Feher-Hodos, Szilvia

Feher-Hodos, Szilvia

Unique reference number (URN): 2743504 Address: 28 Baverstock Road, Poole, BH12 5EX Type: Childminder Registered with Ofsted: 13/09/2023 Registers: EYR, CCR Registered person: Feher-Hodos, Szilvia

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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, all children gain the skills they need to be prepared for their future learning, including those who face barriers to their learning and/or wellbeing. They demonstrate confident physical skills when riding bikes in the garden and rolling large hoops to one another. Children work collaboratively as they create their own games, confidently using a stop and go sign to signal to their peers. This builds their social confidence and interactions. Children, including those who speak English as an additional language, communicate well with each other and enjoy back and forth conversations as they play. Children independently access their favourite books and turn pages confidently, they learn new words, such as cocoon, through familiar stories. They excitedly point out the initial letter of their name and begin to recognise those of their peers. Children demonstrate their motivation as they focus on sequencing familiar stories, learning about the life cycle of a butterfly as they explore

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Achievement Expected standard

spring. Although, there is a slight weakness in the delivery of the curriculum for mathematics, children count confidently up to 5 and use language, such as more and empty, when pouring their own water at snack time.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets clear and age-appropriate expectations for behaviour. She helps children to begin to understand these through gentle reminders, and has recently implemented visual prompt cards, to further support children. This ensures children, including those who face barriers to their learning and/or wellbeing, know what is expected of them. The childminder uses positive praise and rewards, such as stickers. Children respond excitedly to these impacting well on their self-confidence and self-esteem. The childminder encourages children to be curious and build resilience towards things they find challenging. For example, children become frustrated as they struggle with a puzzle and the childminder supports them until they fit it in the right place.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model for children. She reminds them to use their manners and children politely ask if they can leave the table after mealtimes. She encourages children to tidy up and to help others. Children generally share resources and the childminder helps those children who may need extra support with this. They enjoy being in the childminder's company and have developed trusting bonds with her.

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Behaviour, attitudes and establishing routines Expected standard

The childminder follows up children's lateness and absence promptly and emphasises the importance of punctuality and attendance to parents.

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Children's welfare and wellbeing Expected standard

The childminder creates a welcoming and inclusive environment for children that meets their individual needs and abilities. She works closely to support all children's routines and ensures they have time to rest and sleep safely. Children seek out the childminder when they need support, demonstrating their secure and responsive relationships. The childminder recognises when children may need extra support, and adapts routines and practices to cater for their needs. For example, if children feel a little poorly the day will be slower paced. This benefits children's wellbeing, belonging and emotional security. Children begin to label and recognise various emotions. For example, children point out how the caterpillar in a story is crying because he has a sore tummy and is sad.

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Children's welfare and wellbeing Expected standard

Children learn about the importance of healthy lifestyles. The childminder uses mealtimes to discuss healthy foods with children and shares information to parents regarding healthy lunch box expectations. Children benefit from daily opportunities to be outside and the childminder recognises how this can support their physical health and wellbeing. Children learn about their personal safety through daily routines, including road safety. The childminder ensures she implements robust hygiene and self-care practices effectively to support children of all ages. Children demonstrate their emerging independence as they blow their own noses, pour their drinks and typically attend to their own toileting needs. The childminder works with parents to encourage these skills at home in preparation for future learning, including school.

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Curriculum and teaching Expected standard

The childminder typically has a clear understanding of what she wants children to learn. She provides varied activities based on children's interests and their next steps. The childminder uses purposeful interactions to help children practise and develop what they can do. For example, she helps children to learn their letter sounds as they explore a puzzle together. She sequences children's learning effectively and incorporates all areas of learning well, overall, using her knowledge of how children develop. Children listen attentively to 'The Very Hungry Caterpillar' story and then practise sequencing the story using props. The childminder encourages children to recall what they have learned, helping to consolidate their learning. She evolves their knowledge and children enjoy decorating a butterfly, building on their smaller physical skills and creativity. Although children use some number language through their interactions with the childminder, the childminder does not yet help to

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Curriculum and teaching Expected standard

widen children's awareness of further mathematical concepts, such as shape, size or measurement. This limits opportunities for children to build on their early mathematical skills.

