Jackson, Tedroy

Jackson, Tedroy

Unique reference number (URN): EY411234 Address: 95 Ardgowan Road, London, SE6 1UY Type: Childminder Registered with Ofsted: 08/07/2010 Registers: EYR, CCR, VCR Registered person: Jackson, Tedroy

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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

Children make steady progress from their starting points across the early years foundation stage curriculum. They confidently communicate their needs with the childminder and each other, using language well in their play and holding meaningful conversations. Children demonstrate age-appropriate physical skills. They skilfully open eggs to find the hidden chicks, fix tracks together, and hold coloured pens to carefully draw themselves and other shapes. Children demonstrate a secure understanding of early mathematical language, such as 'how many more' and sharing so each has the same amount, developing a strong understanding of numbers through counting actions and objects and reading numbers as they travel around the local community. Children flourish in the childminder's care, and he ensures that they are suitably prepared for the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear expectations and routines, helping children know what to expect and understand the rules for kindness, sharing and taking turns. He builds a positive environment by modelling polite behaviour, using 'please' and 'thank you', and by showing children how to take turns during activities and games. His close one-to-one work helps him build warm, responsive relationships with the children. They look to him for reassurance, share their achievements with him and confidently approach him for help, showing that they feel safe, secure and valued in his care.

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Behaviour, attitudes and establishing routines Expected standard

The childminder follows up when children do not attend and encourages punctual arrival, so they do not miss out on learning. He adapts the weekly routine so every child can join in experiences, such as library visits or playgroups, regardless of the day they attend. He helps children stay focused and enjoy learning. He supports children to understand what is expected when on trips, and children understand rules and boundaries when travelling on public transport. Parents report that routines at the setting help their children feel secure and have helped their child's confidence. The childminder works closely with families to support routines and positive behaviours, understanding that trust and close relationships take time to build.

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Children's welfare and wellbeing Expected standard

The childminder has clear risk assessments in place to ensure children's safety when at home and during trips and outings in the community. He knows each child well and adapts care to meet their individual needs, including children with special educational needs and/or disabilities or those who face barriers to learning. He provides gentle guidance and reassurance, helping children feel secure and valued and building responsive relationships with every child. He notices how children feel and responds calmly, offering comfort or encouragement when needed. Children learn to express themselves and manage their emotions. For example, they work together to find a resolution to conflict that helps everyone. The childminder encourages handwashing before meals, supports the safe use of utensils and talks about eating fruits and vegetables while limiting sugar to protect teeth. However, general hygiene practices are not consistently practised to help children understand self-

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Children's welfare and wellbeing Expected standard

care routines. For example, children do not routinely wash their hands after wiping their noses and rely on the childminder to remind them. Routines are adapted to each child's stage of development so they can participate safely and confidently. Children enjoy healthy meals and are supported in making healthy choices and developing healthy lifestyles. The childminder works closely with families, sharing strategies to support routines. Parents report that their children are more confident and enjoy their time at the setting.

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Curriculum and teaching Expected standard

The curriculum is broad, balanced and sequenced to build children's knowledge and skills over time. The childminder reviews his practice regularly. He uses assessments to identify children's starting points and next steps, particularly in communication, independence and emotional development. His planning reflects children's interests and experiences, ensuring that the curriculum is meaningful and aligned with the learning and development requirements of the early years foundation stage.

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Curriculum and teaching Expected standard

Communication and language underpin all areas of learning. The childminder models vocabulary clearly, engages children in conversation and introduces new words in context. He embeds mathematical language in daily routines and play, supporting children's early understanding of number, size, comparison and volume. Children's physical development is prioritised through activities that promote fine motor control and coordination. The childminder places a strong emphasis on children's personal, social and emotional development, fostering confidence and wellbeing through warm interactions and a secure settling-in process.

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Curriculum and teaching Expected standard

Overall, the childminder's teaching responds to children's individual needs, ensuring that learning is purposeful and meaningful. At times, the childminder's questioning techniques do not adequately challenge children to progress in their learning.

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Curriculum and teaching Expected standard

The childminder demonstrates understanding of how to support children with special educational needs and/or disabilities, building strong parental partnerships and adapting activities to reflect children's experiences and identities. His practice is underpinned by the early years foundation stage, supporting children's readiness for the next stage of their learning.

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Inclusion Expected standard

The childminder creates an inclusive setting where all children feel welcome, valued and supported. He has a sound knowledge of how to support children with a range of special educational needs and/or disabilities. He swiftly identifies when children might need additional help and has a thorough knowledge of the reporting process at his local authority. He is confident in making timely referrals to the relevant professionals when necessary. The childminder identifies barriers and adapts teaching to support children's learning and wellbeing. He works closely in partnership with the other settings that children attend and with parents to establish a coherent approach across both settings and at home. The childminder updates his knowledge of inclusive practice, such as through training, independent research and sharing information with colleagues. He reflects on the positive impact this has had on deepening his knowledge, enabling sensitivity when discussing any

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Inclusion Expected standard

potential barriers to learning with parents.

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Leadership and governance Expected standard

The childminder reflects on his practice and provision. He has made positive changes since his last inspection, such as through independent research, seeking and sharing information from colleagues and other professionals. He uses targeted training that strengthens his knowledge and skills so that he can meet the needs of all. The childminder reviews the activities he provides and adapts them when needed so children stay motivated and engaged.

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Leadership and governance Expected standard

The childminder has built close partnerships with parents and carers. Parents describe him as 'supportive' and 'approachable', and they value the regular communication he provides. They share what their children are learning at home and speak positively about the progress their children make in the childminder's care.

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Leadership and governance Expected standard

The childminder is proactive in securing support for children with special educational needs and/or disabilities and those who may face barriers to learning. In the past, he has worked with professionals and other agencies to arrange visits and assessments to support children in his care. The childminder also works with other settings that children attend to complement their learning and ensure continuity in their learning and care.

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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 benefit from attentive care provided by this experienced and dedicated childminder. They develop warm relationships with him and with other children. Children confidently access toys to play with independently and invite their friends to join them. They happily play with puzzles and work together to problem-solve where each piece needs to be. The childminder supports the development of social skills, such as sharing, during play. For example, children eagerly hunt for eggs to collect, and the childminder gently encourages them to share so they have the same. Children eagerly take turns as they work together to build a train track. Children are aware of the expectations in the setting and demonstrate sound skills in managing their personal needs. For instance, they remove shoes and coats as they arrive and wash their hands on arrival and before meals.

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

Children flourish as they make steady progress from their starting points and develop age- appropriate knowledge and skills. They are curious about the world around them and are keen to engage in learning experiences with the childminder. For instance, they regularly explore the local community and understand how to keep themselves safe when travelling on public transport to different playgroups and parks. The childminder knows the children well and encourages them to participate in their favourite activities, such as independently looking at books and completing jigsaws. He helps children learn about other ways of life and cultures, including different religious celebrations. The childminder enriches the curriculum, ensuring that children participate in meaningful first-hand experiences linked to their learning, such as travelling on a bus or train. Children remember and talk confidently about the places they have visited and how they travel there.

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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 questioning techniques to challenge children's thinking and enhance their progress even further. The childminder should develop hygiene practices further to help children understand the importance of self-care, particularly when wiping noses.

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About this inspection

The inspector spoke with the childminder 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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