Varga, Miss Aniko

Varga, Miss Aniko

Unique reference number (URN): EY388164 Address: 7 St. Peter's Road, Edmonton, London, N9 8JJ Type: Childminder Registered with Ofsted: 09/07/2009 Registers: EYR, CCR, VCR Registered person: Varga, Miss Aniko

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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 provides an extremely calm and nurturing environment for children. Children enjoy cuddles throughout the morning, and delight in the childminder's enthusiastic interactions with them. Children are extremely settled and are confident to explore and engage with the learning opportunities on offer. The childminder provides an abundance of praise and encouragement to children, which helps develop high levels of self-esteem.

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Behaviour, attitudes and establishing routines Strong standard

Children display impeccable behaviour and manners. They say please, thank you' and 'bless you' without prompt. Children play extremely harmoniously together. They share and take turns without needing to be asked. They show kindness and empathy towards each other. For example, as they all lay on the floor to share a story, they make sure everyone can see and they are not in each other's way.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children based on their ages and stages of development. Children display a clear understanding of the expectations of the setting. They help to tidy up when they are finished with resources. Children discuss with animation the fire drill they took part in. They explain where the assembly point is and that they must leave without taking any toys. The childminder consistently works in partnership with parents to emphasise the importance of attendance and punctuality. She explains that where there are any barriers to children attending, she would seek to look at how she can support parents to improve attendance.

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Children's welfare and wellbeing Strong standard

The childminder is highly consistent in ensuring that children's care needs are met with sensitivity and respect. She approaches personal care routines calmly and gently, always seeking children's permission before changing their nappies. As a result, children feel secure, valued and fully cooperative during these moments.

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Children's welfare and wellbeing Strong standard

Nappy changing time is used extremely well as an opportunity for connection and communication. The childminder engages children in warm, one-to-one conversations about their day, offering reassurance and building strong, trusting relationships. She enhances these interactions further by singing familiar rhymes, sharing playful moments and gently tickling their tummies, which brings joy and laughter. These nurturing exchanges support children's emotional wellbeing and help them associate care routines with comfort, trust and positive attention.

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Children's welfare and wellbeing Strong standard

The childminder places children's health and wellbeing at the heart of daily practice. Through consistent and effective routines, modelling and meaningful conversations, children quickly develop positive attitudes towards keeping themselves safe and well. Even from an early age, they are encouraged to make choices that support their individual physical and emotional health needs, such as recognising when they need a drink, asking for a rest or choosing appropriate clothing for the weather. The childminder praises children as they independently pause during their yoga session to help themselves to a drink of water.

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Inclusion Strong standard

The childminder ensures that when children begin with her there are in depth discussions with parents about children's development. This ensures that starting points are accurately identified and assessed. The childminder is consistent in making sure that barriers children face are swiftly identified and effectively addressed. For example, where children speak English as an additional language, the childminder quickly puts in place strategies to successfully support them using key words from home and visual prompts alongside the promotion of English. Where necessary, the childminder works with parents to quickly access speech and language support that helps children further develop their communication skills. Reports to support children are shared with the setting and the childminder ensures that adaptations are systematically and skilfully made within the ambitious curriculum. These make sustained difference to the opportunities and experiences

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Inclusion Strong standard

of children that allow them to make progress in all areas of their development.

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Inclusion Strong standard

The childminder has attended training around providing an inclusive environment for children. She demonstrates a clear understanding of the importance of continuously assessing, planning, implementing and reviewing children's progress through the curriculum to swiftly identify any gaps. Although the childminder does not have any children claiming additional funding at present, she is aware of the importance of promoting this to parents and for ensuring that funding, such as early years pupil premium, is used effectively to bridge any identified gaps.

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Leadership and governance Strong standard

The childminder is extremely passionate about her role and demonstrates a clear understanding of her setting's strengths, priorities and context. She has established highly effective partnerships with parents, ensuring communication is open, consistent and meaningful. Parents receive daily updates about their children's routines, learning and development, which helps them feel well informed and confident about their child's progress.

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Leadership and governance Strong standard

The childminder actively supports parents to extend learning at home, providing thoughtfully designed activity packs and practical ideas that build on children's interests and next steps. Parents speak extremely highly of the childminder, describing her as 'responsible, supportive' and 'warm'. They value the advice and guidance she offers, particularly around developmental milestones, such as reducing dummy use or encouraging independence.

