Njie, Fatou

Njie, Fatou

Unique reference number (URN): 2771342 Address: 4 Grove Road, East Molesey, KT8 9JS Type: Childminder Registered with Ofsted: 13/02/2024 Registers: EYR, CCR Registered person: Njie, Fatou

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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 have positive attitudes to their learning. They enjoy the responsibility of helping with small tasks such as tidying up and preparing activities. Children respond very well to the positive praise they receive.

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Achievement Expected standard

Children make steady progress across all areas of the curriculum from their individual starting points. They communicate clearly and confidently, expressing their needs and wants in ways that are appropriate to their stage of development. Children are happy, independent and curious. They thoroughly enjoy exploring their environment and learning about the world around them.

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Achievement Expected standard

Children's communication and language development is secure. All children use a broad vocabulary, speak confidently and seek out help when needed. They build friendships and develop social skills. The experiences and opportunities available to children help them to gain the essential knowledge and skills they need to be suitably prepared for the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

Children typically enjoy the activities that the childminder provides. They develop their independence, serving themselves at snack time and pouring their own drinks. However, at times, the childminder moves routines and activities on before children have had sufficient time to engage fully or transition at their own pace.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates secure bonds with children. She knows and is sensitive to each child's individual emotional needs and wellbeing. All children, including those who may be shy or reserved and who may have barriers to their learning, are highly confident and flourish. Children are motivated learners.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model who demonstrates appropriate interactions with the children. This creates a respectful environment and helps children to develop important social skills, including playing alongside one another. All children are keen to help others. For example, when their friend becomes upset, children offer comfort and cuddles. This supports them to develop empathy and demonstrates that children are gaining awareness of how others feel. The childminder understands the importance of punctuality and regular attendance, any absences are quickly addressed and recorded.

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Children's welfare and wellbeing Expected standard

The childminder works closely with parents and carers to settle children in. The childminder works in partnership with parents to understand the individual needs and unique home lives of children. This helps her to support all children to settle and feel included at her setting. For example, she shares daily videos each morning to help children and families know what to expect each day, before they attend. Children's physical health is supported well. They help themselves to drinking water and are encouraged to try new, healthy foods. For example, children enjoy tasting pineapple and talk about how it is 'sweet and juicy'. The childminder supports children to learn about hygiene routines. For instance, they learn to wash their hands and wipe their nose. Children have plenty of opportunities to play outside and go on outings in the local area.

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Children's welfare and wellbeing Expected standard

Children typically have a clear understanding of what is expected of them. For instance, they know to use 'kind hands' and to share. The childminder supports children to learn about their emotions. For instance, she labels emotions when children are upset and practises breathing exercises with them. She talks to children about the importance of playing safely with others to support children's understanding of their actions.

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Curriculum and teaching Expected standard

The childminder typically plans a broad and inclusive curriculum that prepares children well for school. She plans experiences to support children to build knowledge and skills, over time. She provides warm, secure interactions and engaging experiences that reflect children's interests and starting points. However, at times, the childminder does not consistently allow sufficient time for children to think, reflect and respond in depth.

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Curriculum and teaching Expected standard

The childminder narrates play and models language well, supporting children to explore, participate and develop confidence. She uses stories about worms to support children's learning about insects. Children learn words, such as 'grasshopper', building on their vocabulary. She plans ample opportunities for children to develop their large and small physical skills. For example, she provides wheeled toys for children in the garden, and tweezers to pick up 'worms' made from cooked spaghetti. Mathematical skills and language, such as 'short' and 'long', are explicitly taught through daily activities and play.

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Curriculum and teaching Expected standard

Children's personal, social and emotional development is nurtured. Children approach the childminder for cuddles when they are upset and practise simple breathing techniques. Children's independence is promoted through a well-organised environment that all children can access independently.

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Inclusion Expected standard

The childminder understands her responsibilities to promote inclusive practice for all children, including those with special educational needs and/or disabilities, those who are in receipt of additional funding or who face other barriers to their learning. This helps to secure their best possible progress for all children in her care.

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Inclusion Expected standard

The childminder identifies children's individual needs when they start at the setting through close observation and regular discussions with families. She gathers information about their interests, routines and experiences at home, which helps all children settle quickly into the setting. Positive, trusting relationships with parents and carers support children's emotional wellbeing and enable the childminder to meet their individual needs effectively.

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Inclusion Expected standard

The childminder promptly identifies and supports children where there may barriers to their learning. For example, when the childminder identifies be an emerging developmental delay, such as in their speech and language, she places emphasis on reading stories and singing with children. She knows how to obtain further advice, resources and additional funding to support children effectively. She shares children's progress with parents and offers support and advice to continue this at home providing continuity for children in their learning.

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Leadership and governance Expected standard

The childminder is passionate about wanting the best for the children in her care. She demonstrates a solid understanding of her professional responsibility. She reflects thoughtfully on her practice to identify clear areas for development, such as increased professional networking and sourcing further training. However, she has not yet fully embedded these skills her own teaching practice, and that of any assistants she may work with, to allow sufficient time for children to think, respond and express their ideas. Despite this, she proactively works to address these priorities to provide all children with valuable and meaningful learning experiences and opportunities.

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Leadership and governance Expected standard

The childminder promotes the wellbeing of any assistants she works with. She takes proactive steps to help manage their workload. The childminder supports and coaches any assistants she may work with. This helps to develop their confidence and skills in working with children.

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Leadership and governance Expected standard

Parents and carers speak very positively about the childminder, describing her as caring, professional and approachable. They report that she provides a safe, nurturing, home-from- home environment that supports children's independence, confidence and security. The childminder communicates with parents and uses information about children's routines, interests and needs to support their wellbeing and learning. She also ensures that information about children's development and welfare is shared effectively. For example, the childminder holds daily conversations with parents, including sharing videos each morning of what is planned for the day.

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

Children are warmly welcomed into a carefully planned and stimulating learning environment. They show that they feel settled, confident, safe and secure. Older children promptly settle on arrival and everyone is involved in helping with tasks, such as tidying up before washing hands in readiness for lunch. Older children independently manage their personal-care needs well. Children enjoy learning. They follow their interests, confidently explore and engage in activities. The childminder has a thorough knowledge of every child, and plans activities to develop age- and stage-appropriate skills. She has high expectations for all children, in all aspects of their learning.

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

Children make positive progress from their starting points in their communication and language, physical, personal, social and emotional development. This is supported through regular attendance and the childminder's effective partnership working with parents and carers. Children are confident communicators. For example, they talk to others clearly and listen intently. The childminder provides a highly effective, language-rich learning environment. She models language and teaches children of all ages how to use new words, in context. Children make wonderful progress in their communication and language development.

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

The childminder has a very caring ethos and values children, families and the wider community, recognising each child's uniqueness and supporting them to flourish. Children benefit from a range of experiences, such as visits to local woodlands, which help to build their confidence in new environments and develop their understanding of the world around them. The childminder teaches children about different cultures and backgrounds, sharing her own experiences to broaden their awareness. For example, when discussing oral hygiene, she explains that in her home country of Gambia, sticks are sometimes used to clean teeth, helping children to appreciate different cultural practices.

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Next steps

The childminder should adapt daily routines and activities to ensure children have sufficient time to complete activities, transition at their own pace and sustain their engagement in learning. The childminder should further develop her own teaching practice, and that of any assistants she may work with, to allow sufficient time for children to think, respond and express their ideas.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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About this inspection

The inspector spoke with the childminder, assistants 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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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