Chibici, Irina

Chibici, Irina

Unique reference number (URN): 2779728 Address: 8 Capel Place, Dartford, DA2 7PU Type: Childminder Registered with Ofsted: 27/03/2024 Registers: EYR Registered person: Chibici, Irina

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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

Overall, children progress well for their age and stage of development. They are generally prepared for their next stage in learning. Children are confident communicators and are beginning to count and use mathematical language as they play. For example, children experiment to see how many scoops of rice they need to fill up their cups and pots. They explain that they need 'more' and then the cup is 'full'.

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Achievement Expected standard

Children enjoy the time that they spend in the garden. They use scooters with confidence and manage the ladder on the climbing frame with ease. Children show great concentration and perseverance as they try to throw a ball through a hoop. There are times when the children are independent in their care needs. For example, they cut up their own banana at snack. However, at other times, the childminder is too quick to do things for children that they can do for themselves, such as wiping their hands and noses. This means that sometimes children do not always practise their growing independence skills further.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established an environment where rules and boundaries are followed by the children. For instance, the children know that the home is a shoe-free zone. They take their shoes off at the door when they come in and put them on the shelf. The childminder reminds children that they are not to climb on the furniture and to take turns to go down the slide. However, she does not always explain to children why she has these expectations. This does not always help children understand why some rules are in place and recognise that they help to keep them safe.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model. She encourages the children to develop good manners and say please and thank you. She is supportive in her approach and recognises when children try their best. They receive lots of praise for their efforts. This helps children to develop a positive attitude to their learning. The childminder promotes good attendance. She is flexible in her sessions so that children can use their full education funding entitlement. Children enjoy the time that they spend with the childminder. They have developed close and affectionate bonds with her.

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Children's welfare and wellbeing Expected standard

Children's care routines are adapted in line with children's experiences in the home. This provides them with consistency and helps them to feel safe and secure. The afternoon is time for quiet and relaxation after a busy morning of play. Those who sleep have their own cots and bedding. When children wake, they take time to do yoga, where they focus on their breathing and how to move their bodies. Overall, children enjoy these sessions. The childminder joins in with them to encourage their participation.

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Children's welfare and wellbeing Expected standard

The childminder supports children to understand how to be healthy. She provides nutritious home-cooked food for children. They eat meals from around the world alongside fresh vegetables that they grow in the garden. Children know that they need to wash their hands before eating, and the childminder encourages them to cover their mouth when they cough. Children spend time outdoors every day to exercise. The childminder teaches them how to keep safe. For example, she shows the children how to hold onto the swing so that they do not fall.

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Curriculum and teaching Expected standard

The childminder has a clear understanding about how young children learn. The curriculum is typically well planned for children to help them develop across all areas of learning. There is a focus on helping children to reach their next steps for learning through tailored support. Teaching occurs through a play-based curriculum. The childminder sequences activities around key themes, such as seasons and celebrations. These themes make sure that children have access to a broad and varied curriculum. The childminder is multilingual and children use some words in Spanish alongside English.

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Curriculum and teaching Expected standard

Interactions with children are high quality. The childminder takes time to play alongside the children to extend their learning. Through questions and discussions, she makes sure language development is a priority. Children hear new words, which they then use in their play. For example, when children make a collage to design their own garden, the childminder explains that the tools are a 'spade', 'shovel' and 'fork'. Mathematical language is woven into their play. The focus on children's early language development means that they are confident and competent communicators considering their young age.

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Inclusion Expected standard

The childminder aims for her setting to be fully inclusive for all children. She knows each child well and tracks their progress. This allows her to adapt her practice to meet the differing needs of children who attend. For example, some children learn to count numbers in the correct order, while those who have mastered counting start to recognise the number and its value. The childminder has systems in place to monitor children's learning. This means that she can be quick to recognise if children need extra help with their development. She has undertaken training and knows the referral process in her local area. Therefore, she can signpost children to professionals when they need further support or have barriers to their learning.

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Inclusion Expected standard

Through her teaching, the childminder supports children to learn about what makes them unique. She values different family cultures and builds festivals from around the world into her planning. Children learn about communities beyond their own as they look at maps of different countries. This helps children to develop a secure sense of self.

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Leadership and governance Expected standard

The childminder is passionate about and committed to her role. She has established friendly but professional relationships with her families. Parents feed back that they feel like they are a team, always listened to and supported. For example, the childminder gives them advice on healthy eating and how to add nutrition to children's diets. The childminder updates parents daily and provides summaries of the progress they make. The childminder reflects on her practice. She has enhanced the indoor learning environment while maintaining a home-from-home feel. This helps the children to thrive in a familiar environment. The childminder has built effective partnerships with other childminders in the area as a support network. This helps her to hold professional dialogues, share ideas and keep up to date with changes to regulations. This also provides children with opportunities to develop friendships and social skills in the community.

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Leadership and governance Expected standard

The childminder manages her workload and wellbeing effectively. This means that she can be responsive and attentive to children and their families. She engages in professional development to support her in her role. For example, recent training on working with children with special educational needs and/or disabilities means that she can recognise and make referrals to a range of professionals. This means that any children who have barriers to their learning will be supported to get the help they need.

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

Children are happy in the childminder's warm and nurturing care. They show positive relationships with the childminder and each other. They receive lots of praise and comfort when they need reassurance. The childminder works with parents as soon as children start. She finds out about their interests and care routines. This means that she can meet their needs from the outset. This provides children with a sense of security and belonging. They enjoy the time that they spend at the childminder's home.

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

The childminder places a focus on developing children's communication and language. She encourages children to hold conversations, listen to each other, read stories and narrate their play. The childminder models speech and captures children's attention to extend their learning. This helps children to develop into confident communicators who can share their ideas. The childminder then responds to the children so they have a voice about what they would like to do. For example, in the garden, the children ask for chalk so that they can draw on the floor. They make shapes while the childminder encourages them to name a 'rectangle' and 'hexagon'. These interactions help children to thrive in their development. They all make positive progress against their next steps in learning.

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

The childminder fosters children's social skills by attending local toddler groups. They also meet up with other childminders. This supports children to learn how to make friendships as they play with a wide range of other children. Children spend lots of time out in the community on trips to local farms and parks. This helps provide children with a wide and varied curriculum as they learn about the world around them.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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Next steps

The childminder should consistently develop children's independence by encouraging them to complete tasks on their own before providing support. The childminder should explain to children why they have been asked to do something so that they develop an understanding about the consequences of their actions.

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About this inspection

The inspector spoke with the childminder, children and parents 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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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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