently embed high-quality teaching to help all children to make their own healthy choices and decisions.

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Curriculum and teaching Expected standard

The childminder knows what she wants children to know and do next. She uses her accurate assessments to inform her planning and teaching. For example, the childminder adapts her teaching for new children. She teaches children how to be independent in her setting, such as where to hang their coats and put their shoes. The childminder has implemented consistent routines to support children's wellbeing, when they first attend. The childminder also shares her assessments with parents to support possible home learning.

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Curriculum and teaching Expected standard

The childminder has developed an ambitious curriculum design, focusing on communication and language skills to support all areas of learning. For example, when younger children comment 'elephant', the childminder adds 'the elephant is stomping his feet'. She effectively expands children's language and understanding. The childminder also introduces new knowledge during activities. For example, she builds on children's understanding of seeds by talking about how some seeds grow into trees. Furthermore, the childminder frequently supports children to develop their mathematical language through regular interactions. She teaches children how to count and represent numbers on their fingers. She also introduces positional language using pictures in books, which children repeat. She has a well-designed curriculum that teaches children the fundamental knowledge and skills they need to be successful learners.

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Curriculum and teaching Expected standard

Children benefit from regular opportunities to develop their physical skills. The childminder models skills, such as cutting and sticking. Children practise and copy these skills. This also supports children's independence and confidence. Furthermore, children enthusiastically copy the childminder's dance moves, building their larger muscles. Additionally, children access the outdoor provision to further develop their physical skills. For example, children learn to ride toy bikes and cars. However, the childminder should reflect on her practice and continue to develop her professional development to put in place improvements for highly impactful teaching and interactions.

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Inclusion Expected standard

The childminder knows how to accurately assess and uses this information to identify appropriate next steps in learning. The childminder skilfully supports children to extend their learning. For example, when children show an interest in seeds, the childminder encourages them to count and explore the seeds, identifying the biggest and smallest. She follows children's lead effectively, expanding their mathematical understanding. Children make positive progress.

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Inclusion Expected standard

The childminder works closely with parents to gather vital information. The childminder uses this information to make adaptations before children attend the setting. She regularly communicates with parents to consider if any further adaptations or changes are needed. For example, the childminder regularly reviews and adapts her menu to meet the needs of the children in her care.

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Inclusion Expected standard

The childminder also has a secure understanding of how to apply and use additional early years funding to support those children eligible. At the time of the inspection, there were no children attending with special educational needs and/or disabilities. However, the childminder understands to proactively work with professionals and external agencies when appropriate. She knows to implement their advice to ensure all children gain the support they need to make sustained progress. Furthermore, the childminder understands the importance of regularly monitoring children's progress to review the impact of the support. On the other hand, the childminder should continue her professional development and regularly reflect on her practice to consistently make a demonstrable difference for all children.

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Leadership and governance Expected standard

The childminder understands the strengths of her provision and some areas of improvement. For example, the childminder has recently put in place communication with other settings, like schools, to ensure continuity of care and education. However, the childminder does not regularly identify areas of improvement in her practice to enhance her teaching and interactions further, overall, to ensure all children make the best possible progress.

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Leadership and governance Expected standard

The childminder has built trusting and effective relationships with parents. She works closely with parents to help inform her planning to tailor to each child's individual needs. For example, the childminder has recently gained communication from parents on children's learning in other settings. The childminder then adapted her teaching to help children practise these skills and embed the new learning in her setting. Further to this, she works with parents to implement changes to her provision, such as mealtimes, to meet all children's care needs.

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Leadership and governance Expected standard

Furthermore, the childminder understands the importance of continuous professional development. Although, she has kept up to date with changes to the early years foundation stage and completed statutory training, she would benefit from further developing her knowledge and skills to improve the outcomes for all 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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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 eager to join in activities the childminder provides. The childminder fully considers children's individual interests and builds on their next steps in learning. Children are the heart of the childminder's planning and teaching. For example, when children express their interest in looking at the letters in a book, the childminder talks about the sounds and finds letters in their name. The childminder follows children's lead, where children sustain attention well. Additionally, children develop their communication and language skills. For example, children continually request to read books, where they repeat new vocabulary modelled by the childminder. Children show enjoyment turning pages and curiously ask questions about the story. Children develop a love of reading and books.

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

The childminder ensures good attendance practice for all children. The childminder works with parents, sharing attendance procedures to follow, and has devised an effective attendance monitoring system. The childminder is very welcoming to all children and their families. The childminder supports children to settle into her provision, offering settling sessions, toys of interest, comfort and reassurance. This helps children settle quickly to access the learning available. She knows the children well. Children form close bonds, where they actively seek out the childminder for quality interactions. Children move around the environment with ease, accessing resources and toys of interest. Children feel safe and secure.

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

Children are becoming more confident and resilient. For example, children show a positive attitude to persist in building a tower that keeps falling. The childminder encourages children to try again. Children show pride in their achievements. They comment, 'I did it!' This supports children to tackle challenges positively with a 'can-do' attitude to learning. This also helps prepare them for their next stage in education. However, the childminder should regularly reflect on her practice to develop her teaching and interactions further. This will support all children to make the best possible progress. Further to this, the childminder should engage in ongoing continuous professional development to strengthen the education and care she has to offer.

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Next steps

The childminder should regularly reflect on the effectiveness of her provision to strengthen her teaching and interactions even further. The childminder should instil a culture of continuous professional development to make a sustained difference to children's outcomes.

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About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:00

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Address:

Local authority: Nottinghamshire County Council

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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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3 to 3

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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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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