Manoliu, Giorgiana

Manoliu, Giorgiana

Unique reference number (URN): 2745174 Address: 16 Leicester Road, London, N2 9EA Type: Childminder Registered with Ofsted: 25/10/2023 Registers: EYR, CCR, VCR Registered person: Manoliu, Giorgiana

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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

Generally, all children achieve well in their learning and development, including those who need extra support. Overall, children develop effective communication, language and literacy skills. For example, the childminder sings lively action songs and rhymes with children where they learn new words. Children learn to do things for themselves, such as tidying up after play. Older children learn to put on their coats while younger children learn to feed themselves. Children gain a range of physical skills, like walking, running and climbing. They gain mathematical skills, such as learning about number. For example, they recognise numbers and learn to count by interacting with a counting story read by the childminder. Children learn important skills in preparation for their next stage of learning, including school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder develops very secure, trusting bonds with children. She interacts with children warmly by smiling and using a gentle tone of voice. The childminder promotes positive behaviour by sharing her expectations, such as 'sharing is caring', with children. She supports children to learn to share and to take turns, for example when using wheeled toys. Generally, children play cooperatively. For example, when using finger puppets to create simple stories in a puppet theatre. Children show respect and care for each other. Older children are gentle and kind with younger children, for example they softly stroke and carefully cuddle babies.

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Behaviour, attitudes and establishing routines Expected standard

The childminder uses a range of effective behaviour management strategies that are suitable for different developmental stages. For instance, she uses distraction techniques with younger children and babies. The childminder offers explanations and discussions with older children to find positive alternative ways to behave. The childminder promotes regular attendance and punctuality with parents through discussion. She points out the value of consistent attendance on children's progress and preparation for school.

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Children's welfare and wellbeing Expected standard

The childminder has strong, caring relationships with children and views children's safety with high importance. She minimizes hazards by checking all indoor areas and the garden before children's use. The childminder ensures that sleep and meal routines keep children safe. For example, she observes children as they eat and makes sure they are seated appropriately and securely. The childminder provides suitable travel cots for younger children to sleep and regularly checks children to ensure they are safe. Children act with care and caution, such as walking indoors. The childminder teaches children about road safety and how to use furniture appropriately. This means that children are learning how to act to safe ways.

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Children's welfare and wellbeing Expected standard

The childminder provides freshly prepared nutritious meals and snacks for children that meet special dietary needs. The childminder helps children to understand the value of eating well through informative discussion and stories about vegetables. This helps them to develop knowledge to enable them to make their own healthy choices. Children have a developing understanding of different feelings. For example they use the words 'grumpy' 'scared' and 'happy' to describe different emotions as they talk to each other. This helps children to develop an understanding of themselves and others.

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Curriculum and teaching Expected standard

Overall, the curriculum is matched well to children's interests, areas of learning and their next steps for learning. It takes into account the individual needs of all children, including those who require additional support. The childminder uses information from regular observations and assessments to ensure that children have the right level of challenge in their learning. Generally, the childminder helps children to gain secure communication, language and literacy skills. For example, she questions children effectively and gives them time to think and respond. She teaches younger children names of common objects. The childminder reads stories to children which they listen attentively to and enjoy. However, children do not have independent access to a wide range of books. This lack of access to a wider range and quantity of books does not fully promote children's engagement with and support them to develop a love of books.

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Curriculum and teaching Expected standard

The childminder prioritises children's physical, personal, social and emotional development. For example, children learn to play cooperatively together as they create stories during pretend play. Children gain a broad range of physical skills. For example, older children learn to jump in and out of hoops, while younger children practise their walking skills as they push wheeled toys. The childminder teaches children to recognise numbers on a wall display and they count the corresponding number of items. She teaches names of different shapes they use during a creative activity. Children practise their number skills as they sing counting songs and rhymes.

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Inclusion Expected standard

The childminder is aware of signs that a child may be in need of extra support. For example, she finds out children's starting points when they arrive and carefully observes children while they play to see what skills they have. The childminder identifies whether children are meeting their expected milestones. Where this is not the case, the childminder speaks to parents to share her concerns and adapts activities with care to meet each child's specific learning needs. She considers whether her routines meet the needs of children and makes any necessary adaptations, as required. The childminder monitors children's progress and uses this information to review and adjust future activities. This is to ensure that activities continue to meet the specific needs of each child. The childminder has suitable knowledge of relevant health professionals to consult for further advice, such as health visitors and

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Inclusion Expected standard

doctors. She shares this information with parents, where needed. The childminder understands how to target the use of any early years pupil premium funding to help secure best outcomes for children.

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Leadership and governance Expected standard

The childminder understands the importance of updating her skills and knowledge. She attends regular safeguarding and first aid training. The childminder has completed a diploma in home education to further help her to promote best outcomes for children. She reflects on her practice and has secure understanding of her strengths and areas for improvement. The childminder sets suitable goals to build ongoing improvements.

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Leadership and governance Expected standard

Generally, the childminder works effectively with parents by providing regular updates on children's care and learning. Parents written comments show high levels of appreciation for the childminder's provision. Parents refer to the setting as being like 'a second home' and recognise that the childminder provides 'love, security and fun'. Overall, the childminder works with parents to support children's general needs, such as toilet training. However, she has not developed the partnership to provide a consistent approach to children's experiences, for example in the use of behaviour management. The childminder ensures that she maintains a good balance between work and life and takes annual holidays.

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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

The childminder provides a supportive and calm environment where children feel secure, respected and valued. The play room is bright, welcoming and well-organised. The childminder builds strong, trusting relationships with the children and has clear understanding of each child's needs. Children settle well and feel safe, happy and ready to learn. They arrive happily and eagerly seek out activities toy and resources of their choice. The childminder interacts positively with children, through warm eye contact and gentle tones of voice. The childminder understands how regular routine helps children to feel secure. She promotes regular attendance and punctuality effectively to parents and children attend regularly.

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

Children are confident and engage well with interesting, and balanced curriculum activities. Generally, all children, no matter what their starting points, achieve well. For example, the childminder teaches children names of insects and their habitats as they go on bug hunts around the garden. She teaches children about the role of people who help us, such as doctors, as children play with toy doctors kit in role play. This supports children's understanding of the world effectively. Children enjoy the challenge of peeling and placing colourful sticker shapes to make patterns on paper. They concentrate well and make thoughtful compositions. The childminder teaches children names of different colours and shapes. Children show secure social skills as they share resources during the activity. Children learn to accept and respect others. The childminder talks with the children about special cultural or religious events, such as Diwali. Toys and resources reflect different races

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

and cultures and this supports children's understanding and acceptance of difference. These activities prepare all children for their next stage of learning, including those who need extra support.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

The childminder should ensure that children have ready access to a wide range of books to enhance their love of books and language and literacy skills. The childminder should enhance partnerships with parents to support the specific needs of each child to promote best outcomes for children.

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About this inspection

The inspector spoke with the childminder and children. She considered the views of parents 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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