Albery, Alexandra Delphine

Albery, Alexandra Delphine

Unique reference number (URN): EY348494 Address: 23 Antrobus Road, London, W4 5HY Type: Childminder Registered with Ofsted: 07/03/2007 Registers: EYR, CCR, VCR Registered person: Albery, Alexandra Delphine

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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 have a secure sense of belonging and thrive well within an environment that is receptive to their needs. They respond well to a warm, friendly and supportive approach. Children's knowledge and interest are naturally built to sustain motivation, enthusiasm and learning in all developmental areas. Children are given opportunities to explore their interests in a safe, stimulating and accessible environment that meets their needs.

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Achievement Strong standard

Children are well supported to make progress in their school readiness through the curriculum, with conversations, tailored learning from next steps and adult guidance. There are positive relationships between the children and the childminder, who understands their learning needs. For example, young children are taught to use scissors, and older children are encouraged to talk about their experiences visiting different countries. They are also encouraged to write their names on speech bubbles for their floor book. This approach supports a sense of achievement among the children.

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Achievement Strong standard

The children are allowed to follow their interests. Children learn to speak French fluently, and the childminder guides their conversations. The children demonstrate good listening, attention and speaking skills. There are a wide range of books, including audiobooks, to build on their knowledge and understanding of the wider world.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a positive environment that fosters respect and resilience. Children move around confidently and show positive attitudes towards the environment. They demonstrate curiosity, concentration and social skills during interactions with the childminder. She models good behaviour and praises children's efforts. Children can follow daily routines and respond well to instructions. For example, when getting ready to go into the garden, they find their coats and put them on by themselves. Children demonstrate resilience and confidence in their own play. Older children use their social skills and work as a team to build a pyramid using shaped glass and wooden blocks, developing their thinking skills and abilities.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established routines in an enabling environment for all children. They can move around freely to access a wide range of activities that interest them. The childminder offers positive reinforcement and helps children to lead their own play through regular praise. Children develop their confidence and self-esteem. They behave well and show a secure understanding of routines and acceptable behaviour. They are supported in sharing, taking turns and playing together cooperatively. The childminder works closely with parents to support children's punctuality and attendance, enabling them to progress well.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing by creating a calm, familiar environment that emphasises their safety, individual needs and security. There is a

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Expected standard

responsive approach to meeting the needs of individual children that offers continuity of care and positive support.

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Expected standard

The childminder has established a supportive key-person system that ensures all children's interests, routines and learning needs are met in an environment that fosters inclusiveness. Children demonstrate strong attachments to the childminder, who knows them well. Children's needs are tailored accordingly, and their care routines are flexible.

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Expected standard

The childminder encourages children to brush their teeth to support good oral health. The childminder ensures that children's dietary needs are met. She works alongside other professionals to ensure children receive healthy organic meals. Children have adapted well to routines, even the youngest children. All children demonstrate confidence and independence when moving around the environment. The childminder supports children with care routines. For example, she helps them with handwashing and assists with toileting. She understands the importance of support and meeting the needs of individual children.

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Leadership and governance Strong standard

The childminder supports a highly innovative environment that meets children's needs; the focus is on professional development, training, partnerships and working with parents and professionals. The childminder understands the setting's strengths and uses tailored strategies to improve areas, where she can further foster the setting's approach to meeting the needs of all children.

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Leadership and governance Strong standard

Safeguarding remains a priority to ensure children feel safe, valued and supported. The curriculum is carefully planned. She adapts her approach to support children's learning and development and to shape staff teaching practices. The childminder continues to strive for greater improvement in teaching, to build on children's knowledge, and prepare them for school. Parents are involved in their children's learning, and opportunities are provided quarterly for parents' consultation and input to foster a shared sense of partnership.

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Leadership and governance Strong standard

The childminder empowers her assistant to develop their practice and create opportunities for training and professional development, fostering a shared sense of accountability. The childminder has a clear vision of what quality care is and works towards better outcomes for children.

