Neacsu Olingheru, Bianca Petronela

Neacsu Olingheru, Bianca Petronela

Unique reference number (URN): 2749891 Address: 24 Larch Road, Kettering, NN15 7BH Type: Childminder Registered with Ofsted: 11/10/2023 Registers: EYR, CCR, VCR Registered person: Neacsu Olingheru, Bianca Petronela

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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

The childminder creates a happy and nurturing environment for babies and children, including making changes to support those with barriers to their learning. Babies show that they feel secure to explore their surroundings, returning to the childminder's lap for hugs when needed. Children demonstrate a clear sense of belonging as they confidently follow well-established routines. For example, they wash their hands before meals, using hand towels selected according to their favourite colour. Photos of children's most recent birthday celebrations help them identify where to return the towels to. Children find their water bottles when they are thirsty. The childminder provides many opportunities to nurture self-care skills and wellbeing. Babies feed themselves using cutlery and gestures to make their needs clear. The childminder prioritises helping children understand and make healthy choices. She works closely with parents and carers to ensure that packed lunches are well balanced

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Children's welfare and wellbeing Strong standard

and nutritious. The childminder grows fruits, such as blueberries, in her garden for the children to tend, harvest and taste. Children delight in telling their parents and carers how to eat healthily.

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Children's welfare and wellbeing Strong standard

The childminder uses books and games to help children identify their emotions and those of others. She teaches them to manage their feelings. The childminder reassures children when they are momentarily upset so that they can return quickly to their play. The childminder teaches children about how to stay safe and supervises them extremely well. For instance, when cooking, children know that they should not touch anything hot. The childminder is vigilant about minimising risks.

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Children's welfare and wellbeing Strong standard

Children and babies relish taking a nap after lunch. Babies point to the sleep area, showing what they want to do. Children willingly snuggle up in their own fresh sheets and blankets on mats, with the childminder close by. They wake refreshed and eager to be active and engaged in their learning and play.

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Achievement Expected standard

Children chat with their friends and approach adults to share their ideas. They join in with rhymes and songs linked to their activities, such as singing about 'Old MacDonald', while playing with model farm animals. Children relish making up stories based on familiar books. For instance, they change the narrative of looking for a bear to a tale about going on a dinosaur hunt. Babies show a love of books as they turn the pages and point at the pictures, making sounds. Children confidently count forwards and backwards and use words to describe shape and size appropriately. They sort objects, for example, according to their colours or other similarities. Children enjoy making marks on paper plates to represent pancakes, which they decorate with fruit stickers, demonstrating motor skills. Children independently put away toys where they belong, helping keep the environment free of trip hazards. Typically, all children, including those who face barriers to their learning, are well

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Achievement Expected standard

prepared for the next stage of their learning, including the eventual move to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model who patiently promotes polite manners and respect. She establishes positive relationships with babies and children to help them thrive in her care. The childminder provides clear routines, which children typically follow independently. The childminder praises children when they cooperate, such as when building houses together using magnetic construction pieces. Generally, children learn to share and form friendships with each other. For example, they take turns to pass water bottles to their friends. Children focus well on their play for significant lengths of time relative to their ages. However, on occasion, the childminder does not fully explain how children's behaviour can affect others. She intervenes to remind them about her expectations. However, her approach is not consistently successful in promoting children's understanding of what is acceptable and why. This means that children sometimes repeat unwanted actions and

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides parents and carers with information to support their understanding of the importance of punctuality. She encourages parents to let her know if children will be absent for any reason. She explains how regular attendance supports children's sense of belonging and progress in their learning.

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Curriculum and teaching Expected standard

Overall, the childminder delivers a structured curriculum to build on what children already know and can do. She generally reviews her practice effectively to identify and bring about improvements, such as through professional development. Typically, the childminder uses assessments to plan what children need to learn next and help narrow any gaps in learning. The childminder focuses on developing children's communication and language skills in English while promoting understanding using words in their home languages. For example, she provides a commentary for children's play and clearly pronounces new words for them to repeat. She uses her knowledge of children's interests and home experiences to encourage them to join in with conversations. The childminder responds to babies sensitively when they make sounds and attempt new words.

