Jassen, Catherine Louise

Jassen, Catherine Louise

Unique reference number (URN): EY420768 Address: 20 Carlton Park Avenue, London, SW20 8BL Type: Childminder Registered with Ofsted: 17/02/2011 Registers: EYR, CCR, VCR Registered person: Jassen, Catherine Louise

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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 Strong standard

All children, including children with special educational needs and/or disabilities, make clear progress across all areas of learning. They learn and use a wide range of vocabulary in context and demonstrate well-established social skills with both adults and their peers. They clearly communicate their feelings and preferences and are confident and independent learners. Younger children have the time and space to develop essential self-care skills, such as wiping their own noises and disposing of tissue correctly.

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Achievement Strong standard

Children develop strong physical skills and coordination. They regularly explore outdoors where they develop their muscles though climbing and balancing. Children confidently use their mathematical knowledge naturally during routines and play. For example, they count, estimate and measure as they explore activities with rice, filling tubes and predicting how much more is needed. They sing counting songs and use simple problem-solving skills. When out in the community, they recognise numbers on doors and learn about the world around them. Children learn to identify and manage risks safely, becoming resilient, capable learners who are well prepared for the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

The childminder and her assistants have consistently high expectations for children's behaviour and model positive, respectful interactions. Children behave extremely well and treat one another with kindness and consideration. They learn good manners, listen to each other and develop strong friendships. As they play, children learn to take turns and share resources, supported by adults who gently guide them and praise their achievements. Children understand daily routines because adults skilfully prepare them well for what will happen next. They give children plenty of warning during transitions, so they feel secure and ready. For example, adults use a sand timer to show how much playtime remains before tidy-up time. Children respond enthusiastically and work together, proudly calling out 'teamwork!' as they help to tidy up the resources.

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Behaviour, attitudes and establishing routines Strong standard

Adults support children effectively to understand and manage their feelings. They help children identify how they are feeling and why. Staff also use clear pictorial cues, which help all children, including those with special educational needs and/or disabilities, understand expectations and follow routines confidently. This creates a calm, harmonious and happy environment where every child feels secure. The childminder works closely with parents to promote good attendance, helping children develop positive habits that support their future learning. Parents speak highly of the setting and comment on how much their children enjoy attending.

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Children's welfare and wellbeing Strong standard

Children are very happy, secure and deeply settled in the care of the childminder and her assistants. They form close emotional bonds with the adults, who offer consistently kind and nurturing interactions. Children with special educational needs and/or disabilities receive attentive support that meets their individual needs and helps them feel fully included. These strong attachments give all children the confidence to explore, play and learn.

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Children's welfare and wellbeing Strong standard

Children develop a strong understanding of their physical health. They enjoy ample opportunities to be outdoors, where they build physical confidence through climbing, running and exploring. They benefit from extremely healthy meals and snacks and enjoy an abundance of fresh fruit each day. Through meaningful activities, children learn about good oral health, including which foods help keep their teeth strong.

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Children's welfare and wellbeing Strong standard

Children show high levels of emotional security. Adults support them sensitively to recognise, manage and express their feelings through well-planned activities and consistent routines. Daily routines are exceptionally well organised and reflect each child's individual needs. Adults respond promptly when children show signs of tiredness, ensuring that naps are managed safely and monitored closely. Interactions are consistently respectful. For example, the childminder gently asks for children's permission before changing their nappies and uses soothing songs and rhymes to help them feel comfortable and relaxed.

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Curriculum and teaching Strong standard

The childminder provides a very well-designed curriculum that is implemented extremely effectively to support all children, including those with special educational needs and/or disabilities, to make clear progress from their starting points. The childminder and her assistants have a strong understanding of child development, which enables them to plan exciting, targeted activities based on children's interests. They skilfully adapt learning so that both older and younger children are fully included. Curriculum planning covers all areas of learning, with a strong focus on children's physical, personal, social and emotional development. Supporting children's language and communication skills is a high priority. Adults consistently introduce new vocabulary and create rich opportunities for children to develop their speaking and listening skills. Mathematical development is also a key strength that is woven through a variety of meaningful daily experiences.

