Taouil Rachida

Taouil Rachida

Unique reference number (URN): EY364548 Address: 18 Montgomery Court, St. Thomas Road, LONDON, W4 3LE Type: Childminder Registered with Ofsted: 13/11/2007 Registers: EYR, CCR, VCR Registered person: Taouil, Rachida

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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 happy and confident, and they develop a positive attitude towards learning. They communicate effectively to each other as they play and develop effective listening skills as they negotiate what they want to play. Children happily take turns during games, such as hide and seek, and are kind and caring to each other. Children are well prepared for the next stage in their learning and confidently talk about going to school and nursery.

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Achievement Expected standard

Children develop secure fine motor skills and are independent. They enjoy drawing and use collage materials effectively. They persevere at more challenging activities as they work how to get objects to stick together. Children develop a secure knowledge of mathematics as they confidently count objects and recognise numerals.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm and nurturing environment where children feel emotionally secure and understand familiar routines. She knows the children really well and is kind and caring. The childminder has high expectations for children and acts as a positive role model for behaviour. As a result, children are kind and caring, learn to share and play well together. When playing group games, children learn to negotiate between themselves who should take on the different roles and the childminder gives gentle reminders when needed. Through their play, children have lots of opportunities to consider each other's needs and put what they have learned about sharing into practice. For example, the childminder encourages children to ask each other for materials to stick on their pictures. The childminder encourages prompt and regular attendance with parents and understands the need to follow up promptly if necessary.

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Behaviour, attitudes and establishing routines Expected standard

The childminder gives praise and encouragement for children's attempts and achievements. This promotes their self-esteem and confidence effectively.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's welfare and wellbeing effectively. She creates a calm environment where children feel secure and confident to explore. The childminder knows the children well and adapts her practice to meet their individual needs.

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Children's welfare and wellbeing Expected standard

The childminder encourages children to learn about healthy lifestyles. She provides healthy and nutritious home-made meals and snacks. She sits with the children at mealtimes and talks to them about their food and the effects it has on their bodies. Children also enjoy regular walks and visits to local parks and playgrounds, supporting their physical development.

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Children's welfare and wellbeing Expected standard

The childminder has set up an effective routine, and children know what is expected of them. Children learn to be independent and manage many tasks themselves, including toileting, putting their own shoes and coats on and feeding themselves. Children also learn about the importance of handwashing and confidently do this before meal and snack times.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of her curriculum and how children learn. She plans a variety of activities based on children's interests and what she wants them to learn next, supporting children's ongoing progress effectively.

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Curriculum and teaching Expected standard

The childminder places a strong focus on mathematics. She supports children to develop their skills and understanding through a wide range of activities. This includes through daily activities as they count how many objects they have. She encourages children to recognise numerals and provides simple addition challenges. The childminder models speaking and listening skills well. She regularly talks with children and encourages them to talk to each other. During activities, she describes what they are doing and asks questions to extend their learning and vocabulary.

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Curriculum and teaching Expected standard

The childminder skilfully adapts her activities for children's different ages and stages of development. She knows how to adapt her practice further if she cares for any child facing any barriers in their learning. At times, the childminder does not give children opportunities to express their own ideas creatively. Although children enjoy colouring in pictures and books, they could be provided with more opportunities to draw their own pictures and express their own ideas.

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Inclusion Expected standard

Although there are currently no children on roll with special educational needs and/or disabilities (SEND) or who are known to social care or children who are eligible for funding, the childminder demonstrates an understanding of inclusive practice and early intervention. She confidently describes what she would do if she identified any developmental delays in children's learning through ongoing observations and assessments. She has previously accessed training around supporting children with SEND and uses the skills she has learned to support the children in her care. She understands how to adapt her practice and environment to support children with SEND. The childminder is confident to seek external support for children where necessary.

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Leadership and governance Expected standard

The childminder reflects on her provision, looking at what is working well and what she could do to improve the outcomes for children. She attends regular training, which has a positive outcome on her practice but understands she could do more to improve it even further.

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Leadership and governance Expected standard

The childminder works closely with parents and keeps them up to date and involved in their children's learning. For instance, they have daily discussions and regular meetings to share updates on children's development. The childminder also collects ideas from parents, including what children are interested in at home, to further support learning in the setting. Although the childminder does not have any child on role with special educational needs and/or disabilities or who is known to social care or children eligible for funding, she does have good links with other professionals, such as the local authority and local schools, and understands the importance to seek advice if she has a concern about a child's development. The childminder also meets with other childminders in the local area, providing opportunities for children to socialise with other 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 learning and thrive in the happy, home-from-home environment the childminder creates. They listen well and develop kind and caring relationships with each other and the childminder. Children learn how to manage their behaviour and feelings and confidently express themselves. The well-embedded routines help children understand what is expected of them and, as a result, children behave well. Children explore and learn enthusiastically through a wide range of activities. For example, children delight in taking part in arts and crafts activities. The childminder uses their interests to promote children's early understanding of mathematics as children colour objects and count them. Older children then play number recognition games and enjoy simple addition challenges.

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

Children develop independence and make steady progress from their starting points and learn some useful skills in preparation for their next stage of learning. The childminder understands how to identify and support children who need extra help in their learning and uses some effective teaching.

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Next steps

The childminder should provide more opportunities for children to express their own ideas and concepts through creative activities. The childminder should explore a range of training opportunities to enhance her practice even further.

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About this inspection

The inspector spoke with the childminder and the children during the inspection.

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About this inspection

We carried out this inspection under section 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:

18 Montgomery Court St. Thomas Road LONDON W4 3LE

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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