Malgorzata Dennison

Malgorzata Dennison

Unique reference number (URN): EY405722 Address: 64 Canterbury Avenue, Southend-On-Sea, SS2 4QL Type: Childminder Registered with Ofsted: 06/05/2010 Registers: EYR, CCR, VCR Registered person: Dennison, Malgorzata

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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 Strong standard

Children make secure and consistent progress, showing a range of accomplished skills, especially in communication and language. Children who speak English as an additional language acquire rich and broad vocabularies that enables them to ask questions and engage in conversations with confidence. They sing songs and engage in favourite stories.

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Achievement Strong standard

Children show agility and skill in a range of physical movement, including balancing and using cutlery. They cut their fruit for snack and successfully navigate difficult obstacle courses. Children demonstrate great confidence in decision-making skills, such as choosing their snack and planning their day with the childminder. They understand a range of feelings and emotions and apply this knowledge successfully to how the characters in a story might feel. Children recognise different types of weather and show an understanding of cultural celebrations, such as Lunar New Year. They show great resilience, and perseverance in tasks and show increasing skill in personal tasks, such as getting dressed.

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Behaviour, attitudes and establishing routines Strong standard

Children behave in the very best way and show impeccable manners across the day. Children learn essential skills for behaviour as the childminder acts as a consistently positive role model. Consequently, children are kind and respectful. The childminder weaves important emotional language through play, such as describing when characters might feel sad or afraid. This makes language familiar for children and easy to apply to a range of situations.

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Behaviour, attitudes and establishing routines Strong standard

Routines are fully embedded and understood by children. They show their confidence in a range of tasks, including sorting the recycling and washing their plates after snack. Children's attendance is excellent. The childminder has a clear policy for absences but explains that children want to attend and often say they do not want to go home.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is incredibly patient and offers children time and space to persist with their chosen tasks before stepping in. For example, when children are learning to put on their coats, the childminder encourages them to keep on trying and offers high praise when they eventually manage to do it.

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Behaviour, attitudes and establishing routines Strong standard

Children show incredible confidence as they prepare their snacks. They watch the childminder closely as she demonstrates how to cut the strawberries safely. The childminder consistently uses clear language to help children connect her actions with words. This accelerates children's knowledge and skill and their ability to manage daily tasks by themselves, including putting on their hats and coats.

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Children's welfare and wellbeing Strong standard

Children's personal needs are fully supported because the childminder builds an extensive picture of what makes each child unique. This includes tailoring activities to include home visits and shared family visits to the park. Children develop the emotional security they need to successfully access learning as a result of the secure and nurturing relationships they have with the childminder. Children recognise a vast range of feelings and emotions. The childminder expertly intertwines explicit teaching and real-life experiences to help children embed concepts that support them to manage their own feelings appropriately.

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Children's welfare and wellbeing Strong standard

Physical development is a key priority. The childminder uses explicit teaching to support children in developing an awareness of their bodies and how exercise, such as running, helps keep their heart healthy. The childminder demonstrates and describes a range of movements. Children show a positive attitude to all physical play as they engage energetically and joyfully with the childminder. Children enjoy healthy snacks, such as strawberries and yoghurt. They grow their own fruits and vegetables and learn about healthy choices.

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Children's welfare and wellbeing Strong standard

Children who face barriers to their learning benefit immensely from the well-considered curriculum and high-quality teaching. The childminder fully understands the importance of establishing secure and trusting attachments that enable children to successfully engage in the tailored learning plans.

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Curriculum and teaching Strong standard

Teaching and learning is precisely matched to what children already know and can do. The childminder uses observation and assessment to accurately to identify what children need to learn next. This includes recognising when children may be struggling and need help to catch up with their peers.

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Curriculum and teaching Strong standard

The childminder shows a deep understanding of how she can best meet children's needs, including those who face barriers to their learning. For example, communication and language opportunities are well considered and intentional for children who speak English as an additional language. This ensures that they quickly become proficient in their use of the English language.

