Slavin, Sonia

Slavin, Sonia

Unique reference number (URN): 124745 Address: 18 Hyde Road, South Croydon, Surrey, CR2 9NP Type: Childminder Registered with Ofsted: 30/04/1993 Registers: EYR, CCR, VCR Registered person: Slavin, Sonia Adele

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

All children, including those with special educational needs and/or disabilities and those known, or previously known, to social care, make excellent progress from their starting points. Children become confident and independent learners as they explore the environment and engage purposefully in activities. Children develop secure communication skills and interact very well with their peers. They discuss their families and special events they celebrate, which builds on their self-worth and sense of uniqueness.

p.2

Achievement Strong standard

Children make confident choices and show their resilience as they proudly complete tasks. For example, older children use their imaginations and rebuild their creations with bricks after watching them fall down. Children demonstrate competent coordination and control as they participate in movement to music and make marks. Children acquire a wealth of skills and knowledge in preparation for the next stage of their learning and move on to school.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has established a very calm and caring environment where she has built secure bonds with all children. She models a respectful and positive approach, providing consistency and helping children understand age-appropriate expectations. Children feel extremely safe and secure in her care. The childminder works in close partnership with parents and carers to ensure consistency and punctuality in attendance and children's routines.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder helps children develop a mature understanding of their emotions, with strategies tailored to their age and stage of development. She introduces words to describe different feelings, which enables children to use contextual language to support their understanding. Children resolve conflicts and frustrations independently and receive gentle and consistent reminders to help them manage their behaviour well.

p.2

Behaviour, attitudes and establishing routines Strong standard

The well-established routines help children to be independent in their self-care, follow consistent hygiene practices and enjoy sociable snack and mealtimes together. Children use exemplary manners, treat their peers with respect and share resources well. They show positive attitudes to their learning and follow instructions very well. Children understand that they need to tidy away toys to make space for others. The childminder regularly provides praise for children's efforts and achievements, which boosts their confidence and self- esteem.

p.2

Children's welfare and wellbeing Strong standard

The childminder places high priority and focus on children's wellbeing. She exchanges information with parents and carers as children arrive, helping her adapt her day to meet their changing needs. Care routines enable children to become increasingly independent. They learn about their bodies, personal space and safety, and they follow consistent hygiene practices. The childminder actively encourages children to build on their self-help and care skills as they take off their shoes and change into outdoor suits and wellies to play in the garden. Children also learn about safety as they use safe knives under the childminder's supervision to cut fruit for snack.

p.2

Children's welfare and wellbeing Strong standard

The childminder provides nutritious meals and caters for children's allergies and food preferences very well. She teaches children about healthy options and ensures that food is presented to avoid any choking hazards. The childminder supervises children while they eat to encourage independent feeding. Social interaction during mealtimes also supports language development and social skills. The childminder successfully supports children in becoming confident communicators. They make independent choices and express their opinions. The childminder is extremely responsive to children's needs and recognises when they are tired, hungry or need a cuddle, which supports their wellbeing consistently and securely. She adapts her practice and language to ensure that all children's needs, including those with barriers to their learning, are consistently met. Children learn to assess and manage risk as they play outside, which builds their resilience and helps them extend their

p.3

Children's welfare and wellbeing Strong standard

skills and independence with confidence.

p.3

Curriculum and teaching Strong standard

The childminder consistently builds on her wealth of knowledge and experience to provide a well-sequenced curriculum and provision that continually improve over time. She covers all areas of learning, assessing children's understanding, and skilfully adapting activities to ensure that all children's learning needs are included and met. This includes children who face barriers to their learning, which are reduced and removed effectively. The childminder places high priority on children's communication skills. She actively engages children in conversations throughout the day. She asks meaningful questions and provides commentary, and she allows children time to think and respond. The childminder introduces an abundance of new vocabulary and provides clear explanations to aid children's understanding. Younger children are encouraged to repeat words and join in with singing to enhance their vocabulary. Older children demonstrate their increasing language

p.3

Curriculum and teaching Strong standard

development by using new words they have learned during their play.

