Coslet, Liuba

Coslet, Liuba

Unique reference number (URN): 2755235 Address: 98 Wayman Court, Eleanor Road, LONDON, E8 3NL Type: Childminder Registered with Ofsted: 13/11/2023 Registers: EYR, CCR, VCR Registered person: Coslet, Liuba

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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 provides a warm, home-from-home environment for the children in her care. Children demonstrate that they feel safe, happy and confident. The setting is calm and welcoming. The childminder sets clear boundaries and follows them consistently. Children understand what is expected of them. When needed, they use the visual behaviour chart to guide their choices.

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Behaviour, attitudes and establishing routines Strong standard

Children respond well to the daily routines. Routines are well structured and embedded. Children tidy away toys without being asked because they know that a park visit is next on the agenda. Children show excitement when it is time to go out on a park visit or have lunch. These routines are extremely effective, and children feel secure and settled. The childminder works alongside other childminders who care for their own groups of children. The atmosphere is friendly and cooperative. Children learn to play together and build positive relationships. For example, during a visit to the park, children explore the climbing equipment with confidence. Older children help younger ones move around safely and use the equipment carefully. When it is time for lunch, children quickly follow the routine. They put on their coats and walk home with the childminder.

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Behaviour, attitudes and establishing routines Strong standard

The childminder skilfully supports children with calm and gentle guidance. She responds to their needs in a sensitive way that suits their age and stage of development. She keeps accurate records of attendance and absence. She also reminds parents about the importance of arriving on time. This helps children settle well each day.

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Children's welfare and wellbeing Strong standard

The childminder provides excellent care that meets all children's needs. She gathers information from parents and carers to understand each child's routines, including sleeping, eating, weaning, allergies and preferences. She uses this information to plan care that suits each child.

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Children's welfare and wellbeing Strong standard

Children enjoy lots of daily physical activity. They access fresh air every day through walks, park visits and local community outings. The childminder carries out thorough risk assessments. She teaches children to stay safe, such as holding hands or the pushchair outdoors and learning to cross roads safely. Children wear high-visibility jackets on outings to ensure their visibility at all times.

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Children's welfare and wellbeing Strong standard

The childminder builds warm and trusting relationships. Children feel safe, settled and confident in her care. She helps children understand and manage their emotions in ways that are appropriate for their age and stage of development. The childminder promotes independence through routines such as toileting, handwashing and dressing.

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Children's welfare and wellbeing Strong standard

Daily routines are extremely clear and consistent. Children always know what comes next. For example, after a park visit, it is lunchtime, then nap time. This strong and consistent

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Expected standard

approach helps children feel secure. It also supports their learning and prepares them for their next stage of development.

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Achievement Expected standard

Children develop the skills, resilience and positive attitudes needed for the next stage of their learning. They achieve well from their starting points and make good progress, particularly in communication and language. Children express their needs clearly and confidently while learning and using new vocabulary in daily interactions.

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Achievement Expected standard

During activities and role play, children listen carefully and follow instructions. They make links to their experiences and use these to support their understanding. As their confidence grows, they participate actively in group activities alongside their peers and communicate their ideas and needs effectively.

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Achievement Expected standard

Children show strong independence in learning and self-care. They take responsibility for simple tasks and begin to manage their routines. For example, children wash their hands independently and open their lunch boxes with minimal support. These opportunities help children build confidence, develop responsibility, and strengthen the practical skills they need for continued learning and development.

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Curriculum and teaching Expected standard

The childminder delivers an ambitious and well-sequenced curriculum. She plans activities that meet the needs of all children. The childminder adapts activities carefully to reflect children's interests and developmental stages. Children take part in both child-led and adult- led activities. The childminder typically asks purposeful questions. She checks children's understanding and extends their learning effectively. The childminder then uses her assessments to understand children's next steps.

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Curriculum and teaching Expected standard

The childminder places emphasis on children's physical development. Adult-led activities support this well. During play, children dress dolls after taking them to the 'doctors'. The childminder explains that the dolls will feel cold without clothes. Children repeat the word 'cold' and show excitement. They use single words and simple two-word phrases to express their feelings and choices. The childminder narrates play clearly. She changes the tone of her voice to show excitement or provide instructions.

