Miltiadous, Anna Louise

Miltiadous, Anna Louise

Unique reference number (URN): 2718290 Address: 75 Dickens Avenue, Uxbridge, UB8 3DN Type: Childminder Registered with Ofsted: 30/10/2023 Registers: EYR, CCR, VCR Registered person: Miltiadous, Anna Louise

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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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Behaviour, attitudes and establishing routines Strong standard

All children's behaviour is exemplary. They thrive in the respectful culture created by the childminder. Behavioural expectations are clear and consistently understood by children of all ages. This is strengthened through well-established routines, with children readily washing their hands before snack time. The childminder models kindness and empathy well, successfully supporting children to recognise and respond to the feelings of others. This has an extremely positive impact on children. They manage their own emotions and show genuine care and concern for their friends, sensitively asking, 'Do you need help?', for example.

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Behaviour, attitudes and establishing routines Strong standard

Children establish extremely warm, trusting and secure relationships with the childminder. They feel highly confident to express their thoughts and concerns and feel safe enough to take age-appropriate risks. For example, younger children show determination as they practise, and quickly master, climbing onto a bench. Children actively seek out one another to share excitement, take turns and offer support. For instance, older children help younger ones learn to open the door in the outdoor playhouse.

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Behaviour, attitudes and establishing routines Strong standard

Children play confidently on their own, demonstrating high levels of curiosity and a firm motivation to complete tasks they begin. They also engage in cooperative play, working together with kindness and collaboration. For instance, they problem solve well where minor difficulties arise. This positive behaviour is consistently reinforced through meaningful praise, which contributes to sustaining the calm, harmonious and productive environment.

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Children's welfare and wellbeing Strong standard

The dedicated childminder ensures that care practices are rigorously reviewed and consistently implemented. She places children's welfare and wellbeing firmly at the heart of her provision. She knows each child extremely well and responds promptly to their individual needs, adapting her approach to suit each child. For example, when children become tired, the childminder remains calm and offers reassurance through comfort and affection.

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Children's welfare and wellbeing Strong standard

Children laugh, giggle and beam with delight as they explore their surroundings, indoors and outdoors. They wholeheartedly know that the childminder is available when needed. Care routines, including feeding, sleeping and toileting are sensitively tailored to each child's stage of development. This promotes predictability and security for children. The childminder skilfully shares why it is important to make healthy food choices, such as when children learn that pasta, their favourite food, gives them energy.

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Children's welfare and wellbeing Strong standard

The childminder gives children the freedom to make their own decisions and they show high levels of confidence and independence. For instance, children show excitement and pride when they choose to sit on a wheeled toy and independently navigate down a ramp for the first time. The childminder provides a wide range of experiences to promote children's physical and emotional wellbeing, including being active in the garden, visits to local parks, National Trust sites and playgroups. These rich, first-hand opportunities broaden children's

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Expected standard

scope of experience and significantly enhance their development, particularly for those who may not otherwise have accessed such opportunities before.

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Achievement Expected standard

Children typically make steady progress from their individual starting points and develop appropriately across all areas of learning. They become increasingly confident learners, readily inviting others into their play. Children make connections between previous experiences and new ones, and value each other's contributions. For example, older children play with an electronic toy drum as they bounce and jump to the beat. Others willingly join in the game of 'musical statues', as older children enthusiastically model the rules. This shared play results in laughter, joy and a true sense of collective celebration. Children demonstrate a genuine love for books, regularly choosing to spend quiet moments independently exploring their favourite stories. Younger children readily mirror the positive examples set by older peers, turning the pages carefully, for instance.

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Achievement Expected standard

Children show maturity and concentration as they engage in independent and collaborative play. All children, including those who face barriers to their learning, thoroughly enjoy experimenting and testing out their own ideas using the wide range of resources available. For instance, they work cooperatively to fill a structure with small cars. However, on occasion, children's thought processes are disrupted during play, which limits their ability to see a task through to completion. Children generally progress smoothly in their learning, demonstrate a clear understanding of routines and boundaries, and show they feel safe, secure and eager to learn.

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Curriculum and teaching Expected standard

In general, the childminder has a sound understanding of the quality of her curriculum and teaching. She typically adapts her practice so that children who face barriers to learning can access the curriculum successfully. For example, the childminder supports children who need to strengthen their coordination and control by providing resources, such as tweezers, to help them pick up small items. Although the childminder plans activities that capture children's curiosity, she does not always draw on her detailed knowledge of each child during some spontaneous moments to precisely build on their existing knowledge and skills. For instance, during storytelling sessions about a caterpillar, she does not always deepen learning further, such as by asking more challenging questions to older children, who already have a secure understanding about the life cycle of a butterfly.

