Gardener, Marvlon Marie Pitre

Gardener, Marvlon Marie Pitre

Unique reference number (URN): EY411636 Address: 134 Bury Street, LONDON, N9 7JR Type: Childminder Registered with Ofsted: 26/07/2010 Registers: EYR, CCR, VCR Registered person: Gardener, Marvlon Marie Pitre

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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 achieve well in this setting because their progress is carefully watched and recorded. This approach enables the childminder to identify gaps in children's knowledge promptly and adapt support plans. Each child is encouraged to learn at their own pace, with activities adapted to their age and stage of development, supporting steady growth and independence. Younger children often learn new skills by observing older peers, such as feeding themselves, which boosts their confidence and self-reliance. Children develop positive attitudes towards physical activity and regularly enjoy playing outdoors, engaging in sufficient exercise and establishing healthy habits.

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Achievement Expected standard

Children benefit from the effective partnership working the childminder has with with families and external professionals. Each child receives the support they need, preventing anyone from falling behind. Children's achievement is recognised and celebrated. Children are well prepared for school. Children could benefit from consistent quality interactions to encourage curiosity and nurture a lasting passion for learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder demonstrates an effective approach to establishing positive behaviours, attitudes and routines within her setting. She cultivates a nurturing environment in which children understand and uphold clear expectations for behaviour, supported by consistently applied routines that promote their sense of security and wellbeing. Through her warm and respectful relationships with the children, the childminder models kindness and care, enabling children to learn how to collaborate, get along with one another and develop strong social skills. She sets high expectations for behaviour and gently guides children in making positive choices, frequently praising and encouraging them and building their confidence and self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

The childminder places emphasis on the importance of punctuality and attendance, working closely with families to help establish healthy routines and attitudes towards learning. She adapts her approach to meet the needs of all children, ensuring every child is fully included and supported to maintain the setting's expectations. The childminder's commitment to inclusivity and her proactive support for children's emotional and social development underpin the setting's culture of respect and care.

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Children's welfare and wellbeing Expected standard

The childminder puts children's welfare and wellbeing at the centre of her practice. She creates a safe and nurturing environment, where children feel secure and valued. Through clear routines and high expectations, she helps children understand right from wrong and encourages them to make positive choices.

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Children's welfare and wellbeing Expected standard

She frequently praises children for good behaviour, which boosts their confidence and helps them feel safe. The childminder knows how important healthy habits are and teaches children about hygiene and healthy eating. She makes sure all children have their needs met and are included in every activity.

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Children's welfare and wellbeing Expected standard

The childminder builds strong relationships with the children. She listens carefully to them, supports them in expressing their feelings and helps them manage their emotions. The childminder also plans exciting experiences, both inside and outside the setting, so children can explore their local community and learn about others. She works closely with parents and professionals to ensure every child's care plan is tailored to their individual needs. Regular assessments help her spot any gaps in learning quickly, so she can provide extra support when needed. The childminder's commitment to children's welfare means that every child is happy, healthy and ready for their next stage of learning. Parents express satisfaction with her care and confidence in their children's safety.

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Curriculum and teaching Expected standard

The curriculum covers all areas of learning, making sure each child develops the skills and knowledge they need. The childminder encourages children to explore books and stories, supporting their love of reading and helping them build strong language skills. Children have daily opportunities to listen to and share stories, which improves their fluency and vocabulary.

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Curriculum and teaching Expected standard

The childminder carefully plans activities so that children can build on what they already know. Children benefit from well-chosen experiences, such as baking, nature walks and outings to the local community, which support their social development. However, the childminder does not consistently deliver high-quality interactions to promote opportunities for children to excel in their learning. For example, when children are playing together in the home corner, offering food and engaging in role play, she does not always take opportunities to extend their curiosity and deepen their understanding.

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Curriculum and teaching Expected standard

Physical, personal, social and emotional development is prioritised. The childminder teaches children about healthy lifestyles, hygiene and road safety. Her consistent routines and expectations support children's wellbeing and confidence. The childminder celebrates diversity and plans activities that help children learn about others, promoting tolerance and respect.

