Wiafe, Dora Danquah

Wiafe, Dora Danquah

Unique reference number (URN): 2782885 Address: 19 Windmill Grove, Croydon, CR0 2XL Type: Childminder Registered with Ofsted: 09/04/2024 Registers: EYR, CCR, VCR Registered person: Wiafe, Dora Danquah

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

Overall, children achieve well, whatever their starting points, including children with special educational needs and/or disabilities. Children gain secure communication, language and literacy skills. Older children speak in full sentences and express themselves clearly. They have secure vocabulary and learn new words continually. Younger children learn names of everyday objects and repeat simple familiar phrases. Children learn how to do things for themselves. Older children prepare their own fruit snacks, such as slicing kiwi. Younger children learn how to peel bananas and drink from their own beakers. Generally, children gain physical skills. For instance, older children learn to climb while younger ones learn to crawl around and balance. However, children do not excel in their physical development across a wide range of skills.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has very warm, close relationships with children. She encourages children to get along with each other, for example by sharing group rules like using 'gentle hands' when interacting with each other. Generally, children play well together. Older children give toys to younger children and show affection towards them. Overall, the childminder has high expectations of children and manages their behaviour effectively. She speaks to them in gentle tones while explaining why some behaviour is not acceptable. The childminder suggests more positive ways to behave and uses praise to motivate children to behave well. She uses different approaches to suitably manage children's behaviour, with adaptations for children with special educational needs and/or disabilities. The childminder teaches children to take turns. For instance, they take turns to choose nursery rhymes at group circle times. The childminder teaches children to accept and respect each other. For example, she

p.2

Behaviour, attitudes and establishing routines Expected standard

discusses and celebrates special cultural or religious events, such as Chinese New Year and Diwali. She creates a positive environment by teaching children to say please, thank you and excuse me at appropriate times. The childminder promotes regular attendance by talking with parents about how this helps children to get ready for school and supports their progress.

p.2

Children's welfare and wellbeing Expected standard

Generally, the childminder promotes healthy routines for children. She provides freshly cooked, nutritional, appetising meals and snacks that meet any special dietary needs. The childminder helps children to understand the value of eating well through informative discussion and reading books. Generally, she ensures that children have daily physical activity. The childminder provides safe, suitable sleeping arrangements and carries out regular checks on children while they sleep. Generally, the childminder ensures that children are seated securely and closely supervised during meal and snack times. However, at times, particularly when children get ready for lunch, they become noisy and sometimes restless. The childminder does not fully support their understanding, cooperation and wellbeing at this time. The childminder teaches children how to use tools with care and caution. For example, she teaches children how to use plastic knives and scissors safely.

p.2

Children's welfare and wellbeing Expected standard

The childminder teaches children to tuck in their chairs when they leave a table and teaches them about road safety. She helps children to gain awareness of different feelings, for instance by asking them how they feel each morning at group circle time. Children then spontaneously ask the childminder how she is, and this shows the endearing, secure and responsive relationship between the childminder and children. Children are supported with secure hygiene routines, such as regular handwashing before and after eating. The childminder makes any necessary adaptations to routines to meet the needs of children with special educational needs and/or disabilities.

p.3

Curriculum and teaching Expected standard

Generally, the curriculum is well designed and engaging and meets the needs of all children, whatever their starting points. The childminder observes and assesses children regularly and uses this information to ensure that activities are at the right level for each child, including those with special educational needs and/or disabilities (SEND). For example, the childminder uses ideas from a course she attended to plan activities to support the communication and language development of children with SEND. She prioritises children's personal, social and emotional development. The childminder supports children's communication, language and literacy skills successfully. She reads stories to children in lively tones and encourages their participation through effective questions. The childminder uses interesting nursery rhyme props to sing songs and rhymes with children. She teaches younger children names of common objects, such as cup and cat. The childminder helps

p.3

Curriculum and teaching Expected standard

children to gain secure independence skills. For instance, children fetch their plates and cutlery at mealtimes. Younger children fetch their own water bottles. Children gain effective mathematical skills. The childminder asks children to count the number of children present, and they count with confidence. She teaches them names of different coloured shapes illuminated by light under a table. Younger children learn to say numbers from one to 3 in familiar rhymes. Generally, children gain physical skills, such as crawling and climbing. However, the curriculum does not fully promote a wider range of physical skills, such as steering wheeled toys and learning to move in different ways. This means that children are not fully excelling in their physical development.

