Bardhi, Dorinela

Bardhi, Dorinela

Unique reference number (URN): 2742873 Address: 108 Worton Road, Isleworth, TW7 6HG Type: Childminder Registered with Ofsted: 28/09/2023 Registers: EYR, CCR Registered person: Bardhi, Dorinela

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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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing is of high priority to the childminder. She constantly strives to promote healthy lifestyles and embeds these into all that she does. For example, she talks passionately about providing children with healthy meals that consistently meet their special dietary needs and preferences. The childminder creates colourful and enticing home-made meals, which children love. Children gain valuable habits, such as learning about effective hygiene practices and oral health. Children of all ages skilfully develop independence. For example, young children feed themselves while older children scrape their remaining food into the bin, working together to lift the lid and press the foot pedal.

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Children's welfare and wellbeing Strong standard

Children develop close bonds with the caring and passionate team. When children arrive unsettled, they are reassured, cuddled and directed to activities that are known to interest them, helping them to feel secure. The childminder and her assistants are highly respectful. They ask permission before changing nappies or wiping faces and provide commentary to any personal care so that children feel safe. Children's individual care needs are meticulously met. For example, children sleep according to their needs, such as being gently rocked and softly sung to by vigilant adults, who understand safer sleep arrangements.

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Children's welfare and wellbeing Strong standard

Children relish their outdoor play and understand the value of being active. They enjoy playing together, for example taking turns on the see-saw and sharing the chalks to make marks on the easel.

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Achievement Expected standard

Children achieve well and develop age-appropriate knowledge and skills, gaining confidence in their explorations. Overall, they are well prepared for their next steps in learning. Older children thoroughly enjoy their imaginative play. They roll and mould the dough, creating sandwiches and pizzas, developing their small-muscle skills proficiently. Children talk confidently about their fillings and toppings, using language well to express their ideas. At times, they are not given the time to think of solutions for themselves.

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Achievement Expected standard

Children participate enthusiastically in stories and songs, with most demonstrating high levels of engagement. Children, including those with special educational needs and/or disabilities, become more independent as they practise their skills, such as putting shoes on for outdoor play. They also follow daily routines efficiently, such as placing bowls in the sink once they have finished their snack.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children have a positive attitude and engage fully in their learning. They persevere with their chosen tasks, for example collaborating well to complete a puzzle. However, on occasion activities are not always adapted quickly enough to maintain children's attention, such as when they are trying to use paper scissors to cut wet paper.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and are kind to each other. Children are well mannered, for example giving thanks when a compliment is made. Young children are able to express their emotions well. For example, when children are unsettled on arrival, they understand they feel sad and, with the help of the childminder, think about what would make them feel happy. Children, including those with special educational needs and/or disabilities, have the visual resources, such as colour cards and coloured monsters, to express themselves, hence they are listened to and feel secure. For the most part, the childminder is consistent in her practice to ensure children understand behavioural expectations and works closely with parents to promote consistency between the setting and home. However, there are times when the childminder does not guide her assistants well enough to where support is needed to avoid interruptions.

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Behaviour, attitudes and establishing routines Expected standard

The childminder implements effective policies and procedures to promote punctuality and attendance. Children keenly attend and this helps the childminder promote the importance of regular attendance and building firm bonds and friendships within the setting.

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Curriculum and teaching Expected standard

The childminder builds a well-designed curriculum based on children's interests, parents' input and her ongoing assessments. The childminder uses small-group times well to offer targeted support, such as to embed younger children's knowledge of different emotions and to help those who speak English as an additional language build vocabulary. However, she does not always ensure distractions are removed to help children remain focused on their learning.

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Curriculum and teaching Expected standard

Children thrive in the inviting play environment and keenly engage in a rich range of experiences. Leading on from a bear story, young children willingly explore the paint. They concentrate on mixing colours and use a range of tools well, such as rollers and sponges, to paint their bear, gaining physical skills. Although children persevere, the task is not always achievable, and the right support is not consistently provided.

