Douetil, Clementine Margaret

Douetil, Clementine Margaret

Unique reference number (URN): 2752204 Address: 4 Shacklegate Lane, Teddington, TW11 8SH Type: Childminder Registered with Ofsted: 14/11/2023 Registers: EYR Registered person: Douetil, Clementine Margaret

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a highly positive, nurturing environment in which children develop very close bonds with those who care for them. She provides clear and well-established daily routines with close support to help children feel safe, settled and secure. Consequently, even the youngest children respond confidently to changes in activity throughout the day. This includes exciting activities to help prepare children for focused learning. For example, children join in 'shaking their sillies out' yoga and singing at the start of the day to help them settle down and engage.

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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well. They benefit from excellent role models who set high expectations for their behaviour and help them learn positive values. The childminder gently guides younger children to learn what is expected of them. Older children learn to manage and resolve small squabbles amicably themselves, such as when a child does not share. They show respect and kindness and enjoy undertaking responsible tasks to help, such as preparing the fruit for a snack and feeding the childminder's pet tortoise. The childminder works closely with parents to ensure children maintain high attendance levels. She supports them in making individual adjustments to facilitate this.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's health, welfare and wellbeing. The highly successful partnerships she has established with parents ensure specific adaptations are made throughout the day to address any barriers to children's emotional wellbeing. The childminder uses innovative props to help children to express and process their emotions, such as puppets. Children confidently know what the familiar changes mean throughout the day and what is coming next, including their own care and toilet-training routines. They benefit from daily physical activities and learn about keeping safe, including when on outings. The childminder ensures that any assistants who work with her are equally well informed about each child's needs and the setting's policies and procedures to maintain consistently high standards.

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Children's welfare and wellbeing Strong standard

Children develop extremely healthy lifestyles and benefit from highly nutritious meals. They are fully involved in meal preparation, learning about ingredients and how to cook. For example, they help to make pesto sauce for lunch. The childminder encourages children to feel, smell and taste the ingredients, teaching them new words and testing their knowledge. Children learn how different foods support their health. This helps ensure positive, enjoyable meal times in which children eat with enthusiasm. The childminder skilfully links activities, such as ensuring children learn effective toothbrushing after meals, to further build on healthy habits.

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Achievement Expected standard

Children all make at least expected progress in their development from their starting points. They gain important skills to support their future learning. Although on occasions children miss out on opportunities to solve problems themselves, they demonstrate high levels of independence, self-confidence and the motivation to have a go and learn more. They are very keen to join in the activities. Even those needing additional emotional support and reassurance try new things, such as tasting different foods. Children confidently make their own choices and enjoy including adults in their play.

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Achievement Expected standard

Children learn to listen well at appropriate times and learn new words to build their vocabulary, such as identifying the stems and leaves of a herb plant. They follow instructions well, such as helping to tidy up when they hear the queue. Overall, they enjoy answering questions. However, at times, during group activities, children do not always have time to think and answer questions for themselves, which can further enhance their speech and language.

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Curriculum and teaching Expected standard

The childminder provides an exciting curriculum to support all areas of children's development. She includes parents fully to ensure they can build on children's learning at home. The learning experiences she provides stem from the thorough assessments of children and what parents share. Children enjoy daily physical activities, explore the local community and join in discussions. The childminder and any assistants who work with her interact with skill and sensitivity to enhance children's interest in learning and motivate them to learn more through their own interests. This helps children to engage well in play, although at times, they have less opportunity to answer questions. The childminder helps children to develop positive values and social skills through role modelling and gentle guidance.

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Curriculum and teaching Expected standard

The childminder ensures that every child is included and that adaptations are made to remove any barriers to children's learning. For example, they sit children on their laps, provide close reassurance and use props to sustain their interest in stories. They observe children closely and join in their play to motivate them to learn more, such as by building on children's interest in dentist role play following a dental-care activity. The childminder helps children to develop a sound understanding of mathematics relevant to their developmental stage. Children learn about numbers, shapes and size. Although she provides children with challenges to solve practical problems, she does not consistently encourage them to manage these themselves to further their learning.

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Inclusion Expected standard

The childminder successfully creates a fully inclusive environment in which children feel safe and thrive. She works closely with parents to gain all the information they need about each child's needs, care routines, home life and developmental stage. The childminder uses observations and assessments to quickly identify whether a child has any special educational needs and/or disabilities, or barriers to their learning. She helps parents to gain support from external professionals when needed and keeps them closely involved and updated from day to day. The childminder continually reviews what she knows about each child to shape activities to meet their unique and changing needs and to ensure children get the additional support they need. This includes applying for any eligible funding, such as early years pupil premium.

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Inclusion Expected standard

The childminder maintains very successful partnerships with parents to ensure that they are informed of any changes in each child's life, enabling them to include every child in activities, and that routines are adapted to ensure each child benefits fully. For example, she provides sensory experiences at home to help children overcome fears when they are out. The childminder creates daily one-to-one focused time to support children's communication and language development. This helps every child to flourish in her care.

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Leadership and governance Expected standard

The childminder and any assistants who work with her know the children and families well and involve parents closely from the start. This allows them to adapt routines, ensure consistent care and quickly identify and remove any barriers that might affect children's wellbeing and development. The childminder knows the community well, including which families live there, and uses all local facilities to enhance children's learning. Parents share extremely positive feedback regarding the provision. They state, for example, that their children are flourishing, that they appreciate the detailed daily updates and that the children go home wanting to share what they have done that day.

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Leadership and governance Expected standard

The childminder has a clear overview of her setting, the strengths of her provision and where she would like to make further improvements, including to the quality of children's learning experiences. She and any assistants who work with her value professional development to further enhance children's experiences. For example, following inclusion training, the childminder now uses a 'smell the flowers and blow out the candles' activity that helps children to calm and manage feelings effectively. The childminder has a drive to continually develop her high-quality provision even further and provides supervision and coaching for any assistants who work with her to ensure they remain skilled and to monitor their suitability, wellbeing and workload.

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

Children are extremely happy and settled in this nurturing family setting where they demonstrate a secure sense of belonging. They develop close and loving relationships with the childminder and any assistants who work with her. This helps children feel safe and thrive. Children explore freely and confidently, leading their own play. They welcome adults into their play, who use their interests to engage them and to build further on their learning, such as getting involved in children's imaginative play, helping them to build on their ideas. Children enjoy books, singing and music. They learn to take risks to develop their understanding of keeping safe while building their confidence. Children develop extremely healthy lifestyles, learning how to care for themselves, look after their bodies and make healthy choices.

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

The childminder includes and involves parents fully in their children's care and development. Her interesting and purposeful curriculum helps to ensure every child makes the progress they are capable of from the start. The childminder works closely with parents to ensure they know what makes each child unique and how to support their individual needs and routines. Children benefit from experiences in all areas of learning throughout the day to support their interests and next steps for development. This includes exciting all-weather outings every morning. For example, they go on 'safari' to learn about animals in the community and explore the natural world, foraging for wild garlic and finding bugs to learn about. Children draw in mud with sticks, run, play games and collect natural resources to take back and create with. The childminder adapts activities and routines to remove any barriers to children's learning, helping them feel safe and able to benefit fully.

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Next steps

The childminder should allow children more time to think and respond to questions in group activities. The childminder should encourage older children to solve more practical problem themselves.

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About this inspection

The inspector spoke with the childminder and assistant 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. Bridget Copson

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Address:

Registered person: Douetil, Clementine Margaret

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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

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