Fagen, Anne Marie

Fagen, Anne Marie

Unique reference number (URN): 2746165 Address: 3 Oak Bank, Croydon, CR0 9EA Type: Childminder Registered with Ofsted: 21/09/2023 Registers: EYR, CCR, VCR Registered person: Fagen, Anne Marie

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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

Overall, children achieve well from their starting points, including those with special educational needs and/or disabilities and those who face barriers to their learning. Younger children develop secure communication and language skills. For example, they name objects, such as 'car' and 'ball', as they play. They learn about language as they join in with simple songs and rhymes. Older children make secure progress in their communication and language skills and are developing a wide vocabulary. For instance, they speak in clear sentences at mealtimes and confidently describe places they have visited.

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Achievement Expected standard

Children acquire secure independence skills. They wash their hands before eating, and younger children learn to feed themselves. They help to tidy up after play. Children have secure physical skills. Older children climb confidently while younger ones practise their walking skills as they push wheeled toys around the garden. Generally, these skills help prepare children for the next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a happy, calm environment where children feel safe. Children settle securely and feel confident. This is because the childminder has built trusting relationships with children where they experience reliable care and reassurance. Typically, children act in positive ways, with older children adopting a nurturing role by looking after the younger ones. For example, older children warmly greet younger children as they arrive and offer them soft toys.

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Behaviour, attitudes and establishing routines Expected standard

The childminder values each child and has established a culture of kindness where children generally learn to play well together and respect each other. She sets clear and appropriate expectations for behaviours that consider different developmental stages. For example, she talks to older children about how their behaviours affect others and works with them to identify positive solutions. The childminder uses praise to promote positive behaviour. She uses distraction techniques to manage the behaviour of younger children.

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Behaviour, attitudes and establishing routines Expected standard

The childminder talks to parents about the importance of regular attendance and how it supports children's progress. She also expresses to parents the value of regular attendance in preparation for school.

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Children's welfare and wellbeing Expected standard

The childminder keeps children safe by carrying out daily health and safety checks, indoors and outdoors, to reduce the risk of hazards. She teaches children how to act with care and caution, such as promoting their awareness of road safety. The childminder gives children clear guidance on how to interact safely with animals and teaches them not to approach unknown dogs. The childminder provides safe and suitable routines, such as sleep times and mealtimes that meet children's individual needs. She ensures that children are supervised well during these times to keep children safe. The childminder actively promotes healthy lifestyles through informative discussions on nutritious eating. For example, at lunchtime, she explains how food gives children energy for play. She ensures that children have plenty of fresh air and daily physical challenges.

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Children's welfare and wellbeing Expected standard

The childminder has warm relationships with children and talks with them about how they are feeling each day. She uses visual resources, such as picture cards of different emotions, to help children understand a range of feelings. This helps children to develop understanding of themselves and others.

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Curriculum and teaching Expected standard

Overall, the curriculum offers a wide variety of stimulating, open-ended activities that cover areas of learning effectively. The childminder ensures that the curriculum is suitable for all children, including those requiring extra support. She prioritises children's physical, personal, social and emotional development. Children acquire secure physical skills through targeted activities, such as climbing and balancing. The childminder organises simple games where children learn how to throw and catch balls. This supports their physical coordination. Generally, the childminder supports children's communication and language skills effectively. She fosters children's thinking through effective questioning and suitable challenges. The childminder sings songs and rhymes and shares stories with children.

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Curriculum and teaching Expected standard

The childminder fosters younger children's development successfully. For example, she supports their imaginative play as they use toy vacuum cleaners and asks them if they are tidying up the house. The childminder provides different tools and materials, such as paint, paper and cutting and sticking activities, to support children's creative development. The childminder uses opportunities to teach mathematics during play and routines. For example, she teaches children words such as 'long' and 'short' to compare the lengths of the snake models they create. The childminder counts the time it takes for a child to steer a wheeled toy across the garden.

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Curriculum and teaching Expected standard

Children enjoy using play dough, and some show delight as they press and squeeze it into small machines to make 'squiggly hair'. However, at times, they lose focus and are easily distracted because there are too many tools and resources to choose from. This does not help children to develop their concentration skills.

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Inclusion Expected standard

The childminder has a secure understanding of each child's development. She finds out about children's starting points and uses regular observation, including progress checks for children aged between 2 and 3 years, to determine children's skills. The childminder uses this information proactively to identify if a child is falling behind in their learning. This helps ensure that no gaps in learning go unnoticed.

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Inclusion Expected standard

The childminder is skilled at differentiating activities, tailoring her approach to meet each child's unique needs. She reviews activities and routines and skilfully adapts them when necessary to ensure that she continues to meet children's individual needs. The childminder has a secure understanding of relevant professionals who can offer further support, such as doctors and health visitors. The childminder encourages parents to contact these professionals for further advice, where required. This approach promotes early intervention to provide the best support for children who are falling behind in their learning.

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Leadership and governance Expected standard

The childminder evaluates her provision and explores ways to enhance it to promote the best outcomes for children. She sets suitable goals to build ongoing improvements to meet the needs of all children, including those with additional needs. The childminder works effectively with parents by providing regular updates on children's care and learning. She does this in flexible ways to meet the differing needs of parents. For instance, she sends secure electronic messages and offers daily verbal feedback on children's progress and activities to parents.

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Leadership and governance Expected standard

The childminder works together with parents to support children's individual development in different areas, such as weaning and toilet training. She works successfully with her assistant. They support and advise each other and discuss their provision to enable children's secure progress. For instance, they discuss children's next steps for learning and plan activities together to meet children's individual needs, including those children with special educational needs and/or disabilities. Overall, the childminder keeps her skills and knowledge up to date, for instance, by attending first-aid training updates. However, the childminder does not tailor her professional development to meet her specific needs. This means that courses attended, while helpful, do not always address the particular training needs of the childminder to promote the best outcomes for 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 enjoy their time in this joyful, stimulating environment where they have close attachments to the childminder. The childminder welcomes children warmly into her home and shows them gentle affection. She is kind and caring and helps children settle in well. For example, the childminder finds out about children's interests and skills upon their arrival and incorporates them into various activities. This helps children engage with and enjoy activities and feel secure. The childminder values each child and is mindful of their individual needs, including those who need extra support. She plans activities and routines that work best for children. Children feel safe and secure and get along well with each other. For instance, children play cooperatively as they engage in imaginative play with toy cars.

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

Generally, the curriculum is interesting and based on the interests and needs of all children. Children learn useful skills to support their next stage of learning. The childminder helps children develop an understanding of the world. She takes them on regular farm visits that provide first-hand experiences of the natural world. This supports their curiosity and knowledge of animals and environments. The childminder talks to children about dinosaurs, explaining that they have long necks so that they can reach leaves in tall trees to eat. Children use their small-muscle skills to carefully position cars on ramps. They develop an early understanding of cause and effect as they watch cars descend. These activities help support children's progress. Children are independent, confident learners. They learn to do things for themselves, such as choosing whether to play indoors or outdoors. Children attend regularly, develop positive relationships with others and achieve well, overall.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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Next steps

The childminder should organise activities and resources to help children remain focused and develop their concentration skills. The childminder should engage in professional learning that specifically addresses development needs to promote the best outcomes for children.

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About this inspection

The inspector spoke with the childminder and children and considered the views of parents 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

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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