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Curriculum and teaching Expected standard

Older children competently explore two-dimensional shapes. The childminder expertly encourages children to recap on what they know and remember. She uses this knowledge well to introduce new shape names, such as rectangle, making comparisons to shapes children already know. At times, the childminder does not encourage children to share their ideas, for example what circular shapes children know, before providing an example. Older children confidently share their knowledge, for example how stars come out with the moon, making connections well. Children show pride in their achievements and these are celebrated well.

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Inclusion Expected standard

The childminder knows children well and they make secure progress from their starting points. She promptly identifies children's emerging needs and any potential gaps in their learning through effective assessments, knowing what they need to learn next. The childminder works precisely with parents, professionals and other early years settings to ensure opportunities and experiences match children's individual needs. The childminder carefully considers how she can best support those children with special educational needs and/or disabilities and those who speak English as an additional language. She identifies appropriate training, such as Makaton, and how best to support children, for example, with the use of visual cues. The childminder knows where to access support, signposting parents successfully, and has plans on how best to use any additional funding, once received, to help children progress.

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Inclusion Expected standard

The childminder has high expectations for each child, knowing any potential barriers to learning. Overall, meaningful interactions and adaptations motivate children to engage in chosen and focused learning. For example, the childminder uses songs to help those children who struggle with transitions between activities so they know what is happening next. The childminder ensures those children with limited attention remain engaged while they wait for their friends, such as by using a matching game.

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Leadership and governance Expected standard

The childminder is reflective and committed to providing high-quality education and care for all children. She reviews her practice regularly, considering changes in regulation and local authority data, to influence what needs to be done next. She carefully considers the children in her care, for example any emerging needs, changes in circumstances or how best to spend any additional funding. The childminder has forged effective partnerships with parents. This enables information to be regularly shared, reviewed and updated so that the childminder can consistently meet children's individual needs. Parents value the social stories that help to maintain this consistency, for example, in reaching milestones, such as toilet training.

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Leadership and governance Expected standard

Generally, there is appropriate support and guidance for assistants and the childminder carefully considers their workload and wellbeing. Policies and procedures are understood and implemented efficiently, ensuring that children are safe and secure. However, the childminder does not always guide the assistants to extend children's learning even further or to provide support for those children who need a little more help during transition times to understand expectations.

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

Children are happy and settled, forming lovely relationships with familiar adults and building friendships with their peers. They confidently explore an inviting, well-sourced environment successfully. They benefit greatly from a carefully considered curriculum that offers them a broad and balanced range of experiences. Children begin to understand the routines of the day. For example, they recognise the different songs used, such as to tidy away, and willingly help, gaining a good sense of belonging.

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

Children develop effective fine motor skills as they confidently make choices about their play. For example, some children enjoy naming the colours as they make marks with the chalk. Others gleefully use trigger spray water bottles to water the plants, successfully practising their skills. Children play beautifully together, for example, as they take turns on the see-saw. Children with special educational needs and/or disabilities thoroughly enjoy the positive interactions they receive, responding as they go 'up' and 'down'. Children lead their play and are inventive in how they use resources. For example, children play alongside each other using the rocking of the see-saw to make their vehicles move, making the different sounds of the vehicles.

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

Younger children participate enthusiastically in a story. They learn about different emotions, matching the plush monsters to the correct emotion. They respond well, making different faces to represent each emotion. Children confidently decide which monster matches their mood today. The childminder acknowledges how children may feel and offers solutions, such as a hug, when children say they feel sad. Children love the different songs that help

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 them build their communication and language skills. They participate enthusiastically, making choices from the song board and begin to take turns.

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Next steps

The childminder should consider how best to deploy assistants to support children's needs more consistently. The childminder should review group times to enable younger children to remain focused on their learning without disruption and to extend older children's thinking.

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About this inspection

The inspector spoke with leaders and assistants 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. Local authority: Hounslow

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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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