Kubies, Grazyna Anna

Childminder

Unique reference number (URN): EY415965 Registered with Ofsted: 03/12/2010 Registers: EYR, CCR, VCR

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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 confident and independent learners. They are thriving at the setting. Children make progress across all areas of learning from their starting points. They learn new skills and are prepared for the next stage of their learning. Children develop strength in their hands and fingers. For example, they use a range of equipment to pour, empty and fill pasta from one container to another. In addition, they develop their mathematical knowledge as they learn about size, amount and weight, while exploring sensory experiences. Generally, children learn how to play socially with others, such as how to take turns and share. They express themselves and most know how to communicate using sentences. Children develop a love of books. They often help themselves to books from the shelves to look at. Children have an awareness of how to look after their bodies, including the importance of washing hands and eating healthy meals. They are keen to try new foods, such as kiwi, blackberries

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Behaviour, attitudes and establishing routines Expected standard

Children know their routines well. For example, they line up by the wall and wait for their name to be called before heading down the steps to wash their hands. The childminder assists children as required. Children confidently express their needs to the childminder, for example, when they need the toilet or when they become hungry or tired. The childminder is responsive to children's needs and has clear expectations for behaviour. The childminder explicitly praises children for what they do well. She is a very positive role model. During occasional incidents of poor behaviour, the childminder swiftly intervenes. She talks to children about their actions and how they may make others feel. The childminder provides children with high levels of care and support when they are upset and helps them to understand their feelings. The childminder is keen to continue to support children to learn right from wrong and what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports parents and carers with attendance. Generally, children are engaged and sustain high levels of engagement. They show a desire and willingness to join in. Children typically play cooperatively together during group activities. At times, some younger children are not supported to sustain their engagement, particularly during group activities.

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Children's welfare and wellbeing Expected standard

Children's physical health is supported well. The childminder encourages children to try new foods, and she provides a highly nutritious menu that they thoroughly enjoy. For example, children enjoy avocado, hummus, peppers and carrots alongside their lunch. They help themselves to drinking water. The childminder supports children to learn hygiene routines. For instance, they learn to wash their hands and wipe their nose. Children have plenty of opportunities to play outside and go on various outings in the local area. The childminder supports parents and carers and children to learn about the importance of oral health. Children form secure bonds with the childminder. They seek the childminder out for reassurance and help when required. The childminder adapts routines, in order to follow children's individual needs. For example, she provides children with time to sleep when needed. The childminder supports children to learn about their emotions. For example, she

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Children's welfare and wellbeing Expected standard

labels emotions and recognises what has caused them to be upset. There are times when children require more support to understand the impact of their behaviour on others, to support friendships and a harmonious environment. The childminder is aware of this and is working to promote children's understanding of their actions. She talks to children about the importance of playing safely.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of the different ways that children learn. She uses assessments to identify what children already know and what they need to learn next. The childminder provides a mixture of adult-led and child-led learning experiences for children to engage with. These are based on children's development, next steps and interests. The curriculum is ambitious and is generally sequenced well to help build on children's knowledge over time. The childminder models language for children to hear and provides new words to help extend their vocabulary. For instance, when children are reading a story and call the dinosaur 'big', the childminder describes it as being 'gigantic'. Children enjoy songs as they use puppets and join in with the actions and words. The childminder supports children's knowledge of number and shape, for instance, as they construct using magnetic shapes.

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Curriculum and teaching Expected standard

Children's physical development is prioritised. They have lots of opportunities to be physically active in their play, both inside and outside. Children show enthusiasm to join in with the physical actions during rhymes and songs, including jumping and hopping. During adult-led and child-led experiences, children typically show eagerness to get involved and generally display appropriate levels of engagement. The childminder supports children to start to learn how they can share and play cooperatively with each other. The childminder does not consistently evaluate the overall quality of teaching that children receive, with an aim to continually raise the quality of education and care.

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Inclusion Expected standard

The childminder knows children and their families well. She finds out key information about children's backgrounds, needs and development before they start. The childminder identifies barriers that children may face and puts strategies in place to help overcome these. For example, she learns key words in home languages to support children who speak English as an additional language. The childminder regularly observes and assesses children's development as their needs change. This helps her to identify any gaps in children's knowledge and skills. The childminder sets appropriate next steps for children to achieve. This helps to ensure that children with special educational needs and/or disabilities make continued progress in their learning from their starting points. The childminder has secure knowledge of how to use additional funding to have the best impact on children.

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Inclusion Expected standard

The childminder generally refers to other professionals when significant gaps are identified in children's development. She implements the advice given. The childminder also provides information to parents and carers about how they can support their child at home. The childminder is keen to continue developing her knowledge of how to promote children's speech and language skills. At times, where early, low-level gaps are identified in children's communication and language development, the childminder does not swiftly engage with other professionals to ensure that children consistently receive the early help they require.

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Leadership and governance Expected standard

The childminder promotes the wellbeing of any assistants she works with. She takes proactive steps to help manage their workload. The childminder attends some training courses and completes webinars to enhance her knowledge in some areas, with a focus on supporting the needs of children in her care. She ensures that this learning is shared with any assistants she may work with. This helps to develop their confidence and skills in working with children. The childminder is keen to continue to access training about promoting children's speech and the different ways children learn. She identifies the strengths of the setting. However, the childminder does not consistently consider ways to improve teaching to further enhance outcomes for children's learning over time.

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Leadership and governance Expected standard

The childminder generally works well with parents and carers. She finds out key information about the children before they start at the setting. The childminder keeps parents informed about their child's day, activities, development and progress. Parents value the feedback they are given, which includes information for how they can continue their child's learning at home. The childminder shares information with other settings children are due to attend. This helps to ensure that children receive consistency in their care.

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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 happy at the setting. They have secure bonds with the childminder, who is responsive to their individual needs throughout the day. She supports children to develop social skills, such as playing together and taking turns. The childminder reminds children of the rules and boundaries, talking gently about their actions and how they may impact on others. Children typically have a clear understanding of what is expected of them. For instance, they say their hands are for 'helping, holding and sharing'. The childminder provides care and support to children when they become upset.

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

The curriculum is ambitious, varied and covers all areas of learning. The childminder knows children well and uses their interests to plan for their next steps in learning. She plans a range of learning experiences for children to get involved in. Generally, children show an eagerness to engage. They enjoy stories and books and are keen to share their knowledge of their favourites. For instance, they know that the dinosaur is pretend and that it flies in the sky. Children develop their knowledge of mathematics as they explore weights, for instance. The childminder asks questions to help children to think, such as what they might need to add to help one side of the scale lift up. Children confidently shout out, 'We need to add more.'

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

Children make continued progress in their development from their starting points. The childminder shares key information with others, which helps give children consistency in their care and learning. The childminder identifies gaps in children's development. She generally works well alongside parents and carers and other professionals to help close gaps. The childminder identifies any barriers children may face and makes the required changes to ensure that they can participate, for example, ensuring that resources are accessible for all children as they play. This together ensures that children with special

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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About this setting

Local authority: Wandsworth educational needs and/or disabilities, or other barriers to their learning, receive the support they require.

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Next steps

The childminder should develop her knowledge of how to support children with early language delays to ensure that they consistently receive the help they require in a timely manner. The childminder should ensure that she fully evaluates the quality of teaching to enhance the implementation of the curriculum, raising outcomes for children's learning over time. The childminder should support younger children to understand and manage their behaviour and to sustain their engagement even further as they play.

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About this inspection

The inspector spoke with the childminder, assistants 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.

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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. 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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