Kolefski, Redina

Kolefski, Redina

Unique reference number (URN): 2740032 Address: 23A Shirley Gardens, London, W7 3PT Type: Childminder Registered with Ofsted: 19/10/2023 Registers: EYR Registered person: Kolefski, Redina

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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 progress well across all areas of learning from their starting points. They are engaged in the learning on offer as this is linked to children's interests and needs. The children demonstrate a willingness to learn and are inquisitive. An example of this is when the story box comes out children want to take part and find out what is inside. This activity supports children's communication and language development. As children are encouraged to listen to the story, some associated props provided also support the children's understanding. Children gain an understanding of the world around them from taking part in activities such as planting onions. Children look after these, this helps to support children's learning around care and respect for living things. The children will then cook and the produce when it is ready to be harvested.

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Achievement Expected standard

Children develop the skills and knowledge they need for their next stage of development including for school. An example of this is children being able to put their own coat on. Children are also able to express their own wants and needs appropriately. This supports the children's confidence and independence.

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Behaviour, attitudes and establishing routines Expected standard

Behaviour is typically well managed in the setting but it is something that the childminder is working on. She is focusing on helping the children with their sharing skills as she observed children snatching toys from each other. She has highlighted this as an area for development and wants to increase her support and provide a positive environment for all children in her care. The childminder models kindness and care in her practice; this ensures the children have a trusting relationship with her. The childminder provides a safe and calm environment and children have a close relationship with the childminder. This helps children develop some aspects of their personal, social and emotional skills. Children learn through the routines of the day; the childminder supports their understanding by a visual timetable and this helps children have a positive attitude to their learning, helping them play and

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear attendance procedures in place, to ensure that children attend the setting. She also knows the importance of children attending the setting and has a policy on how to follow up on absences. Attendance is positive at this setting.

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Children's welfare and wellbeing Expected standard

The childminder supports a settling and smooth transition for children in her care. Children quickly form secure attachments with her. This is because she acknowledges the children's emotions and responds sensitively to their needs. She also shows a real passion for her work and care for the children in her setting. The childminder knows children well and therefore knows their individual needs. For example, as she knows who could benefit from a more-focused activity or role such as being the helper, to help keep children's concentration during carpet/circle time. The childminder ensures that good hygiene routines are in place in the setting, such as children washing their hands before snack and mealtimes. The childminder makes all food on site, fresh and provides the children with a variety of fruit and vegetables. She follows the early years foundation stage nutrition guidance. Mealtimes are sociable for the children, and

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Children's welfare and wellbeing Expected standard

the childminder models expected behaviours. Children develop independence skills by feeding themselves and choosing fruit from a platter. This supports the children to develop an understanding of healthy lifestyles and gain useful skills for life.

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Curriculum and teaching Expected standard

The childminder offers a curriculum with a strong focus on communication and language development. For example, she uses stories and songs to theme the children's knowledge and understanding. This is supported by physical props to help the children to expand their vocabulary and experiences. An example of this is the story of 'Dear Zoo', the childminder read the story with the children and provided physical props to extend their focus and understanding. She also aims to take them to the local zoo to expand the children's learning further.

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Curriculum and teaching Expected standard

The childminder knows the children well and therefore knows their next steps in learning. Children have a close beneficial bond with the childminder. Children seek her out for comfort and support when needed. The childminder responds to them appropriately, and builds their personal, social and emotional development. As a result, the children feel safe and secure in her care.

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Curriculum and teaching Expected standard

Children are supported to build their physical development though a range of activities, such as using pinchers, to pick up the fruit at snack time and using ride-on cars in the outside area. This supports the children to build their large and fine motor skills. Early mathematical concepts are taught and planned into the day such as time, as the childminder uses words like now, next and later with the support of the visual timetable.

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Inclusion Expected standard

The childminder meets the individual needs of children for example using visual timetables to support the children's understanding of what is happening next. This does help children with English as an additional language. However, the childminder's other strategies and teaching to support children with EAL are not as embedded or as effective. She does not ensure she uses every opportunity to support children's language development. The childminder uses her assessments of children to inform her planning and shares this information with parents; this supports children to make progress from their starting points. This enables them to have a consistent approach both at the childminders and home.

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Inclusion Expected standard

The childminder does not currently have any children on roll with special educational needs and/or disabilities. She is aware of where she can get support for those children if needed, such as from other agencies. The childminder is currently not receiving any early years pupil premium funding. However, she is aware that she would spend this on the needs of the children to support their next steps.

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Inclusion Expected standard

The childminder considers the environment to promote positive inclusion and development. For example, the children benefit from learning about the other children's cultures who attend the setting. The childminder promotes British Values and the children's understanding of the world around them. This helps them feel valued, creates a sense of belonging and security for the children at the setting.

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Leadership and governance Expected standard

The childminder has strong bonds with the families she works with, providing clear information about the setting and the children's learning and development. This supports working with parents as partners to share information about the children and their next steps in learning, helping provide consistent support for children.

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Leadership and governance Expected standard

The childminder reflects on her provision, using feedback from the families. She considers the opportunities she offers children and how these relate to their learning and development. She is very passionate about what she does and the experiences she offers the children in her care. For example, she is now growing onions with the children, to serve in meals for them, so they learn about the world around them and where things come from. This also helps children to be motivated and engaged in learning.

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Leadership and governance Expected standard

The childminder currently engages with the local authorities training offer. She has commented on how it has supported her to develop her own skills and knowledge on being a childminder. However, the childminder should also engage with more training to support children with English as an additional language and develop her own professional practice further.

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

The childminder provides the children in her care with a warm and safe environment, where the children feel happy and enjoy going to the setting. The childminder is very passionate about what she does. She offers a calm environment as well as some exciting activities for the children to explore, such as stomping toy dinosaurs in the play dough. The childminder supports children to settle into the routines of the setting by providing a visual timetable, helping their understanding. This also supports the children to feel safe and secure at the setting.

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

The children are keen to join in the activities that are on offer and explore the toys and resources available to them. For example, in the outside area, the children investigate the bubbles and how to make the biggest bubbles. This supports not only the children's physical development but also their understanding of the world and maths skills. The childminder's

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Address:

Registered person: Kolefski, Redina curriculum helps children to be prepared for their next stage of development or transition to school. For example, she supports children's independence skills such as feeding themselves and putting their own coats on. The childminder keeps parents up to date of what the children are currently working on and their next steps. This ensures consistency between the childminder and home. The childminder is keen to support children with barriers to their learning and offers some effective support at times for children with English as an additional language.

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Next steps

The childminder should identify further training that will help her to support children's communication skills further, including those with English as an additional language. The childminder should consistently support children's best possible behaviour, including teaching children how to share toys and resources.

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About this inspection

The inspector spoke with the childminder 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. Register(s): EYR

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About this inspection

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

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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