Hernandez Poveda, Beatriz

Hernandez Poveda, Beatriz

Unique reference number (URN): 2753908 Address: 13 Portland Crescent, London, SE9 4TT Type: Childminder Registered with Ofsted: 01/11/2023 Registers: EYR, CCR Registered person: Hernandez Poveda, Beatriz

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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

The childminder leads a consistent approach to behaviour, attitudes and routines that is clearly embedded in daily practice. Expectations are established through clear routines and consistent modelling. This supports children to understand what is expected and enables them to manage their own behaviour within the environment.

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Behaviour, attitudes and establishing routines Strong standard

Children respond positively to these routines. They move confidently between activities, select resources independently and take responsibility for tidying away at the end of play. They sing the tidy-up song and take care of the environment by returning items to their correct places. This encourages children to develop positive attitudes towards learning and to engage purposefully in activities.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds calm and respectful relationships with children. This supports children to interact positively with peers. Even the youngest children begin to share, take turns and play cooperatively. Children are supported to recognise and manage feelings. Sensitive guidance is used to help resolve minor disagreements, with approaches adapted to reflect children's ages and stages of development.

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Behaviour, attitudes and establishing routines Strong standard

Families are encouraged to maintain consistent routines, including punctual arrival and regular attendance. This supports children to remain settled and engaged in learning experiences. Attendance is promoted through daily conversations with families, supporting continuity in children's experiences.

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Behaviour, attitudes and establishing routines Strong standard

Inclusive practice is evident throughout routines and expectations. The childminder adapts approaches to meet individual needs so that all children are supported to participate fully. This supports children to develop confidence, responsibility and positive attitudes towards learning.

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Children's welfare and wellbeing Strong standard

The childminder leads children's welfare and wellbeing through consistent routines and calm, responsive interactions. They create a secure environment where children feel safe, valued and settled. Clear expectations are embedded in daily practice, helping children understand routines and manage their own behaviour with increasing confidence.

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Children's welfare and wellbeing Strong standard

The childminder has comprehensive knowledge of the children in the setting. This supports highly responsive practice and enables them to meet children's varied needs effectively. Care is adapted in the moment to support wellbeing and engagement. For example, sleep arrangements are adjusted when a child arrives tired after a disrupted night. This ensures wellbeing is prioritised and enables children to regulate their energy and participate more effectively later in the day.

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Children's welfare and wellbeing Strong standard

Children develop independence through well-established routines such as handwashing, healthy eating and tidying away. These routines are consistently reinforced and support children to develop long-lasting healthy habits and solid foundations for self-care. Children consistently make their own healthy choices during daily routines and activities. This supports confidence, independence and positive attitudes towards wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder supports children to recognise and manage emotions through calm, sensitive guidance. Outdoor learning and physical play further support coordination, strength and confidence.

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Children's welfare and wellbeing Strong standard

The childminder manages children's health needs effectively. Allergies and medical requirements are well understood and organised so children can take part safely in all activities. Strong partnerships with families support the sharing of information and help maintain consistency between home and the setting.

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Children's welfare and wellbeing Strong standard

There are currently no children on roll transitioning to school, so there is no current impact on wellbeing or continuity, and the childminder is aware of the importance of developing links with local schools in the future to support children's wellbeing with a smooth transition to school.

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Children's welfare and wellbeing Strong standard

Inclusive practice is embedded throughout routines. The childminder adapts support to meet individual needs so all children can participate fully and feel secure.

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Curriculum and teaching Strong standard

The childminder provides a carefully organised curriculum that builds on what children know and can do. They plan activities and arrange the learning space with close attention to how children learn. Experiences support development across all areas of learning. For example, children sort pom-poms using tools. This strengthens small-muscle control while helping children recognise colours and group objects.

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Curriculum and teaching Strong standard

The childminder uses detailed knowledge of children's development to plan activities. Experiences encourage curiosity, independence and problem-solving. Children explore ideas through play and investigation. For example, outdoors, children paint with water on the fence and notice how brushes create different marks and patterns. These experiences allow children to practise skills and extend their understanding over time.

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Curriculum and teaching Strong standard

Language and communication run through daily experiences. Books linked to children's interests and stages of development are readily available. For example, books about toileting are accessible when children are learning this routine. Families also share books from home. The childminder introduces new vocabulary and holds meaningful conversations with children. English and Spanish are used naturally during routines and play. Mathematical ideas are included through counting, sorting and noticing patterns during activities.

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Curriculum and teaching Strong standard

The childminder listens closely to children's ideas and interests. Activities are adapted so children remain involved in learning. Observations help them understand what children know and introduce appropriate challenge. Daily routines support independence. For example, children have access to tissues at a station with a mirror. This encourages them to wipe their nose and place tissues in the bin. The childminder models respectful interactions and uses language linked to feelings. This helps children recognise emotions and begin to manage them during everyday experiences.

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Expected standard

The childminder takes expert guidance to develop the curriculum and focuses on appropriate learning and development for the children in her care. As children move towards school age, further consideration should be given to developing links with local schools to support continuity for children at this stage.

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Achievement Expected standard

Children achieve across all areas of learning and development. They build age- and stage- appropriate knowledge and skills. Children show confidence with a growing vocabulary. They take part in activities that reflect their interests and support learning across the early years foundation stage. Children explore, try new skills and solve problems through play. They complete puzzles and take part in creative and physical activities. Children develop independence by choosing activities and managing routines such as handwashing and tidying up. This supports self-care skills and daily habits.