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Leadership and governance Strong standard

The childminder is committed to her own professional growth and invests consistently in ongoing training to deepen her knowledge and strengthen her practice. She works collaboratively with other professionals involved in children's care, learning and development, ensuring a joined-up approach that benefits every child. The childminder has embedded a strong culture of continuous improvement within her practice. She regularly seeks feedback from families and others who use her service. This information is used thoughtfully to enhance her provision, refine routines and strengthen the overall quality of care and learning she provides. For example, following feedback, the childminder has enhanced the range of outdoor experiences she provides to children, promoting physical development even more strongly.

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Achievement Expected standard

Children make excellent progress through the curriculum and are well prepared for their next stage of learning, they follow simple routines and understand what happens next in the day and make choices about their play.

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Achievement Expected standard

Children are exposed to a wide range of contextual language, such as the introduction of the shape hexagon while using shape puzzles. Children recall words they learnt previously, such as pointing and saying 'skeleton', when looking at the front cover of a human body book.

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Achievement Expected standard

Children are curious learners. They are extremely eager to take part in activities and experiences. They show a real 'can-do' attitude and try hard, developing resilience as they work together to solve problems. Children concentrate well in tasks. However, this concentration can sometimes be interrupted due to background music. For example, as the children's favourite nursery rhyme begin to play they loose concentration and they do not benefit fully form the planned learning. This can mean children lose the thread of what they are doing, needing gentle reminders to get back on track.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of the quality of her curriculum and what it is she wants children to learn next. The curriculum is carefully designed to allow children to practise the skills they have already mastered but also to extend and build on their individual next steps. The childminder is precise in her assessment of children, she understands what children know and can do and she tailors her teaching to ensure that she is meeting the needs and stages of development for all children, including those with special educational needs and/or disabilities. For example, the childminder provides different resources for a painting activity, understanding that some children do not like to get their hands messy and doing so may prevent them from joining in.

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Curriculum and teaching Expected standard

The childminder places a distinct focus on supporting children's language skills. She provides an environment that is rich in language, through stories, songs and narrative. Children have wide vocabularies and are beginning to express themselves more fluently. The childminder, however, often poses closed questions to children, often only requiring a one-word answer. Using more open-ended questions would help to extend children's thinking and encourage them to express their ideas more fully.

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Curriculum and teaching Expected standard

The childminder supports children to develop their mathematical knowledge. Children correctly identify 2D shapes as they complete a shape sorter puzzle. In the water tray, children use tools such as pipettes, jugs and small cups to identify different colours of pom- poms and sort them into matching bowls. Children's physical, personal, social and emotional development is prioritised. Children take part in yoga sessions that support them to not only move their bodies in different ways and develop core strength but also breathing techniques and how to self-regulate.

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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 provides an extremely stimulating and awe-inspiring environment that captures the children's imaginations and thirst for learning. The childminder is skilled at providing learning opportunities that encourage children to explore ideas in depth. For example, as the childminder focuses on colour recognition, children paint a foiled paper with different colours. They point with glee as they make marks and colours begin to merge making new colours, they learn what colours they need to mix to make purple and orange and help each other to try new combinations. Sensing children's engagement, the

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About this setting

childminder extends this by taping the foiled paper onto the shower wall and uses the shower hose to wash off all the paint. Children are amazed and there are exclaims of 'wow' as they watch fascinated as the paint washes off and merges, forming different colours in the bath. They point and excitedly shout which colours they see, however, there are missed opportunities to further use open-ended questions to encourage children to describe what is happening and why.

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About this setting

The childminder has extremely high expectations of children. Children are independent in all tasks, from taking off their shoes or aprons after water play, to washing their hands and feeding themselves at mealtimes. They understand that the childminder is close by to help if needed but they are active and competent problem solvers. Children show pride in their accomplishments, developing high levels of confidence and self-esteem as they, along with the childminder, jump up and down, clapping and shouting, 'I did it', as they finish a shape stacker they previously were unable to do independently.

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About this setting

The childminder promotes a love of reading and books. Children snuggle together with the childminder, and each choose a story to share. This promotes choice and democracy within the setting. Children enjoy sharing their knowledge of the story, they discuss what they see on each page and join in with familiar refrains. Children sit and enjoy stories independently. They turn the pages carefully and use the illustrations to retell the story in their own words.

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Next steps

The childminder should continue to strengthen children's communication and language by using open-ended questions that prompt children to think and respond more fully. The childminder should minimise distractions in the environment, such as music, to help children maintain attention during focused activities.

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About this inspection

The inspector spoke with the childminder, parents and children 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): EY388164

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Address:

7 St. Peter's Road Edmonton London N9 8JJ

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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

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Urgent improvement

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Urgent improvement

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