Cetra, Anna Luisa

Cetra, Anna Luisa

Unique reference number (URN): 2745338 Address: 11 Sedgemoor, Farnborough, GU14 8JN Type: Childminder Registered with Ofsted: 17/10/2023 Registers: EYR, CCR Registered person: Cetra, Anna Luisa

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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 progress steadily and securely in all areas of learning. Children with special educational needs and/or disabilities, or other barriers to learning, make continued progress from their starting points. Children are ready for their next stage of learning and starting school. They are independent and self-sufficient. They dress and feed themselves and are competent at toileting. Children enjoy learning new skills, such as cutting food up. They focus intently on new skills while they are mastering them. For example, younger children concentrate and focus on using their motor skills to do up their shoes. Children become confident communicators. They practise new words while caring for and growing crops outdoors. They can ask for help and communicate with their friends.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has developed a positive environment where children feel valued. She is clear in her expectations, which children understand well. Children listen carefully and follow instructions within their daily routine. For example, they tidy away their toys before having snack or going to the garden. The childminder ensures that her expectations within the setting are appropriate for children's differing ages and stages of development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established positive and caring relationships with children. She models positive behaviour and interactions, supporting children to do the same with their friends. Children get along well and enjoy spending time together. For example, they enjoy baking together, playing games and reading stories in a group.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works with children and their families to promote positive behaviour and relationships. This includes supporting children to develop positive attitudes towards learning. She understands the importance of regular attendance and helps families build positive habits to support consistent attendance.

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Children's welfare and wellbeing Expected standard

The childminder fosters positive relationships with children. She is responsive to children's individual needs. The routines she implements are consistent but flexible to suit children's differing ages and stages of development. For example, she ensures that children sleep, as needed. Children have secure attachments to the childminder. She works hard to establish these bonds quickly when children start. This supports children's emotional wellbeing and security. The childminder works with children to teach them about emotions and help them explore how they are feeling. For example, younger children seek out emotional support through cuddles, and older children identify how they feel and discuss their emotions with the childminder.

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Children's welfare and wellbeing Expected standard

The childminder teaches children about their health and wellbeing. For example, she grows seasonal produce with children, who learn how to care for and harvest it, to cook with. Children learn healthy habits, such as handwashing, and understand how this supports their health. The childminder teaches children to identify what their body may need, such as a coat when it is cold or a drink of water after running around.

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Curriculum and teaching Expected standard

The childminder implements a curriculum that supports children's development across all areas of learning. She evaluates the impact of this on children's development through regular assessments. She adapts her teaching to support children's differing ages and stages of development. The childminder adjusts her teaching to support children with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

The childminder typically supports children's communication through interaction and discussions. She uses a broad range of vocabulary that includes mathematical words. Teaching does not always help children develop thinking skills and problem-solving to the highest possible level. For example, the childminder asks questions that children find very easy to answer and does not follow up to offer more challenge. The childminder speaks Italian and English and helps children to learn English fluently along with some key phrases in Italian. Typically, the childminder teaches children about diversity, by teaching them about some festivals, for instance. However, she does not always support children to learn more about their similarities and differences.

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Curriculum and teaching Expected standard

The childminder supports children's physical development through a range of activities, such as dancing and going to the park. Motor skills are built through puzzles, mark-making and baking, for example. She understands the importance of children's personal, social and emotional development. She takes time to support children's social skills at the setting and while attending groups.

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Inclusion Expected standard

The childminder uses assessment to identify children's individual needs swiftly. She uses a 'plan, do and review' process to monitor and support children's learning. The childminder gets to know children well, helping her to tailor individual support to suit each child's needs. She implements specific strategies to support areas of development where children may need additional support. For example, targeted intervention through one-to-one interactions helps to support children with speech delays. The childminder works alongside families and external professionals to support children's development. Together they work smoothly to close any gaps in children's learning quickly.

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Inclusion Expected standard

The childminder is aware of potential barriers to children's learning. She understands how to minimise any barriers. For example, she understands how to use additional funding to give children access to opportunities they may not otherwise have. She identifies barriers that could impact children's learning and development and puts strategies in place to support individual children. For example, when children speak more than one language, she understands that they may need longer to think and process information before responding to her.

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Leadership and governance Expected standard

The childminder ensures that her setting is safe, fun and welcoming. She is dedicated to furthering her knowledge and spends time reading and attending webinars to achieve this. For example, she attends childminding network meetings, where she seeks new ideas and information from colleagues. She accurately identifies this as a strength of her setting, along with building secure relationships with children and their families. She evaluates the provision to identify any areas for development and makes necessary adaptations or enhancements to achieve this. She puts the children at the heart of her provision, ensuring that any decisions made are suitable for all children. The childminder has correctly identified that she needs to enhance her knowledge and understanding on supporting children's thinking and problem-solving skills and enhancing the curriculum to help children learn more about their similarities and differences.

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Leadership and governance Expected standard

The childminder works with families to support children's outcomes. For example, she shares information with parents and carers on how to support learning at home. The childminder is passionate about ensuring that children are ready to start school. She works diligently to support all children and their families for this transition. Children with special educational needs and/or disabilities, or other barriers to learning, are given the support they need to ensure that they are ready for school.

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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 feel safe and are nurtured in this warm, homely environment. They are welcomed as though they are part of the childminder's own family. They build secure, positive relationships with their friends and the childminder. Their wellbeing is prioritised, and children are supported to build confidence and emotional security. They are independent, but confident to ask for help or reassurance when they need it. For example, younger children nestle into the childminder, while they play and read together. They learn about the childminder's Italian culture and some Italian vocabulary.

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

All children thrive and typically make steady progress in their learning and development. They thoroughly enjoy learning through their play and activities. For example, they enjoy growing strawberries in the garden and digging in the soil. They laugh as they dance and sing with the childminder, copying familiar actions to their favourite rhymes and songs. Children are prepared well for their next steps in learning, including starting school. Children are supported to take turns and play collaboratively with others. They learn self-care skills such as toileting, handwashing and feeding themselves. Children with special educational needs and/or disabilities, or other barriers to learning, make secure progress.

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

Children settle quickly when they join the setting, swiftly getting to know and taking part in the daily routines. For example, they tidy away their toys before helping the childminder to prepare snack. Children have plenty of choice throughout the day. For example, they choose which fruit to have for snack and what to play with and where they would like to play.

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Next steps

The childminder should develop her knowledge and skills to support children's thinking and problem-solving further. The childminder should enhance the curriculum to help children learn more about their similarities and differences.

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About this inspection

The inspector spoke with the childminder, children and parents and carers 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. Nicole Odell

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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