Hernoufi, Sarah

Hernoufi, Sarah

Unique reference number (URN): 2768761 Address: 32 Keswick Avenue, London, SW15 3QJ Type: Childminder Registered with Ofsted: 26/01/2024 Registers: EYR Registered person: Hernoufi, Sarah

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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

Generally, children achieve well, including those who require extra help. Overall, they get the right level of support. Children gain secure physical development skills. Babies learn to crawl, pull themselves and balance. They learn how to select and grasp objects securely. Children develop effective communication, language and literacy skills. Babies learn to babble and learn words for common objects. Children learn how to do things for themselves. Babies drink from beakers independently and select books for themselves. They explore their environment and select toys and resources for themselves. Children learn number names and simple words to describe size. Generally, children gain practical skills and foundational knowledge to prepare them for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder uses developmentally appropriate ways to manage children's behaviour. For instance, she uses distraction techniques for babies and uses explanation and discussion with older children. The childminder adapts her strategies for behaviour management to meet the needs of children who require extra support. She provides a positive environment for children where children receive encouragement to explore and investigate toys and resources.

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Behaviour, attitudes and establishing routines Expected standard

The childminder acts as a role model for kindness. She speaks to children in gentle tones and offers them warm affection through cuddles and smiles. Children have happy and close relationships with the childminder. Generally, the childminder has high expectations of children in terms of their learning and achievement and behaviour. She supports children to learn how to relate to other children, for example, by encouraging communal play. The childminder promotes consistent attendance and punctuality through discussion with parents and carers. She highlights the value of this on children's progress and readiness for school.

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Children's welfare and wellbeing Expected standard

Overall, the childminder promotes healthy routines. She prepares nutritious well-balanced meals and snacks that meet children's special dietary needs. The childminder ensures that children have access to fresh drinking water at all times. She provides daily opportunities for children to experience physical activities. The childminder ensures that children are supervised closely at mealtimes. She provides safe and suitable sleeping arrangements for children. The childminder carries out frequent checks while children sleep to ensure that they are safe. She makes any necessary adaptations to routines to help those children who require extra support.

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Children's welfare and wellbeing Expected standard

The childminder ensures that care practices, such as nappy changing, are hygienic and done in privacy. She has nurturing and trusting relationships with children, who feel secure in her care. The childminder views children's safety with high importance. She assesses all areas of her home used by children to reduce the risk of hazards. Children learn how to behave in safe ways. For instance, the childminder teaches children to sit down while eating. Generally, the childminder has started to teach children some awareness of their feelings. However, she has not fully considered how this can be developed to teach children a wider range of emotions. This means that children are not fully supported to excel in their personal, social and emotional development.

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Curriculum and teaching Expected standard

Generally, the curriculum is thoughtful and developmentally appropriate and meets the needs of children, including those who require extra support. It offers interesting and suitable activities to children, whatever their starting points. Where needed, the childminder ensures that activities are adapted to meet the specific needs of children who need extra support. The childminder uses regular observation and assessment to inform planning of activities to ensure that they are suitable for each child.

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Curriculum and teaching Expected standard

Overall, the childminder supports children's mathematical development well. She sings number songs with babies to get them familiar with number names. The childminder teaches babies names of different shapes and uses mathematical words to describe size, such as 'big' and 'small'. The childminder helps children to gain secure communication, language and literacy skills. Babies enjoy following actions in songs and rhymes and learn new words. The childminder teaches babies names of common objects, such as 'cup' and 'spoon'.

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Curriculum and teaching Expected standard

The childminder prioritises children's physical, personal, social and emotional development. Babies learn to pull themselves up and balance. They learn to climb over low bridges and gain skills in ball throwing. Babies build close bonds with the childminder and learn to relate to other children while out on trips. However, the outdoor area, while spacious, is not consistently developed to support children who learn best outdoors. This means that outdoor learning opportunities do not consistently help children to excel in their learning and development. Generally, children gain useful skills to support their next stage of learning.

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Inclusion Expected standard

Overall, the childminder uses effective ways to identify if children are falling behind in their learning. For instance, she gathers information on children's starting points when they first arrive and regularly observes children. The childminder uses this information to gauge whether children are operating withing expected developmental stages. Where this is not the case, she speaks to parents and carers and adjusts activities to meet the specific needs of children. For instance, she carries out specific physical exercises with children to support children with disabilities.

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Inclusion Expected standard

The childminder has clear understanding of appropriate health professionals for parents to contact, such as doctors and health visitors. She guides parents to contact these professionals where there are concerns about children's development. Generally, the childminder uses her knowledge gained from completing a level 3 qualification in coordinating support for children with special educational needs and/or disabilities. For instance, she knows how to identify and seek support for children who need extra support. The childminder plans activities based on her assessments of children and reviews and adjusts activities to meet their developing needs.

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Leadership and governance Expected standard

Generally, the childminder is keen to improve her skills and knowledge. She has a level 3 qualification in childcare and has completed courses in teaching mathematics and resilience in the early years. This has led to improved understanding in these areas.

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Leadership and governance Expected standard

Overall, the childminder has effective partnerships with parents and carers. She provides daily updates on children's progress and activities in effective ways. For instance, the childminder provides daily verbal feedback when parents arrive, and she gives updates on a secure messaging app. She works closely with parents to support different aspects of children's development. For example, the childminder liaises with parents to support children's independence skills in feeding.

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Leadership and governance Expected standard

Parents state that they feel their children flourish in a welcoming and well-organised environment. Generally, the childminder reflects regularly on all aspects of her provision and sets goals to build ongoing improvements. She ensures that she takes regular breaks from childminding, which supports her wellbeing.

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

Generally, children settle well in this warm and well-organised environment. The childminder has close bonds with children and values each child highly. She constantly gets down to children's level and uses a warm and gentle tone of voice. The childminder gathers useful information from parents and carers. For example, she finds out about children's care routines at home and their preferences and uses this information effectively. The childminder links activities to children's interests and skills. Children fully engage with activities. Overall, children are keen learners who concentrate well on tasks. They feel safe and enjoy positive relationships. The childminder helps children to feel they belong. For example, she smiles and cuddles them while singing songs.

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

Overall, all children, no matter what their starting points are, achieve well, including those who need extra support. Babies develop confidence and independence as they select toys and resources for themselves. The childminder helps children to learn about the world around them. For example, she points out birds, trees and flowers when outside with children. The childminder teaches children names of different animals and the sounds they make. Children develop secure creative skills. For instance, babies enjoy exploring shiny and soft materials. The childminder teaches them new words as they handle a range of materials. Generally, she ensures that children are prepared for their next stage of learning through development of a range of useful skills. The childminder recognises the importance

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Address:

Register(s): EYR of regular attendance and punctuality on children's progress and readiness for school. She discusses this with parents and carers to promote consistent attendance.

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Next steps

The childminder should support children's personal, social and emotional development further, particularly in relation to their understanding feelings. The childminder should continue to strengthen the curriculum, particularly by reviewing the outdoor area to enhance children's learning across the different areas of learning to support those who learn best outdoors.

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About this inspection

The inspector spoke with the childminder and children, and considered parents' comments, 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. Operating hours: Monday,Wednesday,Thursday,Friday : 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

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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