Hill, Karolina Dorota

Hill, Karolina Dorota

Unique reference number (URN): 2744801 Address: 28 Cleland Path, Loughton, IG10 2JZ Type: Childminder Registered with Ofsted: 26/10/2023 Registers: EYR, CCR, VCR Registered person: Hill, Karolina Dorota

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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 Strong standard

All children, including those with special educational needs and/or disabilities, make excellent progress from their starting points. They have extensive opportunities to access a wide range of activities that engage their interests. Children demonstrate confidence in their communication and language as they learn sign language and how to talk about their feelings. Young children show high levels of confidence in group activities.

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Achievement Strong standard

Children explore the outdoors and learn to become independent from an early age. They use their imaginations in group play as they create experiments with 'potion making' and adding ingredients. Children develop their fine motor skills as they explore a range of age- appropriate tools. This helps them to develop their thinking skills and problem-solve in their play.

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Achievement Strong standard

Children create obstacle courses and explore their physical abilities. They practise their balancing skills and build their strength as they walk along planks of wood and jump. Children extend their ideas into a treasure hunt, where they explore the garden and find 'treasure'.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a calm and nurturing environment, where she has high expectations for children. She supports children with their positive behaviour through effective role modelling and clear explanations. For example, the childminder encourages children to express their feelings during turn-taking activities to increasingly manage their behaviour and resolve minor conflicts. The childminder is a positive role model. This helps children to understand what is expected of them.

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Behaviour, attitudes and establishing routines Strong standard

Children develop meaningful friendships with one another. The childminder encourages children to work together and help one another. During activities, children have insightful conversations about the weather and what they see, and they listen attentively. Children regularly check in with the childminder when needed, which helps to manage their emotions.

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Behaviour, attitudes and establishing routines Strong standard

The childminder prioritises clear communication methods with children and families. She has stringent procedures in place to ensure that children's attendance is a priority and followed up promptly. There are clear expectations for punctuality, so children attend her provision consistently and settle well into her nurturing home. This helps children to establish positive routines and experiences in their early learning.

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Children's welfare and wellbeing Strong standard

The childminder works closely with parents and carers to ensure that children feel settled and safe in her caring and nurturing home. She has established an inclusive environment for children that considers their individual needs, including those with special educational needs and/or disabilities. The childminder collects information from families to ensure that children's care routines are well managed from home. This helps children to receive targeted support from the childminder.

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Children's welfare and wellbeing Strong standard

Children benefit from their physical development, which is widely supported in various ways. The childminder provides children with opportunities to explore the outdoors and learn about the world around them. For instance, children play in the spacious and inviting garden area. The childminder extends learning into outings in the local community. She recognises that nature is important to children's experiences, contributing positively to their health and wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder teaches children the positive impact of hydration. Children learn about the importance of drinking water regularly and how exercise helps them. Children have opportunities to prepare their own snacks and meals with guidance from the childminder. This helps them to develop positive attitudes to their learning and development and build on their independence skills.

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Curriculum and teaching Strong standard

The childminder provides a clear and well-sequenced curriculum for all children to engage their learning and interests. Communication and language is a priority to support children as they learn to express themselves in many ways. The childminder teaches children how to show a love for and interest in reading storybooks. Children engage with props, such as puppets and visuals, to guide the story of 'The Very Hungry Caterpillar'. Children extend their thinking and have opportunities to self-select food the caterpillar eats. They express excitement as the childminder has introduced real caterpillars into the home. She helps children to learn about life cycles and how to take care of the caterpillars as they grow into butterflies.

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Curriculum and teaching Strong standard

The childminder adapts teaching for all children and removes barriers to their learning in age-appropriate ways. She has high expectations for all children and uses clear language to introduce early mathematical concepts, such as numbers, shape and measure. Children benefit from the childminder's interactions, contributing to their growing vocabularies. The childminder is responsive to children's ideas and gives them time to think and respond. For example, children make links with dinosaurs and animals that have the same features. This helps children to make comparisons and become confident communicators.

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Inclusion Strong standard

The childminder knows children and families very well. She offers a highly inclusive environment for children that considers their individual needs. From the very beginning, the childminder collects detailed information from parents and carers about children's development to create strategic support from their starting points. Alongside this, the childminder uses her observations to assess what children know and what they can do. This helps to build targeted support for children, including those with special educational needs and/or disabilities.

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Inclusion Strong standard

The childminder closely monitors the progress children make and how to make adaptations and remove barriers to their learning. She uses what she knows to plan purposeful activities that build on children's learning experiences. This helps children to feel included and participate fully in learning.

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Inclusion Strong standard

The childminder has established close partnerships with parents through daily communications in various and accessible ways. For example, parents access an online application to receive updates about children and support services for funding. The childminder uses an organised approach to ensure that children who are eligible for funding have access to this. She works in effective partnership with other professionals when needed to collaborate on early support for children. The childminder demonstrates a secure knowledge of how to support children who may be disadvantaged.

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Leadership and governance Strong standard

The childminder regularly reflects on her provision to consistently improve her practice and knowledge. She is committed to her professional development. The childminder prioritises regular training to ensure that she makes the very best decisions based on children's interests to reduce barriers in their learning.

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Leadership and governance Strong standard

The childminder has established and developed effective partnerships with parents and carers. Parents speak highly of the childminder and the care their children receive. They praise the levels of effort made to communicate with them through an online platform and beyond. They share that the childminder helps them understand statutory frameworks and changes to the information in the sector. The childminder sensitively manages children's individual needs and makes flexible adaptations to prioritise their learning. When parents have concerns about children's progress and development, they feel the childminder works closely with them to swiftly close gaps in their learning.

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Leadership and governance Strong standard

The childminder makes strategic plans to support children's development. She finds innovative ways to expertly signpost useful information. For example, the childminder shares educational information for funding and early support to help children and families from home. This helps to connect children's learning and give targeted support.

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Leadership and governance Strong standard

The childminder continues to develop her provision and provide the best possible experiences to children. She is passionate about extending her learning into the community and plans to undertake further projects to develop her knowledge and understanding even further.

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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 have settled very well in the childminder's nurturing home. They enter the home with happiness. Children immerse themselves into activities and readily start their day. They carry out immediate tasks and follow a visual timetable of their day to prepare them for what is happening next. Children like to take on responsibilities, such as 'helper of the day', to help with daily duties and lead on tidy-up times.

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

Children become curious and deeply engage in well-planned activities. They excitedly prepare for group time as the childminder rings a bell to invite their participation. The

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About this setting

childminder warmly introduces children to circle time as they recognise their names. She encourages children to self-select for themselves, contributing to their progress. Children show a love for learning, and younger children look up to older children. Older children encourage young children to take part in sensory activities and walk along coloured stepping stones. This helps children to develop positive social skills and inspires them to learn from one another.

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About this setting

Children independently explore puzzles. The childminder helps children to match and put pieces into place. She uses language to help children recognise and think about how they can try and develop perseverance. Children positively have a go and try again until they succeed. This contributes to the progress they make, reducing any barriers to their learning.

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About this setting

Children have formed deep and meaningful attachments with the childminder. This helps them to develop a positive attitude to learning and a real sense of belonging. The childminder values the input from families to strengthen her inclusive environment. She uses information that is shared to harmoniously embed routines and the individual needs of children. This promotes children's wellbeing and ensures that there is a continuity in their care from home.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, parents and carers 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. Unique reference number (URN): 2744801

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Address:

Registered person: Hill, Karolina Dorota

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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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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

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

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