Jany, Daniel Benjamin

Jany, Daniel Benjamin

Unique reference number (URN): 2812630 Address: 3a Marjorie Grove, LONDON, SW11 5SH Type: Childminder Registered with Ofsted: 18/11/2024 Registers: EYR Registered person: Jany, Daniel Benjamin

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children make progress in their communication and language and become more confident in expressing themselves during play and everyday interactions. They begin to use words, sounds and gestures to communicate and respond to familiar prompts.

p.2

Achievement Expected standard

Children grow in confidence as they explore their environment and take part in activities. They show increasing willingness to join in and return to experiences that interest them.

p.2

Achievement Expected standard

Children develop physical confidence through active play. They move more freely and show greater control in their movements as they explore and take part in physical activities, and they begin to play alongside others and take part in group experiences. As a result, they become more familiar with routines and respond to guidance from adults.

p.2

Achievement Expected standard

Overall, children make progress from their starting points and develop the skills they need for the next stage of their learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to follow familiar routines, which helps them to feel secure and understand what happens during the day. Children respond positively to guidance and join in with daily routines, such as mealtimes and transitions.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to attend regularly, which helps to promote continuity in their learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive behaviour through calm interactions and clear expectations. He uses simple language and gentle reminders to guide children, who follow this direction and continue their play.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children show a willingness to take part in activities and happily play alongside others. They begin to follow expectations, such as sharing resources and taking turns, with support from the childminder and assistants.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder works alongside the co-childminder and assistants to support a consistent approach to routines and behaviour. This helps children to experience a predictable and organised environment.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are supported during transitions and group activities, helping them to remain calm and settled throughout the day. Children play alongside others, with the childminder adapting his approach to meet their individual needs.

p.2

Behaviour, attitudes and establishing routines Expected standard

Overall, children are settled and demonstrate positive attitudes towards play and learning.

p.2

Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through consistent routines and attentive care. The childminder ensures that children feel safe and supported throughout the day.

p.3

Children's welfare and wellbeing Expected standard

Children are cared for in a calm and organised environment. The childminder provides appropriate supervision and ensures that children's needs are met as they move between activities and routines.

p.3

Children's welfare and wellbeing Expected standard

The childminder supports children's health through daily routines. Children are provided with healthy meals and snacks, and the childminder talks to them about what they are eating. He promotes oral health, for example by encouraging children to brush their teeth after meals. Children are also supported to follow hygiene routines, such as handwashing at appropriate times.

p.3

Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities for physical activity, including time spent outdoors. These experiences support children's physical wellbeing and provide opportunities for active play. The childminder ensures that the environment is safe and that appropriate measures are in place to support children's safety.

p.3

Children's welfare and wellbeing Expected standard

Overall, children are cared for in a safe and supportive environment where their well-being is promoted.

p.3

Curriculum and teaching Expected standard

The childminder provides a range of experiences that support children's learning and development. He uses activities and play opportunities to encourage children to take part and explore, including sensory play, stories and physical activities.

p.3

Curriculum and teaching Expected standard

The childminder supports children's communication through interaction during play. He models language, introduces new words and encourages children to name objects and respond. Children take part in activities and begin to use words and sounds to communicate.

p.3

Curriculum and teaching Expected standard

The childminder places a clear focus on physical development. Children benefit from opportunities to be active through outdoor play and planned activities. He encourages children to move in different ways and take part in physical experiences, helping them to develop coordination and confidence.

p.3

Curriculum and teaching Expected standard

The childminder incorporates early learning in activities. For example, during a sensory activity using soil, leaves and hidden animals, children are encouraged to find objects and name them, and talk about colours and count items. Children respond by joining in and attempting these skills.

p.3

Curriculum and teaching Expected standard

Children take part in a range of learning experiences, although opportunities to further support their thinking and engagement are not yet consistently embedded. For example, interactions do not consistently build on children's ideas or allow time for them to respond. Activities are not always adjusted to maintain engagement for all children, particularly younger children during more structured experiences.

