Terzino, Tessa Jane

Terzino, Tessa Jane

Unique reference number (URN): 2748100 Address: 12 St. Georges Road, Wallingford, OX10 8HL Type: Childminder Registered with Ofsted: 14/11/2023 Registers: EYR, CCR Registered person: Terzino, Tessa Jane

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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, children's learning is effective. Children make steady progress during their time with the childminder. For example, they show growing levels of curiosity when the childminder draws their attention to objects that spin. Children remain focused and fully engaged, determined to copy the tricky technique needed to set them spinning. When children practise and refine their skills, they demonstrate resilience and a positive 'can-do' attitude. However, due to some weaknesses in practice, children do not have time to fully explore their own ideas and drawn their own conclusions. This does not consistently support the development of children's thinking skills.

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Achievement Expected standard

Children typically develop the skills they need to prepare them for their eventual move to school. For instance, they learn self-care routines, such as putting on their own shoes and coats before going outside. Children also develop social skills and begin to apply connections from their previous learning to new situations. Despite these achievements, children do not always reach their full potential due to adult-led activities not consistently targeting each child's next steps in learning.

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Achievement Expected standard

Babies build their core strength as they pull themselves up and cruise along furniture to reach toy. Older children draw recognisable shapes and proudly explain their marks, saying it is a 'big circle'. These experiences help to support children's early writing skills, as well effectively using mathematical language of size and shape.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes and maintains clear rules and boundaries with children. Children are confident, considerate and listen well to the childminder's instructions. She gently reminds them of her expectations and explains the reasons behind them. For example, the childminder encourages older children need to place their coats on the shelf rather than the floor, explaining that babies might trip over them. In this way, older children begin to show awareness of potential risks and learn to help keep themselves and their younger peers safe.

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Behaviour, attitudes and establishing routines Expected standard

From the outset, the childminder builds warm and trusting relationships with children. This begins with carefully planned and tailored settling-in sessions, where she gathers detailed information about children from parents and carers. Children know that the childminder is close by if they need help or reassurance, which helps them to develop a genuine sense of belonging. Typically, children's social skills develop well. This is supported by regular outings to a range of groups where children meet and interact with people from different walks of life and backgrounds.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes children's positive attendance. She communicates clearly with parents, who understand the importance of notifying her if their children are absent. The childminder has clear arrangements in place should she have any concerns about children's attendance.

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Children's welfare and wellbeing Expected standard

Settling-in sessions are carefully tailored to each child and their family circumstances. The childminder places children's wellbeing at the centre of her care routines. She ensures that children learn to become familiar with her and the daily established routines. This helps to build secure relationships and trusted attachments. In addition, the childminder supports children to become familiar with their peers. This fosters children's sense of connection and belonging within the setting.

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Children's welfare and wellbeing Expected standard

The childminder obtains comprehensive information from parents and carers about their children's sleep and eating routines at home. This information is regularly reviewed and updated through ongoing two-way conversations with parents. For example, when babies are safely exploring finger foods at home, the childminder introduces similar opportunities in the setting. This enables her to provide familiar and responsive care that meets children's individual needs effectively.

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Children's welfare and wellbeing Expected standard

Overall, the childminder supports older children to begin to understand their own feelings and those of others. She models the language of emotions, naming them when she notices how children may be feeling. For example, when they appear happy, tired or hungry. Children demonstrate enjoyment as they seek out the childminder to join their independent play, which supports their happiness and growing confidence.

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Curriculum and teaching Expected standard

Overall, the childminder supports children's language effectively through their play. For instance, when reading stories, the childminder emphasises key words she wants children to notice, such as 'triceratops', 'stomping' and 'grunting'. However, at other times, the childminder's planning and teaching skills lack precision. During some adult-led activities, she does not consistently assess or tailor what she wants each child to learn next in order to build on their existing knowledge and understanding. For example, during a tooth-brushing activity using a model with older children, the childminder does not fully use or explain the key vocabulary, such as why the marks on the teeth represent plaque. Also, at times, when children play, the childminder interrupts children's thinking by offering suggestions. This does not support children to test out their own ideas.

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Curriculum and teaching Expected standard

The childminder weaves early mathematical concepts naturally into children's play. For instance, when looking for a 'blanket' for a toy snake, she initiates a discussion about the size of the fabric. Counting objects is also readily modelled by the childminder. Through repetition, the childminder recognises that children begin to understand the sequence of numbers. The childminder places a high priority on supporting children's personal, social, emotional and physical development. She provides purposeful learning opportunities to practise, refine and master their gross and fine motor movements. For instance, the childminder plans regular visits to the local park to enable children to climb, jump and balance. This helps children to build on their strength, coordination and stamina.