p.3

Curriculum and teaching Strong standard

The childminder has embedded mathematics throughout play and routines. Children learn about different weights as they test out balancing objects on scales. They count with the childminder to extend their understanding of numbers. Older children learn to cut fruits into halves, quarters and eighths. Children enjoy outdoor learning as they ride scooters and use bats and balls to extend and develop their balance and coordination. They visit local groups, parks and farms to enhance their social skills and develop an understanding of nature and the world around them.

p.3

Inclusion Strong standard

The childminder embeds a culture of inclusion throughout her practice and implements a highly inclusive curriculum. She is dedicated to ensuring that all children, including those with special educational needs and/or disabilities (SEND) and those known, or previously known, to social care, are nurtured and supported to make the best possible progress. The childminder gathers detailed information from parents and carers at the outset. This helps her assess children's starting points and plan activities to broaden and build on their knowledge and skills. Ongoing observations and progress checks help the childminder identify and address any gaps in learning promptly. By tracking each child's progress, she ensures that they all have access to a high-quality learning environment and receive the help and support they need, taking into account their changing needs to achieve and make rapid progress. The childminder skilfully adapts her high-quality teaching to ensure that all

p.3

Inclusion Strong standard

children benefit fully from their learning.

p.4

Inclusion Strong standard

The childminder is proactive in working in close partnership with parents. She stays updated with the changing needs of children and families and offers support and guidance when needed. The childminder has a solid understanding of the importance of working with others involved in children's care and learning and how to access support from external professionals. She fosters dialogue with other childminders who share care of children to ensure that their wellbeing and learning are consistently met and promoted. The childminder uses targeted professional development to enhance her knowledge of how to support children with SEND or barriers to their learning to the highest possible level.

p.4

Leadership and governance Strong standard

The childminder is dedicated and passionate about providing high-quality care and education for all children. She has a clear vision for delivering high standards of care and education and reflects on and reviews her practice to ensure that these are maintained. The childminder monitors children's progress closely, ensures that her resources and environment reflect their interests, and provides numerous exciting experiences. These activities benefit all children, including those who face barriers to their learning, ensuring that the childminder's practice is inclusive for all children.

p.4

Leadership and governance Strong standard

The childminder actively ensures that her knowledge is kept up to date. She sources and undertakes focused training, listens to webinars, and carries out research to strengthen her practice. She works collaboratively with others to provide consistent care and learning for children who also attend other childcare settings.

p.4

Leadership and governance Strong standard

The childminder has secure and effective partnerships with parents and carers. She shares daily information about children's wellbeing, routines and learning. Regular updates are provided on children's progress, next steps and ideas for learning at home. Parents praise the childminder's service and comment on the excellent progress their children make. Parents value that children are building solid foundations and are very well prepared for their future learning.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children flourish and enjoy spending time with the welcoming and nurturing childminder. She places high priority on children's wellbeing and gets to know them and their families well from the start. This ensures that all children settle quickly and build secure attachments that promote their confidence and sense of belonging. Children happily cuddle up to the childminder and seek reassurance when needed, which enhances how they feel safe and secure.

p.5

About this setting

Unique reference number (URN): 124745 Children thrive and make excellent progress as a result of the care the childminder provides. The childminder uses the local environment effectively to enhance children's learning, building on their interests and previous experiences. Children show high levels of curiosity and engagement as they explore a broad range of resources and sensory objects, for instance. They extend their language skills as they investigate and discuss what they are learning. Children feel different textures, balance items on scales and learn about concepts such as 'heavy' and 'light', adding depth to their understanding of mathematical concepts. Children keenly share photos of their families with the childminder and discuss their similarities and individual uniqueness. This enables the childminder to promote a strong sense of belonging for each child and celebrate their individual needs.

p.6

About this setting

The childminder creates consistent opportunities for children to practise and develop their independence and self-care skills. Children wash their hands and manage their personal hygiene routines with confidence. Older children blow their noses and dispose of their tissues. The childminder supervises and supports children as they wash and cut fruit for snacks. This builds their confidence and sense of achievement. All children have excellent opportunities to develop their physical skills.

p.6

Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

p.6

About this inspection

The inspector spoke with the childminder, children, parents and carers during the inspection.

p.6

About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards 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.

p.6

Address:

18 Hyde Road South Croydon Surrey CR2 9NP

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:15 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8