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Curriculum and teaching Expected standard

Overall, the curriculum is well planned and sequenced, helping children progress across all areas of learning. The childminder adapts teaching for children who are disadvantaged or have special educational needs and/or disabilities, making sure every child receives effective support and is ready for their next stage.

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Inclusion Expected standard

The childminder finds out what each child needs by watching them, checking how they are doing and talking to their families. She notices if a child has trouble speaking, making friends or joining group activities. She pays attention to children who find it hard to talk, play with others or take part in activities, including those who are disadvantaged or have special educational needs and/or disabilities. When she sees a child needs more help, she adapts her practice so everyone can learn and join in. The childminder recognises the importance of working in partnership with other professionals to implement support plans or to seek guidance if she has concerns. She works hard to adapt and prioritise important skills that children need to work on to help them prepare for the next stage of their development. Children learn about sharing and helping each other through play and begin to recognise the importance of collaborative working on

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Inclusion Expected standard

tasks. This type of support helps children to feel valued and able to participate fully in all activities, promoting their social development, self-esteem and overall wellbeing.

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Leadership and governance Expected standard

The childminder sets clear goals and high standards. She puts children first, ensuring that those who require additional support receive targeted help. For instance, she adapts games and activities to match each child's preferred learning style, allowing everyone to participate fully and progress at their own pace. As a result of this, children show improvements in their confidence and reaching their developmental milestones.

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Leadership and governance Expected standard

The setting is organised and safe. Children have a stable place to learn and play. The childminder keeps parents up to date about their child's progress and routines. Parents feel confident that their children are happy and secure.

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Leadership and governance Expected standard

The childminder works closely with parents and involves them in their child's learning. She celebrates children's achievements and listens to families' views. This helps children feel included and supports their success.

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Leadership and governance Expected standard

The childminder keeps her skills up to date by talking with other childminders, sharing ideas and planning new activities together. She also takes part in training, such as online courses about inclusion. When she reflects on her practice and delivers high-quality interactions consistently, children will benefit from richer learning experiences.

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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 at the setting are welcomed into a nurturing, safe environment that values confidence, and belonging. Inclusion is embedded in all aspects of care and the delivery of learning. Children are provided with tailored resources and support, enabling them to engage confidently alongside their peers. As a result, all children develop positive relationships and make good progress from their individual starting points. Daily routines help children feel comfortable and secure, ensuring they settle quickly and are eager to explore. Activities are thoughtfully designed to spark imagination, promote discovery and encourage children to ask questions, solve problems, and share their ideas.

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

Achievement is actively celebrated. Children develop a love for learning through hands-on experiences, both indoors and out in the local community. Outings to parks and shops extend children's world views and social skills, while everyday moments, like baking or nature walks, are used to introduce ambitious vocabulary and reinforce learning. Each child's progress is recognised and praised, with support tailored for those with special educational needs and/or disabilities or facing disadvantage. Efforts are made to understand the reasons behind behaviours and ensure that every child feels proud of their achievements.

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

Positive relationships are at the heart of the setting. Children learn alongside their peers, building friendships and a sense of community. The childminder collaborates closely with families, listening to their insights and fostering a genuine partnership. Adaptations ensure that children with special educational needs and/or disabilities and those from disadvantaged backgrounds are supported fully.

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

Children are guided to make kind choices and resolve conflicts with empathy. Praise and encouragement help them grow in independence and self-esteem. Individuality is celebrated, and barriers to learning are reduced through personalised support, flexible

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Address:

Registered person: Gardener, Marvlon Marie Pitre

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 routines and collaboration with external professionals. The setting is committed to continuous improvement, ensuring every child's journey is joyful, meaningful, and filled with a sense of belonging.

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Next steps

The childminder should consider engaging in professional learning and reflection to identify how best to deliver high-quality interactions consistently. The childminder should consider how to respond to children's emerging thinking to promote curiosity for children to excel in their learning and development.

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About this inspection

The inspector spoke with 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 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: Enfield

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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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