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Achievement Expected standard

Children make progress from their individual starting points. They develop communication and language through everyday experiences and exposure to 2 languages. Children build early mathematical understanding through counting, sorting and recognising patterns. They develop coordination and small-muscle skills through practical tasks. Children learn to share, take turns and interact positively during group activities and mealtimes.

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Achievement Expected standard

As children move towards school age in the future, consideration should be given to developing links with local schools to support continuity and ensure children are well supported at transition. There are currently no children of school age attending the setting, so there is no current impact on continuity or transition to school.

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Inclusion Expected standard

The childminder creates a welcoming environment where children are included and valued. They gather information about children's starting points through regular observations and conversations with families. This helps them understand what children know and can do. Activities reflect children's interests and build on these starting points. Information about children's learning is shared with families. This supports continuity between home and the setting.

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Inclusion Expected standard

The childminder takes steps to reduce barriers to learning and wellbeing. Children hear and use language in both English and Spanish during routines, stories and conversations. New vocabulary is introduced through play and everyday experiences. Routines are flexible to reflect children's needs. For example, children who arrive later can access breakfast. Outdoor play is organised so all children can take part. Resources are stored at low level. This allows children to choose activities independently and return to them at their own pace.

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Inclusion Expected standard

The childminder understands how to support children with medical needs. Procedures are in place to manage allergies. These include care plans and access to medication. This enables children with health needs to participate safely in daily activities. Regular conversations with families help the childminder understand children's wellbeing. Discussions show awareness of the importance of working with other professionals and the integrated review process. Knowledge of local authority guidance and training related to special educational needs and/or disabilities is limited. This reduces opportunities to further strengthen early support for children who may face barriers to learning or wellbeing. Through discussions, they show awareness of the importance of supporting children who may be disadvantaged or known to children's social care. No children currently attending fall into these groups.

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Leadership and governance Expected standard

The childminder demonstrates a clear commitment to providing high-quality education and care for children. They have a secure understanding of the strengths within the setting and identify priorities for ongoing development. This ensures decisions are focused on children's learning, wellbeing and individual needs, particularly for those who may face barriers to learning.

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Leadership and governance Expected standard

The childminder monitors children's progress through regular observations and uses this information to inform planning. This supports children to access experiences that build on what they know and can do.

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Leadership and governance Expected standard

The childminder has a positive attitude to professional learning. They access training and research independently to develop knowledge of child development, behaviour and inclusion. They recognise the need to access further training from the local authority to strengthen practice further and support children's varied needs more consistently.

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Leadership and governance Expected standard

The childminder maintains effective communication with families. They share information about children's experiences and next steps and respond promptly to queries. This supports consistency between home and the setting and helps children feel secure in their routines.

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Leadership and governance Expected standard

The childminder understands safeguarding, health and safety and welfare requirements and implements these effectively to support ongoing suitability to meet the requirements of the early years foundation stage and relevant registers.

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Leadership and governance Expected standard

There are currently no children on roll transitioning to school. The childminder needs to develop links with local schools to support the sharing of relevant information and ensure continuity when children move on to the next stage of learning, so there is no negative impact on children's future transitions.

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

Children arrive at the setting happy, confident and eager to begin their day. They greet one another warmly and settle quickly into familiar routines. Children independently put away their belongings and move purposefully around the room, selecting activities from accessible shelves. They engage deeply with resources and creative experiences, showing strong levels of concentration and curiosity. Children take pride in their achievements. For example, they persevere when completing puzzles and proudly share their successes with the childminder. These experiences help children develop confidence, independence and a strong enjoyment of learning.

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

Children achieve well and make strong progress from their starting points. They benefit from activities that are thoughtfully chosen to build knowledge and skills over time. Children develop problem-solving skills as they complete puzzles and explore practical challenges. They strengthen small-muscle control as they carefully sort objects using tools such as tweezers. Children's communication and language skills develop well through frequent conversations, stories and songs. The childminder introduces new vocabulary as children play and explore, helping children extend language naturally. They also speak with children in English and Spanish, supporting understanding and use of language in meaningful ways. The childminder knows children well and adapts activities to reflect individual needs and interests. This helps to reduce potential barriers to learning and wellbeing so that children can participate fully and continue to make strong progress.

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

Children show a strong sense of belonging in the setting. They move confidently around the environment and readily join activities with adults and peers. Children play cooperatively,

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About this setting

Unique reference number (URN): 2753908 share resources and begin to take turns during activities. They enjoy listening to stories together, singing songs while tidying up and joining group experiences such as yoga and dancing. These shared experiences help children develop positive social skills and feel included in the daily life of the setting.

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About this setting

Children form warm and trusting relationships with the childminder. They seek them out for reassurance, conversation and shared play. The childminder responds sensitively to children's needs and offers calm guidance, helping children begin to understand their feelings and manage small upsets. Families receive a warm welcome at drop-off and collection times, and regular conversations support strong partnerships with parents. The childminder works closely with families to promote the importance of regular attendance so that children benefit fully from the learning opportunities provided.

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About this setting

Children thrive in an environment where wellbeing is prioritised. They enjoy healthy meals and snacks and practise good hygiene routines as part of everyday experiences. As a result, children feel safe, valued and secure as they play, learn and develop.

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Next steps

The childminder should further explore local authority special educational needs and/or disabilities resources and training to support children and identify their needs more swiftly. The childminder should work more closely with schools and the local authority to make sure all children are fully prepared to transition to school and the next stages of their learning.

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About this inspection

The inspector spoke with the childminder, parents 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

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Address:

Registered person: Hernandez Poveda, Beatriz

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Address:

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

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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.

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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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