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Curriculum and teaching Expected standard

The curriculum is designed to cover all areas of learning, with an emphasis placed on communication and language. On the whole, the childminder promotes children's vocabulary well. For example, she engages children in regular singing and meaningful interactions. Mathematical concepts are naturally woven through everyday experiences, such as counting objects, recognising colours and shapes. Children explore ideas, such as full and empty, when filling containers with objects. High priority is placed on children's physical, personal, social and emotional development. The childminder fosters independence and helps children feel confident and secure in a range of social situations, such as when attending playgroups. Overall, she is committed to preparing children for their next stage in education, supporting them to develop the foundational knowledge and skills for future learning.

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Inclusion Expected standard

The childminder is quick to identify children's individual needs accurately. She uses ongoing observations and close partnerships with families to inform this process. She signposts parents and carers effectively to relevant information and external professionals, such as health visitors, when additional support is required.

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Inclusion Expected standard

The childminder maintains regular communication with parents. She shares practical advice and agreed strategies to help children progress, such as reducing dummy use to support children's speech and pronunciation. Parents generally engage positively in this partnership and the barriers some children face begin to diminish. For example, children who require additional support are provided with targeted opportunities to develop their motor skills. They benefit from plenty of opportunities to run, jump in open spaces and climb on large outdoor equipment. They use child-safe tools to chop up fruit at snack time. As a result, children's coordination, control and spatial awareness improves over time.

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Inclusion Expected standard

In general, the childminder reflects on her practice, often identifying what is working well and where further development is needed. However, she is yet to strengthen her practice further by deepening her knowledge of supporting children, including with those with special educational needs and/or disabilities. For instance, while the childminder observes and assesses children who are developing their concentration during self-chosen play, she needs to refine her understanding of when to intervene at more appropriate times, to support learning without disrupting children's thinking. The childminder has procedures in place to ensure that children's attendance and punctuality are monitored to ensure their wellbeing.

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Leadership and governance Expected standard

Generally, the childminder reflects on the provision she offers and, as a result, has enhanced children's outdoor and wider experiences. For example, she has enhanced children's learning through visits to explore the natural world and socialise with people with different backgrounds. She recognises the importance of updating and improving her knowledge and skills, and has plans underway to complete a course around how babies develop. In addition, the childminder liaises with a network of childminders to share ideas. She is keen to continually review her practice, although she has not yet embedded continuous and targeted professional development to raise her quality of teaching further, to ensure consistent improvement in outcomes for children.

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Leadership and governance Expected standard

The childminder builds trusting relationships with parents and carers. They praise her commitment to working closely with them to develop children's self-care skills in preparation for their eventual move to school, such as toilet training. The childminder communicates effectively with parents. For instance, she shares what children need to learn next and offers suggestions to support them further at home. This creates a culture of open communication that makes for a welcoming and nurturing environment to work and learn in. The childminder is passionate about ensuring children feel safe and comfortable in her home. She places a focus on her own wellbeing and creates a balance between home and work life.

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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 enjoy a warm, joyful atmosphere filled with laughter, smiles and happiness. Throughout the day, children demonstrate curiosity and enthusiasm as they engage deeply in independent and collaborative play. They delight in dancing and singing as they invent their own games, readily inviting children of all ages to join in. Overall, the child-led approach effectively supports learning across all areas of the curriculum. For instance, children's independence grows as they slice their own fruit, dress themselves with appropriate support and confidently select resources that spark their interest. Children beam with pride in their achievements and show impressive consideration as they seek each other out to share experiences, such as exploring books and recalling parts of familiar stories together.

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

Potential barriers to children's learning are swiftly identified through the childminder's assessments and observations. Generally, personalised adaptations and close partnership working with families mean that children access learning successfully and make steady progress. Children develop an understanding of adopting healthy lifestyles, as they learn to make healthier food choices. They learn to recognise and manage their emotions, build friendships and demonstrate highly positive attitudes towards their learning. Children benefit greatly from daily outdoor experiences, including visits beyond the local area, such as trips to Kew Gardens to observe seasonal changes in the natural environment. Over time, this enriches their knowledge and understanding of the world around them.

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

High priority is placed on children's welfare and wellbeing. Individualised care practices are implemented, drawing on the childminder's in-depth knowledge of each child's developmental needs. Children form affectionate, trusting relationships with the childminder, showing they feel greatly valued and secure. Children demonstrate resilience as they practise and master their self-care skills, such as washing their hands thoroughly after playing in the garden. It is evident that children have a secure sense of belonging as they move confidently and purposefully around the setting and show a clear understanding of well-established routines. Attendance is promoted well and the childminder works closely with parents and carers to support children's ongoing development.

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Next steps

The childminder should focus her professional development more sharply to target children's individual learning needs, helping them to make sustained progress.

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About this inspection

The inspector spoke with the childminder, children, 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

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Address:

Registered person: Miltiadous, Anna Louise

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:00

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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. 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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