Maleed Simone

Maleed Simone

Unique reference number (URN): 159380 Address: Flat 1, 18 Langley Road, Beckenham, Kent, BR3 4AD Type: Childminder Registered with Ofsted: 08/05/2001 Registers: EYR, CCR, VCR Registered person: Maleed, Simone

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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

Typically, children enjoy listening to stories. They look at pictures and talk confidently about their favourite books from home. 'That is my favourite one,' they say. Children use animal puppets to identify animals, retell stories and sing songs. They name and identify colours in their play. Children listen attentively to stories. However, they do not always follow the childminder's instructions when it is time to tidy up. This leads to gaps in children's development. Children confidently count balls during their play and sometimes need help to count each one separately. All children, including children who face barriers, achieve well from their starting points.

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Achievement Expected standard

Children match colours during a turn-taking game. Outside, children play together on the see-saw. They hula hoop, slide down the slide and run. This strengthens children's large muscles and supports a healthy lifestyle. Children use magnifying glasses to look for worms. Children develop their small hand muscles as they scoop rice using their fingers and plastic scoops and make marks and shapes with chalk. These skills prepare children for their next stage of learning, including school.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well, but routines and expectations for behaviour are not yet consistent. For example, the childminder encourages children to tidy up after their play. However, on occasion, the childminder does it for them, while children continue playing. This does not support children to follow rules, work as a team or learn to tidy up, and does not prepare children for school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to take turns. Children understand and say, 'It is your turn.' They collaborate, listen to each other and show kindness. The childminder encourages children to say 'please' and 'thank you' when asking for things. She supports older children to understand the needs of younger children.

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Behaviour, attitudes and establishing routines Expected standard

The childminder reminds children to play nicely and encourages group activities. She praises children for positive attitudes and behaviour to learning. The childminder uses stories to teach children about positive behaviour, for example that 'hands are not for hitting, teeth are not for biting'.

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Behaviour, attitudes and establishing routines Expected standard

The childminder shares her expectations for attendance and punctuality with parents. They know children go out on visits daily, which impacts attitudes to attendance. This helps children attend regularly. Children meet their milestones and are ready for their next stage of learning.

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Children's welfare and wellbeing Expected standard

The childminder creates a calm, welcoming, well-organised space where children feel confident and happy. Children form warm attachments and go to the childminder for a hug. When children feel upset, they take themselves away to a quiet space to self-regulate and return when they feel happy. The childminder distracts children so they can regulate their emotions. She praises children for using the toilet independently and washing their hands. The childminder sings songs to keep children engaged while changing them and encourages other children to look at a book so that children have privacy. All children wash their hands before snack. The childminder sits with children during mealtimes, so children eat safely. She provides children with healthy fruit, and children self-serve. The childminder supports the needs of children with special dietary requirements so that their dietary needs are met safely. Children eat and return to their play, but do not wash their hands and faces,

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Children's welfare and wellbeing Expected standard

as this routine is not yet embedded. This leads to gaps in children's development.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop independence, but routines are not yet consistent, so children do not always meet their milestones. For example, she puts children's coats on for them and does not encourage them to have a go.

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Children's welfare and wellbeing Expected standard

The childminder encourages outdoor play that strengthens children's large muscles and develops physical skills.

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Curriculum and teaching Expected standard

The childminder plans an ambitious, inclusive curriculum across all areas of the early years curriculum. She observes children at play and considers their likes, interests and what children already know and can do. The childminder personalises teaching to meet their needs and keeps records of children's learning. The childminder shares next steps with parents, and preschools that children attend share next steps with the childminder. This supports children to achieve from their different starting points.

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Curriculum and teaching Expected standard

The childminder uses a range of strategies to develop children's communication and language, including questioning, stories and songs. She praises children for their efforts. The childminder creates an environment where children's physical skills are prioritised, both indoors and outdoors. She supports children to strengthen their large muscles and small hand muscles, for example during running, jumping and mark making. The childminder plans trips that support children's learning. For example, she teaches children about farm animals and plans a farm visit. She asks questions effectively to assess what children already know and can do.

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Curriculum and teaching Expected standard

The childminder cleverly weaves mathematics into children's play. She supports children to point to and count animals in the story. This helps develop children's one-to-one correspondence, necessary for developing accuracy in counting. The childminder encourages younger children, who may face barriers to learning, to join in group games. This supports turn taking, sharing, language development, physical development and communication and language and prepares children for school.

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Inclusion Expected standard

The childminder identifies children's individual needs and barriers children face. She works in partnership with parents and other professionals to implement strategies that support children to reduce barriers, so children make progress from their starting points. The childminder shares information with parents so that they support their needs at home. Parents act on advice given to support children to make progress. The childminder records and regularly reviews progress children make, so children achieve.

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Inclusion Expected standard

Typically, the childminder encourages children who face barriers to learning to access learning. For example, she uses puppets to develop attention and listening during storytelling. This helps them to develop their language.

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Inclusion Expected standard

The childminder knows children's needs and supports the individual needs of children. Although the childminder does not currently have any children on roll with special educational needs and/or disabilities, she knows the importance of early intervention and uses the 'assess, plan, do, review' cycle when working with outside professionals to support children's individual needs. She liaises with parents about additional support children need and how she plans to support children to make progress. Together, they work in partnership to support children's needs, removing barriers children face and closing gaps in learning.

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Leadership and governance Expected standard

Partnerships with parents and communication are effective. The childminder communicates with parents throughout the day to keep parents updated and gives detailed feedback at the end of the day. The childminder supports parents and offers advice on strategies they can try at home. Parents act upon advice given, and children thrive.

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Leadership and governance Expected standard

The childminder recently attended a 'scaffolding' training that is supporting her to step back, observe children, allow children more time to answer questions and listen more. The childminder is adopting the approach that, 'All children need time to reflect and process what they hear.' This supports children to meet their milestones.

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Leadership and governance Expected standard

The childminder uses a range of tools to support her knowledge and skills. She is a member of a supportive network, where she receives advice and ideas from other childcare professionals. She attends professional learning and expertise training, subscribes to apps and memberships and liaises with other early years professionals. These help her to consistently meet the needs of all children, including children with special educational needs and/or disabilities and those who face other barriers to learning.

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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 form warm, caring attachments with the childminder. They develop positive relationships with others and learn to share and take turns. Children are confident learners who enjoy learning through play. They talk confidently about what they are doing and share their experiences with others. Children, including children who face barriers to learning, bring their favourite books to read. They use puppets to tell stories and talk about characters. Children look at books independently and know they can tell the story by looking at the pictures.

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Address:

Flat 1, 18 Langley Road All children develop fine motor skills. They pick up balls, put them on spoons and place them into cups. This develops children's hand–eye coordination and prepares children for their next stage of learning. Children enjoy playing outside. They climb, swing and play on the see-saw. They learn to follow the rules and routines of the setting, but do not consistently listen to the childminder and follow instructions. For example, children do not always tidy up when the childminder asks. This means they do not always develop listening and attention skills needed for later learning. Children learn how to be healthy and make healthy choices that help their physical development.

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Address:

All children make progress from their starting points. They learn skills that support them to be independent. However, routines to develop independence are not yet consistent, so children are not as well prepared for their next stage of learning.

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Address:

Children enjoy the daily trips to different places, including, playgroups, parks, music and movement groups and singing. These experiences motivate children to attend regularly, and, typically, children achieve from their starting points.

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Next steps

The childminder should encourage children to further develop independence and self-help skills in preparation for their next stage and school. The childminder should support children to consistently develop attentive listening skills.

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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. Beckenham Kent BR3 4AD Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 18:30

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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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