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Curriculum and teaching Strong standard

Children who are learning English as an additional language receive highly effective support. Adults use key words and phrases in the children's home languages to help them understand routines. Activities are adapted extremely well, so all children are included and can take part. For example, sensory play is provided at different levels to ensure that every child can access it. Children delight in shared reading and show great enthusiasm for stories, such as 'A Squash and a Squeeze'. Staff adapt stories well for younger children, including using simplified versions with textures to explore. This inclusive practice helps all children access books and develop a love of stories. As the organisation of the book area continues to develop, it will further support children to independently choose and revisit texts.

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Leadership and governance Strong standard

The childminder demonstrates highly effective and strong leadership. She reflects on her practice regularly and evaluates what is working well and what she can develop further. She actively seeks views from parents and children, using their feedback to shape improvements to her setting. The child's voice is central to her approach, and she ensures that children's interests, preferences and needs guide her curriculum and daily routines.

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Expected standard

The childminder is committed to ongoing professional development and completes additional training to strengthen outcomes for children. She is currently deepening her knowledge of speech and language development and is particularly focused on building expertise that supports children with additional needs. This helps reduce barriers to learning and ensures that every child receives the help they need from the earliest stage.

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Expected standard

The childminder provides strong support to her assistants. She ensures that they have access to meaningful training and encourages them to build their confidence and skills. Assistants feel valued and supported, and they enjoy their work. Through careful planning, the team works well together, with each adult taking a clear role that contributes to highly effective organisation and delivery of the curriculum. The childminder also shares her knowledge with other professionals. She mentors local childminders and helps them improve their practice, benefiting a wider group of children and families.

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Inclusion Expected standard

The childminder and her assistants take time to get to know each child and their family, building strong relationships that help them understand children's individual needs. They use careful observations and regular assessments to monitor children's progress and identify any gaps in their learning and development at an early stage. The childminder and her assistants work closely with parents to ensure that all children, including those with special educational needs and/or disabilities (SEND), thrive in their care. They gather information from parents to help them plan activities that support children's next steps. These next steps are meaningful, achievable and reviewed regularly with parents so that everyone works together to support children's ongoing development.

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Inclusion Expected standard

The childminder also works in partnership with her assistants to provide consistent support for children with SEND. Assistants complete targeted training to strengthen their knowledge of children's specific needs, enabling them to offer effective, tailored support. The childminder keeps families well informed about children's experiences and achievements, helping them continue learning at home. She seeks advice from parents and other professionals when additional support is needed. While the childminder works hard to reduce barriers to children's development, she could further strengthen this practice by seeking external professional guidance even more promptly so that children receive targeted help at the earliest opportunity.

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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, including those with special educational needs and/or disabilities, thrive in this warm and nurturing setting. They achieve well and develop a strong sense of belonging from the moment they arrive. Children enjoy their learning and show genuine enthusiasm for the stimulating, well-planned environment around them. They are inquisitive and curious, eagerly exploring activities that help them learn new skills. Children are highly sociable, chatting confidently with each other and with the childminder and her assistants, who respond with consistent kindness and care.

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Inspector:

Laura Brewer Children seek out reassurance when they need it and snuggle up with adults, showing the close emotional bonds they have formed. These supportive relationships help children flourish and feel safe. Children confidently join in with singing sessions, proudly demonstrating their knowledge of familiar songs and rhymes. They eagerly sing 'The wheels on the bus' and share their own ideas for actions and verses. They explore musical instruments with delight, shaking shakers, experimenting with tempo and sound and listening carefully for instructions.

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Inspector:

Children show strong imagination and often become deeply engrossed in their play, demonstrating high levels of concentration. They express themselves through a wide range of creative media, exploring textures, colours and materials with enjoyment. Every child is valued, and adults take great care to ensure that everyone feels included. The childminder and the assistants get to know families well and celebrate each child's home life. For example, children use placemats featuring photos of their families at mealtimes, proudly talking about the people who are important to them. The setting is highly inclusive, and staff respond sensitively to every child's needs. Children benefit from a well-organised mix of indoor and outdoor learning experiences that encourage exploration, creativity and confidence. As a result, children feel happy, secure and excited to learn each day.

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Next steps

The childminder should strengthen the arrangements to support children with special educational needs and/or disabilities by liaising more promptly with external professionals so that children receive targeted help at the earliest opportunity. The childminder should review the opportunities for children to independently access books to further support their pre-reading skills, enjoyment and interest in books and stories.

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About this inspection

The inspector spoke to the childminder, her assistants and the children during the inspection and viewed written feedback from parents.

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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: Jassen, Catherine Louise

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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