p.3

Inclusion Expected standard

The childminder knows how to spot if a child is falling behind in their learning. She assesses their starting points when they first arrive. She uses this along with ongoing observations, and the progress check at age 2, to help identify if a child is in need of extra support. The childminder uses expected developmental milestones as a guide to identify any gaps in learning. She adapts activities to meet the specific needs of each child, including those with special educational needs and/or disabilities (SEND). For instance, the childminder uses visual resources to teach children with SEND words to describe different positions, such as on, under and over. She reviews and adjusts activities to meet the needs of each child. The childminder understands the importance of effective communication with parents and talks to parents to share any concerns. She advises them to contact relevant health professionals

p.3

Inclusion Expected standard

for further guidance, such as local doctors or health visitors. The childminder has attended training for children with SEND, such as supporting children with speech delay. This has led to improved awareness and practice in this area.

p.3

Leadership and governance Expected standard

Generally, the childminder shows commitment to the continual development of her skills and knowledge. For instance, she attends regular courses on safeguarding and first-aid training updates. This helps to ensure that her skills and knowledge are current and secure in these areas. The childminder is currently enrolled on a one-year project to support children's speaking and listening skills to promote best outcomes for children. The childminder works closely with parents. She talks with them each day and sends secure electronic messages to keep them well informed of children's progress and activities. She liaises with parents to support different areas of children's development, such as potty training and independence skills. Parents spoken to during the inspection express appreciation and satisfaction with their children's progress, care and learning. The childminder takes time to think about all

p.4

Leadership and governance Expected standard

aspects of her practice and identifies strengths and areas for development. She sets clear goals to build ongoing improvements. The childminder maintains a healthy work-life balance. For example, she takes regular holidays each year. This helps to promote best outcomes for children.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Generally, all children make secure progress, whatever their starting points, in this happy, stimulating setting. The childminder has deep, close bonds with children. She greets each child by name in song during morning group circle times, and this helps children to feel valued and a sense of belonging. The childminder gives each child the time they need to settle and adapts routines to link with children's home care routines, such as sleep times. This helps children to feel safe. The childminder links activities to children's interests, and this helps children to feel secure. Children learn to get along with each other and develop positive relationships. For instance, they play well together to build models from LEGO.

p.5

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

The curriculum is thoughtful, interesting and suitable for different stages of development, including children with special educational needs and/or disabilities. Children confidently select activities of their choice, which they enjoy and concentrate well on. The childminder supports children to learn to do things for themselves. For instance, children put their coats and shoes away when they arrive at the setting and help to tidy up after play. The childminder helps children to gain secure understanding of the world. She teaches them the days of the week and different seasons. Children learn how things grow as they place soil in pots, sprinkle seeds and water their plants. The childminder reinforces their understanding of plant growth by reading a story related to this. Children express themselves creatively. For example, they enjoy exploring the sound of drums as they beat them and learn about notes on a keyboard as they play it. Overall, children are prepared well for their next stage

p.5

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

of learning. They attend regularly, and the childminder emphasises the value of this to parents on children's progress.

p.5

Address:

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

p.6

Next steps

The childminder should strengthen the curriculum for physical development, considering how to promote a wider range of physical skills for children. The childminder should support children's understanding, cooperation and wellbeing further, particularly by reviewing her support during the transition period before lunch.

p.6

About this inspection

The inspector spoke with the childminder and children. She spoke with parents during the inspection and considered their comments.

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