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Curriculum and teaching Expected standard

The childminder has focused on providing the children with a well-sequenced, inclusive and balanced curriculum that caters to all their needs, including those who are likely to face barriers to their learning. The childminder supports children's learning, and they show that they are making progress and thriving. She has high expectations and prioritises the environment to reflect children's cultural backgrounds, fostering a sense of belonging. Children are taught in English and French, and specific vocabulary is built on during conversations. The environment is rich in language, and leaders prioritise communication and language development to enhance learning. Children are confident to speak in groups, however, they are not always encouraged to take turns when speaking and to listen to others.

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Curriculum and teaching Expected standard

There is a collaborative approach with parents; children's learning is captured and shared through a two-way communication system, allowing parents to provide input on their next steps. The childminder uses starting points and next steps to effectively monitor the children's progress, assessing and tracking their learning needs.

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Curriculum and teaching Expected standard

Teaching occurs both indoors and outdoors. Children are encouraged to develop their motor skills, coordination, trampoline jumping and strengths. There is a variety of mathematics experiences, using twigs to count, painting the sides of boxes, mixing and digging.

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Curriculum and teaching Expected standard

Communication and language are at the heart of the curriculum, with emphasis on children's vocabulary. Children respond well to the childminder's encouragement and guidance. She offers effective support to children when needed, for example when a child was struggling to use chopsticks, she guided her movements and supported her confidence.

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Inclusion Expected standard

Children benefit from an environment that supports their individual learning and physical needs. Systems are in place to identify children with special educational needs and/or disabilities early. There are strong partnerships with external agencies embedded in the setting's approach. The childminder meets the child's specific needs, offering one-to-one support with parents' consent. The childminder has implemented a structured, supportive system for children who are likely to face societal barriers due to their ethnicity and cultural backgrounds.

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Inclusion Expected standard

Children's progress is monitored effectively to determine which support system is needed to ensure they are making significant progress. The childminder understands the importance of providing an adaptive environment to accommodate children with specific needs. Low-level seating, mats and resources are available to meet the needs of individual children. The childminder accesses training to build on her knowledge and works with professionals to shape children's support, opportunities and experiences. There is a sense of belonging within the setting.

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Inclusion Expected standard

The childminder prioritises an inclusive approach, with systems that create a nurturing, supportive environment that is flexible and accessible, meeting children's needs.

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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 supported and feel a sense of belonging in a nurturing, safe, stimulating and age-appropriate environment, where they can thrive. Activities and resources are available to them at their fingertips. For example, there is a large floor book that the childminder uses to capture the children's voices, lived experiences, travels and their progress. Their words are captured in speech bubbles and include their next steps for sharing with parents. The childminder plans around children's next steps to build on what they know and can do.

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Inspector:

Melissa Seetal Children show levels of engagement and attention in activities. The childminder uses both English and French to question the children's thinking, knowledge and understanding. During French talking time, children are introduced to cultures from around the world, for example the Chinese New Year. The childminder encourages conversations around chopsticks and dragons. The sessions are informative and children talk about their own interests, such as their birthdays, mummies, daddies and using spoons to eat.

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Inspector:

Children benefit from an ambitious curriculum that is well planned and adapted to their needs. There is a balance between adult-led and child-initiated play that reflects their interests. Learning opportunities are available both indoors and outdoors to extend their knowledge, confidence, skills and abilities. The childminder uses opportunities to build vocabulary through conversations, storytelling and listening to the children.

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Inspector:

Children form positive, warm, secure attachments with the childminder and assistants, providing cuddles and reassurance. The setting respects children's uniqueness, cultures and diversity. Children feel valued, and books are shared with them to support their cultures. For example, Lunar New Year was read during 'Toddlers' Talk Time', using props and different items to support the children's understanding, communication and language.

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Inspector:

The childminder has demonstrated that there are clear systems in place to support children's safety, learning and needs. Attention is given to individual learning using their starting points, involving parents and working with professionals.

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Next steps

The childminder should ensure she encourages children to listen to others and take turns when speaking, to further improve their communication skills.

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About this inspection

The inspector spoke to the childminder, her co-childminders and assistant 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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Address:

Registered person: Albery, Alexandra Delphine

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

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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

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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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