p.3

Inclusion Expected standard

The childminder promotes an inclusive environment where children are supported to take part in daily experiences and feel part of the setting. He recognises children's individual needs and supports them to access activities in ways that reflect their stage of development.

p.4

Inclusion Expected standard

The childminder supports children who speak English as an additional language by using clear language, repetition and familiar words. He also uses some of the children's home language to support their understanding and involvement in activities.

p.4

Inclusion Expected standard

Children are encouraged to join in during activities, with support from the childminder, co- childminder and assistants where needed. For example, during physical and group activities, younger children or those who are less confident are supported to take part safely, which helps them to feel included and build confidence.

p.4

Inclusion Expected standard

The childminder has an understanding of how to support children with special educational needs and/or disabilities (SEND), disadvantaged children and those known to children's social care. Although there are currently no children with identified SEND, he explains how he would adapt activities and seek support from external professionals if needed.

p.4

Inclusion Expected standard

He works alongside the co-childminder and assistants to support a consistent approach. Through discussion, he recognises the importance of adapting experiences so that all children can take part. As a result, children are supported to access activities and feel included within a positive and supportive environment.

p.4

Leadership and governance Expected standard

The childminder leads his provision with a clear sense of purpose and ensures that children benefit from a well-organised and welcoming environment. He reflects on his practice and considers how routines, activities and interactions support children's learning and wellbeing. This ongoing reflection supports him to continue to develop his practice.

p.4

Leadership and governance Expected standard

The childminder uses his knowledge of child development and observations of children to inform the experiences he provides and identify next steps in children's learning. He adapts activities and interactions to reflect children's interests.

p.4

Leadership and governance Expected standard

The childminder works with assistants and provides guidance to support their role in the setting. He monitors the day-to-day practice and makes adjustments where needed, which helps to promote consistency and supports children's experiences.

p.4

Leadership and governance Expected standard

Parents speak positively about the provision and describe it as welcoming and well organised. They report that their children are happy and enjoy attending. The childminder shares information with parents and works with them to support consistency between home and the setting. He tracks children's attendance, which supports continuity in their learning and care. The childminder supports the wellbeing of assistants and ensures they are confident in their roles. He engages in ongoing professional learning to develop his knowledge and practice.

p.4

Leadership and governance Expected standard

Overall, the childminder maintains an organised environment where children are supported to learn and develop well.

p.5

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

Children are cared for in a warm and welcoming environment where they form secure relationships with the childminder, co-childminder and assistants. They seek reassurance when needed and show that they feel safe and comfortable. The childminder promotes regular attendance, which supports continuity in children's learning and helps them to settle into familiar routines.

p.5

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

Children are generally settled and enjoy their time at the setting. They take part in a range of experiences and show enjoyment as they engage in play. They smile and laugh during shared activities and return to those that interest them.

p.5

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

The childminder supports children's early communication through interaction and play. He models simple language and introduces new words, helping children to begin to express themselves. Children who speak English as an additional language are supported through repetition and the use of their home language, helping them to take part.

p.5

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

Children particularly enjoy outdoor play and opportunities to explore the natural environment. They move freely between activities and take part in games and physical play, developing confidence in their movements. Younger children are supported by adults to take part safely, helping them to build confidence.

p.5

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

Children begin to develop early social skills as they play alongside others and take part in group activities. They are supported to share, take turns and respond to simple guidance from adults.

p.5

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

Overall, children are happy, settled and benefit from a caring environment where they are supported to play, explore and build the skills they need for their next stage of learning.

p.5

Address:

Registered person: Jany, Daniel Benjamin

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.6

Next steps

The childminder should strengthen the quality of interactions to consistently allow children time to respond and further their language and thinking during play. The childminder should review the organisation and length of adult-led activities to better support younger children's sustained engagement.

p.6

About this inspection

The inspector spoke with the childminder, co-childminder, assistants, and parents and during the inspection.

p.6

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.

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

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.

p.7

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 .

p.8

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 .

p.8

Urgent improvement

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

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8