Baena, Katherine

Baena, Katherine

Unique reference number (URN): 2744164 Address: 8 Churchill Road, London, E16 3DX Type: Childminder Registered with Ofsted: 25/09/2023 Registers: EYR, CCR, VCR Registered person: Baena, Katherine

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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

All children enjoy learning and as a result make steady progress through the curriculum. Children gain the communication and language skills needed for them to express what they want and need. They develop their confidence in speaking to familiar people. Once children have grasped a key concept, the childminder offers further experiences that help them build on what they remember. For example, children enjoy returning to familiar places in their community, where they can apply what they have previously learned. They visit their local church, where they are greeted by friends and take part in activities that support their developing social and communication skills. Children enjoy spending time with their favourite toys and using their imagination to explore as they learn. Children are curious learners who develop confidence and feel secure with the sensitive support of the childminder.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a happy and comfortable environment in her home. She consistently expects children to be kind and considerate to the feelings of others. As a result, toddlers and young children learn to build and consider the feelings of their friends. During mealtimes the childminder promotes manners and encourages children to say please and thank you. Children feel safe in an environment with clear boundaries and expectations. The childminder forges nurturing relationships with all children. She celebrates children's achievements and enables them to keep going when they find things tricky. This promotes children's positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder considers children's attendance and promotes punctuality. When children have gaps in their social development, the childminder adapts her teaching to support them. For example, when children struggle to form new attachments, the childminder carefully plans experiences for children to interact with others. The childminder does not consistently teach children's independence in the most ambitious ways. Children do not always display high levels of confidence and independence in different environments.

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Children's welfare and wellbeing Expected standard

The childminder identifies the care needs of individual children. She creates plans that help to promote children's self-care skills, for example when teaching children to use the toilet for the first time. The childminder continues to develop her teaching of routines to help children to foster a solid foundation for self-care. She teaches children to make healthy choices at mealtimes and to understand which foods are good for them. The childminder teaches children about their personal safety, for example identifying hazards on their daily walks in the local community. Children gain increasing confidence in a variety of environments.

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Children's welfare and wellbeing Expected standard

The childminder ensures that all children have regular activity outside in the fresh air to promote their physical wellbeing. She teaches children to express and manage their emotions and talk about their feelings. The childminder works closely with parents to develop consistent sleeping routines for babies and young children to help them get the rest they need to learn. The childminder provides a healthy and safe environment where children thrive. She considers closely the changing circumstances of children and works with parents to understand their experiences at home. Children feel happy and develop healthy habits.

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Curriculum and teaching Expected standard

The childminder reviews how children are progressing in response to her teaching. She recognises that more consistent teaching of independence will build on children's confidence in social situations. The childminder supports children's language development by planning the vocabulary she would like children to learn. For example, she works with parents to identify individual words that children need to express themselves. This supports children in developing their understanding of new words and beginning to use them in context. The childminder promotes reading to support children's developing understanding of language. She plans mathematical learning for all children and her interactions help to extend what children know and can do. As a result, children gain confidence using early mathematical ideas as part of their everyday learning.

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Curriculum and teaching Expected standard

The childminder generally supports children to take risks in their play in a safe space in order to build their resilience. This includes supporting children's physical development through long walks, outdoor play and dancing. The childminder typically helps children to play alongside others. She does not always fully consider different approaches to support children with gaps in their learning to develop their social skills. Children do not always consistently develop social skills that prepare them very well for their future education.

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Inclusion Expected standard

The childminder identifies the needs of individual children. This includes children with gaps in their learning, such as those who speak English as an additional language. She typically takes steps to ensure that she assesses children's communication and language skills in their home language. This helps her to identify if children have any other barriers to learning and whether their developmental progress is appropriate. The childminder generally works alongside external partners to take advice on strategies and adaptations to her teaching. For example, where children need additional speech therapy support she uses strategies and advice to help children to learn and retain new vocabulary. The childminder monitors children's progress and works with parents to ensure consistent approaches are implemented. She evaluates the support she gives and assesses its impact on children's development. The childminder engages with a variety of external professionals to support

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Inclusion Expected standard

The childminder regularly undergoes professional development to help her to support children's different needs. She considers the gaps in learning of children when planning her routines, such as potty training or mealtimes. This helps all children to make progress across the early years curriculum.

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Leadership and governance Expected standard

The childminder is reflective of her practice. She reviews the impact of her work on the outcomes of children in her care. She considers the impact of working with parents to help children to learn new language. She adapts her teaching to individual children's needs.

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Leadership and governance Expected standard

The childminder identifies high-quality professional development opportunities that relates to the individual needs of children. She uses training to update her curriculum to reflect new knowledge and skills. Recent training helped her think about how activities link together to support children's understanding of key ideas. When children explored stories about food and planting, she provided related science experiences that allowed them to revisit and build on these concepts. This supported children in remembering and applying what they had learned. The childminder makes effective links with a variety of professional partners to strengthen her curriculum. She engages effectively with parents to support children as they transition into school. She works with schools to help children move on seamlessly to the next stage of their education.

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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

Children feel cared for and safe in the childminder's home. The warm relationships that the childminder fosters help children to gain confidence and readiness to learn. The childminder takes account of individual children's starting points and plans experiences for them to explore their local community as they learn. For example, children have opportunities to attend local social clubs to read stories and play alongside others. For children with gaps in their learning, including those with English as an additional language, the childminder adapts her teaching to reduce barriers. The childminder encourages conversations, where children confidently learn the conversational skills they need to prepare them for their future education. Children make steady progress across the curriculum because the childminder considers the skills and knowledge they need to develop to reach their milestones.

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

Children foster positive relationships with familiar peers and the childminder. The childminder teaches children how to manage their emotions. For example, she helps children to calm themselves when they feel unsettled by learning breathing exercises. Children learn to show consideration and kindness to each other. Through these relationships, they gain a sense of belonging. The childminder monitors children's attendance and takes steps to promote this with all families. She creates a safe environment where children can grow and learn The childminder works with families to understand individual children's experiences and changing circumstances. She uses this knowledge to help children to feel valued and to celebrate what makes them unique. For example, she identifies children's home languages and uses vocabulary to support children's understanding and familiarity in the setting. The families of all children feel valued and

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

welcomed in the childminder's home and effective communication links between parents and the childminder helps all children to enjoy learning and feel safe.

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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 develop further how she supports children to develop independence skills to help them to develop positive attitudes to learning in different environments. The childminder should further develop strategies to support children with gaps in their learning to gain social skills to be very well prepared for their future education.

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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

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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