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Curriculum and teaching Expected standard

The childminder promotes children's independence. Before a visit to the park, children collect their shoes and coats. If children struggle to put on their coats, the childminder patiently prepares them so that they can put them on independently. The childminder understands each child's next steps. She tailors teaching to help children make progress. She supports physical development effectively. The childminder speaks with children throughout the day. She narrates play as and when appropriate. However, on occasion, the childminder asks too many open questions and does not give adequate time for the children to process what is being asked. This could hinder the teaching and learning during activities.

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Inclusion Expected standard

The childminder understands that some children may have gaps in their learning. She gathers information from parents to identify each child's starting point. This helps her plan support that meets children's individual needs. The childminder reviews children's progress and adapts plans when needed. This supports children to make steady progress.

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Inclusion Expected standard

The childminder understands the context of her setting and the local community. She values children's cultures and backgrounds. She includes cultural experiences in her activities. She introduces children to festivals and traditions from different communities. This helps children feel respected and included.

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Inclusion Expected standard

The childminder knows how to access support for children with potential special educational needs and/or disabilities (SEND). She understands the processes for seeking advice from professionals. The childminder also knows how to apply for additional funding. She uses funding that children may receive carefully to extend learning opportunities. For example, she adapts activities and resources so that all children can participate and learn.

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Inclusion Expected standard

The childminder understands the indicators that a child may need extra support. However, additional training on identifying SEND would enhance her practice and build on her understanding further.

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Leadership and governance Expected standard

The childminder focuses on the individual needs of the children in her care. She knows what each child can do and what they need to learn next. She uses this knowledge to plan activities that support learning and development.

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Leadership and governance Expected standard

The childminder undertakes training to help children overcome barriers to learning and close gaps in their development. She typically develops her skills. However, she has not precisely identified professional development opportunities to further build on her knowledge of special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder talks to parents daily about their children's progress. She shares practical ideas to support learning at home. This helps children continue to develop outside the setting. The childminder manages her workload and wellbeing thoughtfully. She carries out risk assessments for outdoor trips and works closely with other professionals, such as childminders and the local authority advisory team, to ensure that children's best interests are at the heart of her practice. Children receive calm, positive and focused teaching from the childminder. As a result, they receive consistent care and attention. Children feel safe, happy, and supported to learn and grow.

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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

When children start attending, the childminder gathers detailed information from parents and carers about their abilities, interests and development. She uses this information to plan activities that build on what children already know. The childminder identifies clear next steps to support children's learning. Children feel happy and confident in the setting. They form secure attachments with the childminder and other adults who work there. These warm relationships help children feel safe and secure. As a result, children have a positive attitude towards learning. Children develop a strong sense of belonging and settle quickly into the daily routine.

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

Children follow well-established routines with confidence. They act independently during everyday tasks. For example, they remove and put on their shoes and coats. Children wash their hands before meals and after outdoor play. They understand what adults expect from them. The childminder offers encouragement and gentle reminders when needed. This helps children develop independence and self-confidence.

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

The childminder plans regular outings in the local community. Children visit parks, children's centres, museums and libraries. These outings provide opportunities for children to explore new environments. They meet other people and interact with different groups. This helps children develop their social skills and confidence. Children also use clear visual prompts in the setting. These prompts help them understand the daily routine and remember what will happen next.

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

The childminder places a strong focus on communication and language. She models clear speech and introduces new vocabulary during play. She asks thought-provoking questions and repeats key words to support children's understanding. The childminder also narrates children's play to extend their language. For example, during role play using dolls, the childminder describes food as 'delicious'. Children listen carefully and attempt to repeat the word. They then use the correct play equipment to show their understanding of its meaning.

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

Children benefit from an ambitious and inclusive curriculum. The childminder thoughtfully organises the environment. Resources remain easily accessible so children can make independent choices. The childminder follows children's interests and adapts activities to meet individual needs. As a result, children make secure progress in their learning and development.

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Next steps

The childminder should allow longer pauses when narrating play or asking questions to give children time to process what is being said. The childminder should continue to extend her knowledge of special educational needs and/or disabilities and barriers to learning to ensure that her knowledge is current and purposeful.

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About this inspection

The inspector spoke with the childminder and children during the inspection. He also spoke with 2 other childminders at the setting.

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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

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Address:

98 Wayman Court Eleanor Road LONDON E8 3NL

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 17:30

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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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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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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

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 .

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

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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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