Ishikawa, Yoko

Ishikawa, Yoko

Unique reference number (URN): 2746761 Address: 4 Aragon Place, Morden, SM4 4QD Type: Childminder Registered with Ofsted: 19/09/2023 Registers: EYR, CCR, VCR Registered person: Ishikawa, Yoko

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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

All children, including those who face barriers to their learning, make the progress of which they are capable. Children develop a love of reading and singing songs. They participate in storytelling with great enthusiasm. Children develop their attention and listening skills at developmentally appropriate levels. For example, older children enjoy choosing their favourite nursery rhymes and enthusiastically sing these. Babies are supported to join in with action songs with support from the childminder.

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Achievement Expected standard

Children learn to make decisions for themselves and be independent from an early age. For example, babies and younger children choose their own fruit and snacks, learn to clean their hands and begin feeding themselves. Older children manage their personal hygiene and learn how to dress themselves independently. These routines help children build the skills needed for their future learning and eventual move to nursery school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works effectively with parents to establish suitable routines for children when they first start at the setting. They tailor these according to children's stage of development and individual needs. This helps children to settle in quickly, as they have familiar routines from home.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a great role model to children with their compassionate and gentle approach. They speak calmly to children as they remind them to share and cooperate with their friends. Children respond effectively to this and quickly resolve any minor conflicts they have with their peers. The childminder encourages children to use their manners and say please and thank you. They teach children to be polite, courteous and respectful of others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder shares information with parents about the importance of regular attendance. They do this through discussions and follow up with parents when children do not arrive for their session. This helps to ensure children receive the best support and opportunities for learning.

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Children's welfare and wellbeing Expected standard

The childminder is responsive to the individual care needs of all children. They affectionately respond to children and provide them with reassurance when they become unsettled. The childminder knows the children well and understands when they are showing signs of being hungry or tired. They adapt the daily routines to respond to children's needs throughout the day. Children show clear signs of feeling safe and secure while in the childminder's care.

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Children's welfare and wellbeing Expected standard

The childminder provides children with daily opportunities to be physically active. They teach children about making healthy choices at mealtimes and provide them with balanced, healthy and nutritious meals. They follow safety guidelines and ensure babies are provided with varied diets while weaning. This is done in conjunction with parents to promote a consistent approach for children between the setting and home.

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Children's welfare and wellbeing Expected standard

The childminder sits on the same level as children as they talk to them about their feelings and emotions. They offer children solutions to help resolve their frustrations. They use 'now' and 'next' to support children's understanding of their daily routines. For example, they explain we are eating our snack now and then we play outside next. They use communication cards for children who require additional support with expressing their feelings and emotions. Children respond well to this and learn how to regulate their emotions according to their stage of development.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that focuses on building on what children already know and can do. They plan purposeful learning opportunities that help to develop children's interests, knowledge and skills over time. The childminder observes and assesses the progress children make to identify any gaps in their development and what they need to learn next. They adapt their curriculum to ensure all children receive the targeted support that they need overall. They do not always recognise ways to use the resources available to them to help extend children's learning even further so that they make even greater levels of progress.

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Curriculum and teaching Expected standard

The childminder offers experiences across all areas of learning indoors. Outdoors, activities currently focus mainly on physical development and exploring the natural world. Although plans are in place to expand outdoor learning to cover all areas year round, this development is still at an early stage and not yet fully embedded to provide children with greater opportunities to learn outdoors.

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Curriculum and teaching Expected standard

The childminder effectively supports all children's communication and vocabulary development. They adapt their practice for children who face barriers to enable them to develop a secure understanding of English. For example, they narrate children's play and encourage them to repeat simple words as they role play shop assistants. They count each item as children add items to their baskets. They encourage children to use positional language and model this as they 'fall down' and 'stand up' while singing nursery rhymes. They use communication cards to encourage children to use simple words to express their feelings and needs.

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Inclusion Expected standard

The childminder takes the time to get to know children from their starting points. They gather key information from parents about their child's individual care and learning needs. They use this to plan familiar routines and learning experiences that match each child's interests and stage of development. The childminder continues to monitor children's progress. They are quick to identify and respond to any gaps that emerge in children's development.

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Inclusion Expected standard

Children benefit from the inclusive and welcoming environment the childminder creates for them. The childminder works collaboratively with parents and external professionals to ensure any barriers to children's learning are promptly addressed. They provide targeted interventions and implement these effectively in practice to support children's physical development and communication and language skills. For example, they use communication cards and word maps to support children's emerging speech and language development during their play and daily routines. They provide opportunities throughout the day for children to use walking aids and climbing and balancing equipment to develop their physical skills. As a result, any gaps in children's development begin to close.

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Leadership and governance Expected standard

The childminder is reflective and evaluates the service they provide. They seek feedback from parents through daily discussions and sending out questionnaires. They take account of parents' and children's views and use these to make adaptations and improvements. Following feedback, they now share daily photos and observations to show parents what their child has been doing that day. Parents are complimentary of the service the childminder provides and the progress their child has made since starting at the setting. They talk about how the childminder tailors their approach to help address barriers to their child's learning.

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Leadership and governance Expected standard

The childminder works with external professionals to identify ways to develop support for children who face barriers to their learning. They seek support, coaching and mentoring from the childminder that they link up with, to help drive improvements. However, they do not access professional development opportunities to further develop their knowledge and skills of how to support children's individual learning needs. A more targeted professional development approach would further strengthen their practice and help raise this to a greater level.

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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 build secure relationships with the nurturing and attentive childminder who responds to their individual care and learning needs well. Children are settled and show that they feel relaxed and safe in the childminder's care. The childminder provides children with cuddles and reassurance when required. Children delight as the childminder celebrates their achievements when they accomplish what they set out to do. This helps to keep children motivated and interested in their learning. The childminder supports children to share, take turns and work collaboratively with others. They take children to playgroups and parks where they learn how to play and cooperate with children in the wider community. Children develop positive social skills and are well prepared for their eventual move to nursery school.

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

Children make progress from their individual starting points and develop well across all areas of learning. They enjoy the range of activities and resources available to them. The childminder makes adaptations to ensure all children, including those who have barriers to their learning, can participate. Children show that they are motivated and keen to join in with group experiences. The childminder encourages children to think for themselves and solve problems independently. For example, younger children learn how to manipulate play dough to fill containers and pull levers to squeeze the dough through. Older children use their imaginations as they use apparatus to make different items with the dough. The childminder uses simple language to promote children's emerging speech and language development. They encourage children to talk about what they are making to enhance their vocabulary and communication skills. They model how to manipulate the dough with their hands as they

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

squeeze, pat and roll the dough. This helps children develop the dexterity and coordination needed for writing when they eventually move to school.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Next steps

The childminder should enhance the outdoor environment to support all areas of children's learning throughout the year. The childminder should focus their training on areas that support children's individual needs and strengthen their expertise to a greater level.

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About this inspection

The inspector spoke with the childminder 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

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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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