Branco, Marisa Alexandra dos Anjos Ferreira

Branco, Marisa Alexandra dos Anjos Ferreira

Unique reference number (URN): 2744712 Address: 17 Turnor Crescent, Grantham, NG31 9BQ Type: Childminder Registered with Ofsted: 08/09/2023 Registers: EYR, CCR, VCR Registered person: Branco, Marisa Alexandra dos Anjos Ferreira

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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

Overall, children progress well from their starting points in learning, helping them to learn skills and knowledge for the future. This includes children developing their understanding of how to behave positively with their peers and to feel emotionally secure when separating from their parents and carers. Younger children copy words they hear, developing their speaking skills. Children who struggle to pronounce some words, hear the words they use repeated back to them, so they hear the correct pronunciation. However, children who speak English as an additional language do not have opportunities to consistently hear their home language in their play to help promote their language skills further. Children develop their physical skills, such as their balance and coordination. They copy movements to music and learn actions to nursery rhymes. Older children develop their hand-eye coordination as they use crayons to make marks on paper. They explore how they can hold a numbers of

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Achievement Expected standard

crayons at the same time to make different marks.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works in partnership with parents and carers to establish routines for children in her care and at home. This helps children to feel safe and secure. The childminder speaks to parents about the importance of children attending when they are expected.

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Behaviour, attitudes and establishing routines Expected standard

The childminder completes training courses that helps her identify triggers for children's negative behaviour, so she can reduce these. Overall, this knowledge helps her to manage children's behaviour well. For example, she uses distraction with younger children. The childminder models using a calm and quiet voice herself. She spends time with older children, showing them how to breathe slowly. This helps them to regulate their emotions. When children show frustration due to other's playing with them, the childminder models how they can share, supporting their understanding of how to play cooperatively.

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Behaviour, attitudes and establishing routines Expected standard

The childminder plays games with children, such as 'I spy' to encourage children to listen and follow her instructions. These interactions help children to form secure relationships with the childminder. Children help the childminder to tidy away toys, giving them a sense of responsibility to care for the environment.

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Children's welfare and wellbeing Expected standard

The childminder establishes positive relationships with children and embeds routines during the day. This is particularly effective when new children start who struggle to regulate their emotions. Children know to wash their hands to promote hand-hygiene routines before they eat and happily have their nappies changed. Although children have some opportunities to manage their self-care skills, these are not consistently implemented. For example, the childminder does not fully support younger children to use cutlery when they eat or for older children to wipe their noses themselves. The childminder works in partnership with parents to encourage children to try different foods, to expand their diet. Children have opportunities to clean their teeth in the childminder's care, promoting oral health. Children have opportunities for physical exercise every day. This includes using larger apparatus and throwing balls. The childminder helps

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Children's welfare and wellbeing Expected standard

children to learn why she has some safety practices in place. This includes explaining to older children why lids are securely fastened on to some containers that include rice in the role-play area. She explains to them that this is to stop younger children putting the rice in their mouths. However, other ways to support children to understand how they can keep themselves safe are not as effective. For example, the childminder does not help older children to understand how they can keep themselves safe when they use screen time at home.

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Curriculum and teaching Expected standard

The childminder uses observations and assessments when children first start attending and on an ongoing basis. This helps her to plan and implement a curriculum that helps children to build on what they already know and can do. Her strength is how she weaves in language to support children's understanding of mathematical concepts, such as size and numbers through children's play. The childminder adapts her interactions with children to meet their individual needs. This includes showing younger children their choices of snacks to support their understanding. Whereas, the childminder asks older children what they would like.

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Curriculum and teaching Expected standard

The childminder asks older children questions to encourage their thinking skills. However, the language support for children who speak English as an additional language is not fully effective. For instance, she does not consistently provide opportunities for children to hear their home languages. Children have access to outdoor learning daily. For instance, the childminder takes children to parks to use larger apparatus. She provides opportunities for children to move their bodies in different ways to music and action rhymes. The childminder uses personal care routines well. For instance, she talks to children when she changes their nappy and gives them a 'high five' when she has finished. This helps children to build deep attachments with her.

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Inclusion Expected standard

The childminder uses assessments quickly and effectively to identify any gaps in children's learning. She liaises with other professionals, such as the local authority support team, to help identify how she can support children with special educational needs and/or disabilities. This includes recognising how to identify, plan and evaluate the progress children make. Overall, she implements her own strategies to support children well, such as their communication and language skills. This includes repeating words children say, helping them to hear the correct pronunciation. Although sometimes, the childminder does not help children to hear their home languages. This does not promote children's communication skills further.

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Inclusion Expected standard

The childminder works in partnership with social care teams to meet children's individual needs, such as those known to social care. This helps them to receive the correct targeted support to promote their safety. The childminder shares with parents and carers how she spends any additional funding children may receive. For instance, she takes children to local attractions, such as farms, to help them develop and adapt their behaviour in different social situations.

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Leadership and governance Expected standard

The childminder has made changes to her practice since her last inspection. This includes working with the local authority to reflect on what she offers children. The childminder has completed further safeguarding training to develop her knowledge of the process to follow to report any concerns about children's safety. Furthermore, she has completed behaviour management training. This helps her to understand how to identify triggers for children's behaviour so she can reduce these. She intends to continue to develop her practice, such as to complete a level 3 childcare qualification. However, the childminder has not identified how she can continue to support children who speak English as an additional language with their language development further. Additionally, she has not identified ways to support older children to learn how they can promote their safety when they access screen time at home or to manage their self-care skills consistently.

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Leadership and governance Expected standard

The childminder liaises with other childminders to help reflect on her practice and manage her wellbeing. She speaks to parents and carers about their children's learning and development. The childminder provides children with books that parents can read to their children at home. She shares information with other settings children move on to. This helps to promote consistency in their care, learning and safety.

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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 first start attending, they receive tailored support from the childminder to meet their individual needs. This includes supporting some children to regulate their emotions. The childminder gathers information about children's routines, likes, dislikes and abilities from parents and carers. This helps the childminder to plan for children's care and learning. Thereafter, observations and assessments help the childminder to identify what children need to learn next. For some children, this includes supporting their communication and language skills and helping to close any gaps in their learning. This enables younger and older children to build on their vocabulary, helping them to communicate more effectively with their peers when they move on to school.

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

Children develop their skills and knowledge through positive and adaptable interactions from the childminder. For instance, younger children learn how to use objects to make noises, such as banging on a bowl. Older are shown how they can use crayons in different ways to make marks on paper, developing their literacy skills. Children's views are valued. When older children ask for more paper when creating artwork, the childminder listens and provides them with what they ask for. Children confidently move around the childminder's home, making independent choices about what they want to play with. They show positive relationships with the childminder and that they feel safe and secure in her care.

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

The childminder monitors children's attendance. She keeps a record of the time children arrive and leave her care. The childminder shares information about the importance of children attending regularly with parents to help promote children's welfare.

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Address:

Registered person: Branco, Marisa Alexandra dos Anjos Ferreira

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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Next steps

The childminder should strengthen her interactions with children to consistently encourage their self-care skills. The childminder should support older children to develop their understanding of how to stay safe when accessing screen time at home. The childminder should strengthen opportunities for children to hear their home languages.

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About this inspection

The inspector spoke with the childminder and children 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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