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Curriculum and teaching Expected standard

The childminder promotes children's independence skills during routines. For example, children take off their jumpers and put on aprons and chef hats in readiness for a baking activity. The childminder offers help but does not intervene unless asked to. Children show positive attitudes and enjoy 'having a go'. The childminder weaves mathematical language throughout children's activities, such as naming the shape of a napkin a 'triangle'. She provides specific tasks to teach skills, for example, counting how many children require a snack and how many mats they will need, to build children's understanding of numbers.

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Curriculum and teaching Expected standard

The childminder ensures that children have opportunities to practise their physical skills, including climbing and balancing on a frame in the garden. Children strengthen large-muscle skills when walking, running and throwing balls outdoors. The childminder provides activities to develop children's small-muscle skills, such as pouring milk from jugs and pineapple tea from pots into beakers.

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Inclusion Expected standard

The childminder swiftly identifies any barriers to children's learning. She works closely with parents and carers from the start to gather information about children's needs and interests, including progress in their home languages. She develops partnerships with other professionals, such as health visitors, to secure support. The childminder typically takes steps to help all children settle quickly and well with their individual needs in mind.

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Inclusion Expected standard

The childminder tracks all children's progress carefully, in a manner appropriate to their needs. She shares her knowledge with families regularly to help parents continue children's learning at home. The childminder frequently reviews her practice to tailor her approach to meet children's changing needs. This helps ensure that children are generally prepared for future learning. For instance, the childminder learns children's favourite songs in their home languages and provides parents with books to read with their children at home. She uses key phrases in children's home languages and pictures to illustrate routines so that children know what to expect next. This helps build children's confidence and resilience, so they can practise their language skills and become effective communicators. The childminder uses early years pupil premium funding to purchase resources to promote children's language

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Leadership and governance Expected standard

The childminder is passionate about her setting and committed to supporting children and families to the best of her abilities. She recognises the strengths of her provision, including prioritising children's welfare, health and wellbeing. The childminder continuously reflects on her setting and identifies some further areas to develop. For example, she recently reorganised resources and the play environment to help all children explore more easily and calmly. This has helped all children make choices in their play and develop their independence further. The childminder considers the views of parents, carers and children when making decisions about any changes. Parents value the childminder's friendly, professional and respectful practice. They comment on the effective communication between the childminder and themselves, including parents' evenings.

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Leadership and governance Expected standard

The childminder supports her assistants through ongoing professional discussions and one- to-one supervision. She undertakes some professional development. However, her programme of training is not yet targeted specifically to support all areas of the curriculum and teaching, such as enhancing behaviour management strategies even further. The childminder considers carefully how to use any additional funding effectively to reduce barriers to children's learning and wellbeing.

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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 and settled in this calm, friendly environment. The childminder is keen for children to make choices in their play. Children take the lead, such as when moving model figures around a road mat to visit places of interest, including the police station. The childminder talks with children about locations in the community, extending their vocabulary through conversations. Babies watch older children while enjoying reassuring cuddles with the childminder. Children and babies relish taking part in adult-led activities, such as cooking and baking, as the childminder adapts these appropriately. The childminder gets to know

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Inspector:

Cathryn Clarricoates children very well from the start and provides experiences appropriate for all children. The childminder supports children who face barriers to their learning, such as those who speak English as an additional language. She uses key words in their home languages to reduce barriers and ensure that all children feel welcome and valued.

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Inspector:

Children have fun investigating materials and finding out what happens when you combine them together. For instance, they add milk and egg to flour to make batter, which they then transfer skilfully onto a waffle maker using scoops. Children help measure out ingredients, counting spoons of flour to create a pancake mix. The childminder uses mathematical language and concepts as she asks them to add 'one more' to make the mixture thicker. This promotes children's early mathematical skills. Children add fruit to the pancakes and enjoy eating them for their snack. The childminder reinforces learning about healthy eating during the activity.

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Inspector:

Children follow familiar routines that help them feel safe and at home in the childminder's care. The childminder recognises the importance of children contributing to tasks independently, such as when they tidy away resources. She values every small achievement and celebrates children's successes with parents and carers. The childminder shares children's artwork, drawings and mark making with their families every month. She helps parents understand the importance of their children attending on time and regularly to help them feel secure, thrive and benefit from learning.

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Next steps

The childminder should ensure that there is a consistent approach to supporting her expectations of children's behaviour with age-appropriate explanations. The childminder should focus on professional development to enhance specific aspects of the curriculum, such as behaviour management, to promote positive outcomes for children even further.

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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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Address:

Registered person: Neacsu Olingheru, Bianca Petronela

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 16:00

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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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