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Inclusion Expected standard

Even though the childminder does not currently care for any children who face potential barriers to their learning, she is clear about the action she would take if this were to arise. Through her assessments and observations, the childminder is suitably placed to identify any emerging gaps in development quickly. She understands where to seek advice and guidance. The childminder knows how to work closely with relevant professionals and parents and carers to help minimise any barriers to children's progress.

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Inclusion Expected standard

The childminder gathers accurate assessments of each child, alongside information from parents. This helps her to build a clear picture of what children already know and can do. The childminder is particularly mindful that children new to her setting may be experiencing separation from their parents for the first time. She thoughtfully tailors each child's settling-in arrangements to support their emotional wellbeing. Typically, the childminder uses her knowledge of child development and her ability to build secure relationships to positively support children's learning and development.

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Inclusion Expected standard

Children happily engage when the childminder adapts the activities according to their abilities. She gives each child attentive support and praises their efforts and achievements. This helps to motivate children to practise, refine their skills and boost their self-confidence, such as when they mark make using a magnetic pen. Older children ask the childminder to write their name and then eagerly try hard to write over the initial letter themselves.

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Leadership and governance Expected standard

The childminder is passionate about providing high-quality education and care. Overall, she keeps up to date with any changes to the early years foundation stage. When the childminder highlights gaps in her knowledge, she seeks out advice from, for example, a network of local childminders. She also has a clear plan of action to identify and respond swiftly if children have special educational needs and/or disabilities or face other barriers to their learning. The childminder recognises that she would benefit from further strengthening and refining her teaching practice by developing a wider range of effective strategies to use when interacting with children to enhance their development even more. She is currently in the early stages of seeking out relevant training and support to enhance her practice further.

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Leadership and governance Expected standard

The childminder forms trusted and positive relationships with parents and carers. She regularly involves them in their children's learning. The childminder shares information through daily verbal exchanges, as well as an online app that tracks children's progress and highlights what the childminder is focusing on next. She also encourages parents to suggest ideas and contribute by sharing their children's experiences at home and suggesting ideas. This supports continuity in children's learning and development.

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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, including those who are very young and new to the setting, are happy and settle with ease. They thrive in the care of the kind and friendly childminder. Children eagerly explore the welcoming environment that is thoughtfully organised with a wide range of resources that reflect children's individual interests. For example, older children role play feeding their cuddly toys food and then settling them down to bed. They independently gather different foods, utensils and blankets to care for their animal toys. Overall, children benefit from having ample time and freedom to confidently make their own choices and direct their own play.

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

The childminder adapts her approach depending on each child's learning styles. For example, when she notices that babies are fascinated by throwing items from the role-play kitchen and watching them fall, she responds positively to this curiosity. In general, she models key words for babies and uses phrases and simple sentences with older children to begin to apply in their play. As a result, children regularly experience success in their interactions. This helps children to build their confidence and supports them to become capable communicators.

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

The childminder has a thorough understanding of each child. She gathers detailed information from parents and carers from the start. This includes finding out about their home routines, such as feeding and sleeping patterns, so that these can be mirrored in the childminder's home. Children clearly benefit from this continuity of care. They confidently explore their surroundings, demonstrating they feel safe and secure. Children beam with

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Address:

12 St. Georges Road Wallingford OX10 8HL delight when the childminder warmly joins them in their self-chosen play, particularly when she takes on a role, such as a doctor.

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Address:

Children thoroughly enjoy new experiences in the local community, such as attending organised toddler groups. These help to build their confidence and develop relationships beyond their home and setting. The childminder shares information with parents from the outset. This includes the importance of regular and punctual attendance so that children gain the greatest benefit from the experiences available to them.

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Next steps

The childminder should carefully consider supporting children's progress by precisely building on their existing knowledge and skills when planning adult-led activities. The childminder should provide children with more time to test out their ideas and refine their thinking to solve minor problems in their self-chosen play. The childminder should continue to focus on her professional development to further improve her expertise to strengthen teaching and interaction even more.

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About this inspection

The inspector spoke with the childminder, children and parents and carers 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. Type: Childminder

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About this inspection

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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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