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Curriculum and teaching Strong standard

Children develop great mastery in mathematical concepts, such as quantity and size. They learn about colours as they balance on coloured beams and recognise when a whole carrot has been cut into more pieces. The ambitious childminder recognises opportunities to include learning in everyday tasks. For example, children hear descriptive language, such as 'heavy' and 'light', as they tidy away their blocks.

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Curriculum and teaching Strong standard

Children learn a wealth of information about the world that they live in. This knowledge supports their ability to ask questions and connect experiences. As a result, children are developing curious minds that lead to further enquiries in their learning. The talented childminder uses wondrous teaching to inspire and motivate children. For example, she skilfully weaves self-help skills, such as dressing, into topics about winter clothing.

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Inclusion Strong standard

The highly committed and experienced childminder swiftly and precisely identifies when children may be at risk of falling behind or face barriers to their learning. She uses her extensive knowledge of child development and her meticulous assessment of children's progress to plan highly effective learning experiences that support children to make secure progress.

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Inclusion Strong standard

The ambitious curriculum and sharply focused learning opportunities support children to make remarkable progress. For children who speak English as an additional language, support is strategic and well balanced in relation to their needs and ability. For example, children hear questions in their own language but are supported to reply in English. This wealth of language opportunities supports children to become proficient in their use of English, meaning they are well prepared for the next stage in their education.

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Inclusion Strong standard

The childminder regularly assesses the progress children make. The childminder has attended training to support her knowledge in special educational needs and/or disabilities to broaden her understanding of how she can remove barriers to learning. For example, she attended oral health training that considered how to support children who struggle with routines to develop good habits. The childminder is confident in using the graduated approach and carrying out regular reviews with parents and professionals. The childminder establishes open and trusting relationships with parents. This supports open communication and a shared approach to helping children to achieve and thrive.

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Leadership and governance Strong standard

The childminder delivers excellence for children. She uses meticulous and sharply focused evaluation to drive continuous improvements that lead to the consistently high standards of education and care. The childminder explores every opportunity to enhance her curriculum and teaching. She attends regular training that develops her knowledge in identified areas. In addition, the childminder uses critical reflection following training to refine and develop her existing practice. For example, she recently attended oral health training that extended her teaching strategies to support children with special educational needs and/or disabilities. The childminder had excellent and respectful partnerships with parents. She fully understands the importance of these relationships and the benefits to children's learning.

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Leadership and governance Strong standard

The childminder uses a range of sources, including feedback from parents, children's progress and advice from the local authority, to evaluate her provision. She extends partnership working to additional settings that children attend. This ensures a shared and consistent approach to supporting children's outcomes. The childminder makes guided decisions about how best to support children, who face barriers to learning. This includes visiting children at home and developing trusting relationships with parents.

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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 are motivated and deeply engaged in their learning. The childminder knows exactly what children need to learn next because of her meticulous assessment of children's progress. She provides fun and engaging activities built on children's earlier experiences and achievement that spark new interests and enquiries. For example, children grow mint in the garden after hearing about it in a story. Every part of the childminder's provision is expertly crafted and designed to capture children's interests and provoke learning. For example, children choose which emergency service to call and confidently match the

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About this setting

telephone number on the list to the keypad on the play phone. This helps them to connect number with meaning and develop essential number matching skills.

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About this setting

Children behave very well. They listen to the childminder and respond enthusiastically to her instructions and requests. The childminder explicitly models positive behaviours consistently well. Children have a secure understanding of expectations and the setting rules. This extends to personal hygiene routines, such as washing hands. Children radiate joy and happiness. They giggle infectiously as they play fun games with the childminder. Children benefit from the warm and nurturing care provided by the childminder. They demonstrate a deep sense of trust and emotional security in her presence. This supports them to flourish.

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About this setting

Children's individual contributions are truly valued by the childminder. Every child is considered as a unique individual and celebrated. Children's home and setting experiences harmoniously intertwine. For example, children bring favourite stories that the childminder reads in both their home language and English. Children complete home learning that builds confidence in spoken English for the whole family. This ensures that barriers to learning are being rapidly removed.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, parents 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. Unique reference number (URN): EY405722

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Address:

64 Canterbury Avenue Southend-On-Sea SS2 4QL

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 17:00

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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

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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