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Curriculum and teaching Expected standard

The childminder places high focus on children's communication skills, providing a language- rich environment. She ensures stories and songs are an integral part of the daily routine. The childminder introduces a new song to children as they blow coloured tissue paper and watch them fly like butterflies. She sings this in Hungarian and then English, to support children's understanding and use of their home language. Children are confident communicators. This supports their social interactions with their peers and helps them to communicate their needs and feelings, scaffolding their personal, social and emotional development.

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Inclusion Expected standard

The childminder provides a robust settling-in process and gathers detailed information from parents, including information about children's previous experiences and places they have visited in the local area. This helps the childminder to incorporate these into the curriculum to provide familiarity and to also offer new experiences for children. Children settle well. The childminder completes regular and effective assessments of children and understands how to identify delays or gaps in their learning. The childminder implements strategies that support children's individual needs, including visual prompts, when supporting children's behaviour, reminding them of boundaries and expectations. The childminder supports children who speak English as an additional language superbly. The childminder is bilingual and speaks to children in both languages. Children speak fluently in their home language and progress well in their use of the English language.

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Inclusion Expected standard

The childminder shares children's progress with parents and encourages them to complete simple and effective assessments at home, to create continuity between home and setting. The childminder maintains communication with other settings children attend, sharing information about their learning and development. This promotes positive partnership working and ensures children, including those who face barriers to their learning and/or wellbeing, make suitable progress.

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Inclusion Expected standard

The childminder demonstrates her understanding of how she would use additional funding to reduce barriers and meet identified needs. She describes how she will seek advice from external professionals, when necessary, to access additional support for children and families. However, the childminder does not target her training to deepen her knowledge of how to fully embed a gradual approach to supporting children.

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Leadership and governance Expected standard

The childminder uses self-evaluation well to gain oversight of the strengths and areas for development within her setting. She engages thoughtfully with the local authority and other childminders to strengthen her provision. For example, sharing of ideas has led to more community engagement, extending children's experiences and opportunities in their local area. This builds on children's learning and development. The childminder supports her own wellbeing through her passion for music, and keeps herself updated with new legislation and guidance. However, although the childminder completes mandatory training, she does not consistently undertake training that is aligned to her own gaps in knowledge and learning. This minimises opportunities to further enhance and embed consistently high-quality teaching and learning.

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Leadership and governance Expected standard

The childminder understands the importance of building positive working relationships with parents. She shares regular information about children's learning and offers support and guidance, such as sharing stories and singing at home, to promote children's communication and language skills. The childminder gives parents guidance on activities and ideas that support children's readiness for school, including dressing and toileting. This helps children to develop fundamental skills for their future.

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

Children demonstrate they feel safe and secure in the nurturing environment the childminder provides children. They confidently greet visitors and proudly share their creative work they have been completing. The childminder knows children's individual characters and plans accordingly, helping children to access a varied, inclusive and age-appropriate curriculum that they enjoy. This supports all children, including those who face barriers to their learning, and/or wellbeing. All children make steady progress from their starting points, helping to prepare them for their next stage of learning. Children independently think of new ideas and begin to solve their own problems. For example, outside, children work out how to carry their buckets and ride bikes at the same time as they hang them on the handlebars and ride confidently.

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

The childminder plays alongside children, engaging them in discussions, modelling new language and listening to their ideas. This supports children's communication skills excellently. The childminder works closely with parents from the start and builds positive relationships with families and children. Children seek out the childminder and ask for support when they need it. Children have fun and enjoy chatting to each other as they excitedly race cars through a tunnel.

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

Children benefit from trips out into the community and the childminder supports their knowledge of the changing seasons, exposing them to their natural environments. The childminder continues this learning at the setting as children use bird blowers in the garden to hear different bird sounds. They visit the local church and enjoy music time, enjoy walks,

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Address:

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00 visits to the parks and attend weekly toddler groups. This helps children to develop their self-confidence and social interactions in larger groups of children and adults.

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Next steps

The childminder should strengthen the curriculum for mathematics, helping children to develop more awareness of mathematical concepts through their play. The childminder should focus her own professional development more sharply on how she can best support children's learning and build on her own knowledge and skills further.

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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. Local authority: Bournemouth, Christchurch & Poole

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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

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 .

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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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