Toderasc, Madalina Ionela

Toderasc, Madalina Ionela

Unique reference number (URN): 2745964 Address: 112 Knapmill Road, London, SE6 3TF Type: Childminder Registered with Ofsted: 20/11/2023 Registers: EYR, CCR, VCR Registered person: Toderasc, Madalina Ionela

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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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Inclusion Strong standard

The childminder provides a highly inclusive environment where children's individual needs are consistently recognised and supported effectively. Children with English as an additional language are particularly well supported. The childminder uses both home language and English to model and reinforce communication, enabling children to develop confidence and participate fully in learning. For example, children confidently use and understand both languages, with the childminder extending their communication through repetition and modelling. The childminder has a strong understanding of children's starting points and identifies emerging needs through observation and ongoing communication with families. She takes prompt and effective action to reduce barriers to learning. Targeted work with families supports children to become more engaged and make improved progress, particularly in communication and social interaction.

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Inclusion Strong standard

The childminder demonstrates a clear understanding of how to support children with special educational needs and/or disabilities. She explains how provision would be adapted, including working in partnership with families and seeking support from external agencies where appropriate, to ensure children's needs are met effectively.

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Inclusion Strong standard

Partnership working is highly effective. The childminder works closely with parents to support children's development, including promoting oral health, toileting and school readiness. As a result, children with differing starting points are fully included, participate confidently and make good progress.

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Achievement Expected standard

Children make good progress from their starting points and develop secure knowledge and skills across areas of learning, particularly in communication and language. Many children confidently express their ideas, describe their play and engage in conversations with adults and peers.

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Achievement Expected standard

Children apply their learning independently. For example, they count objects during construction play, recognise numbers during story time and identify letters and sounds during everyday routines, such as mealtimes. They also demonstrate early writing skills, including writing their names and drawing recognisable representations of objects. Children with English as an additional language make good progress. They develop confidence in using English while maintaining their home language, enabling them to participate fully in activities and social interactions. Children develop the independence and confidence needed for their next stage of learning. They follow routines, make choices and engage positively with others, supporting their readiness for school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm and positive environment where expectations for behaviour are clear and consistently understood. Children demonstrate positive attitudes to learning and engage well in activities, showing sustained involvement and enjoyment. Relationships between the childminder and children are warm and respectful. She models behaviour effectively and supports children to understand expectations, such as taking turns and listening to others. For example, during group singing, children are reminded to listen to their peers and wait for their turn, which they do successfully.

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Behaviour, attitudes and establishing routines Expected standard

Children manage routines confidently and independently. They tidy away resources, sit for circle time and prepare for mealtimes with minimal support. They cooperate well with one another, for example by sharing resources, helping peers during play and working together to rebuild structures. The childminder takes account of children's age and stage of development when supporting behaviour. This ensures children are supported appropriately and can participate fully. As a result, children develop appropriate social skills and contribute to a cooperative and respectful environment.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported effectively. The childminder builds secure relationships with children, helping them to feel safe, confident and emotionally secure. Children are happy and settled, and they approach the childminder confidently for support. Children develop independence in self-care routines. For example, they wash their hands, manage personal needs and make choices about food and drink. The childminder supports children to develop healthy habits, including discussions about oral health and hygiene routines.

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Children's welfare and wellbeing Expected standard

Children are supported to recognise and express their emotions. The childminder provides reassurance and encouragement, for example supporting children who feel shy to participate in group activities. This helps children to develop confidence and resilience. The childminder works closely with families to support children's development and wellbeing. For example, she provides guidance on routines such as toileting and healthy habits, which supports consistency between home and the setting. However, at times, support is not consistently adapted to meet children's individual needs so that all children are fully supported to engage, participate and make continued progress.

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Curriculum and teaching Expected standard

The childminder provides a well-considered curriculum that supports children's development across all areas of learning. Activities are planned to build on children's interests and prior experiences. For example, children revisit creative activities, such as decorating previously painted eggs, and extend their learning through construction, storytelling and role play. The childminder supports children's communication and language effectively. She models language, introduces new vocabulary and engages children in meaningful conversations. For example, children are encouraged to describe their actions, name colours and shapes, and talk about their experiences. Mathematical understanding is promoted through everyday interactions, such as counting magnetic shapes, comparing quantities and identifying numbers during story time.

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Curriculum and teaching Expected standard

The childminder knows children well and uses this knowledge to support engagement. There are clear examples of teaching that support children to think and solve problems. For instance, during construction play, children are encouraged to count, check and adjust their structures. However, this level of teaching is not yet consistently embedded across all activities. Opportunities to extend and deepen children's thinking are not consistently provided, particularly in more open-ended experiences such as painting. As a result, children are not always challenged to develop their ideas further or build on their creativity, which can limit the depth of their learning.

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Leadership and governance Expected standard

The childminder has a clear understanding of the setting's strengths and areas for development. She reflects on her practice and takes appropriate steps to improve outcomes for children. For example, she recognises where activities could provide greater challenge and plans to extend learning opportunities. Partnership working is effective. The childminder communicates regularly with parents and works collaboratively to support children's development. For example, initiatives such as oral health packs and support with toileting have had a positive impact on children's independence and wellbeing.

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Leadership and governance Expected standard

The childminder uses observation and discussion to identify children's needs and takes action to support their progress. For instance, she has worked with families to address emerging gaps in learning, leading to improved engagement and progress for children. However, systems to monitor and evaluate the impact of these actions are not yet consistently in place. As a result, it is not always clear how effectively changes benefit all children across the provision.

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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 happy and confident, and they enjoy their time at this setting. They are eager to take part in activities and show positive levels of engagement, for example when exploring materials, joining in familiar songs and solving problems during play. Children develop independence as they make choices, share ideas and follow routines with minimal support.

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

Children make good progress from their starting points. They develop secure communication skills and are able to express their ideas and recall learning. Many children apply early mathematical and literacy skills in their play. Children with English as an additional language are supported effectively to develop their understanding and use of English alongside their home language, enabling them to participate in activities and interact with others.

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

Children feel safe and develop a sense of belonging. They form positive relationships with adults and their peers. They cooperate, take turns and respond well to expectations. Children's contributions are valued, and they are encouraged to share their ideas and experiences.

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

Children benefit from clear routines and supportive interactions. They manage transitions confidently and develop independence in everyday tasks. The childminder works in partnership with families to support children's development and wellbeing.

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Address:

Registered person: Toderasc, Madalina Ionela

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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 ensure activities and teaching consistently provide appropriate challenge so that all children are supported to extend their ideas and deepen their learning across all areas. The childminder should strengthen systems to monitor and evaluate the impact of practice so it is clear how well changes support the progress and outcomes of all children.

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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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