Sen Dincturk, Tugba

Sen Dincturk, Tugba

Unique reference number (URN): 2762220 Address: 7 Reed Close, London, SE12 8UD Type: Childminder Registered with Ofsted: 28/02/2024 Registers: EYR, CCR Registered person: Sen Dincturk, Tugba

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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

Children flourish in this setting, making secure progress from their very first day. Whether they are mastering new physical skills or finding their social footing, they develop the quiet confidence needed for every 'next step' in their journey. Even the youngest children quickly grasp mathematical concepts, naturally using language to describe the world around them as they compare sizes and explore positions during play.

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Achievement Strong standard

Children gain a deep understanding of language through the way they engage with daily routines. They successfully bridge the gap between hearing new words and using them with intent, showing high levels of focus as they master the rhythm of creative processes. For example, during painting, children confidently articulate their actions, saying 'dip the brush into the water, choose a colour, paint on the paper', repeating these words in context until the vocabulary is fully their own. This sense of achievement allows even the newest children to settle with ease, finding their voice and building their physical strength in a space where they truly belong.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has very high expectations for children's social growth, resulting in excellent behaviour across the setting. She consistently includes children in daily routines that promote teamwork and independence. For example, children help to lay the table for breakfast and take pride in finding their own coats and shoes. They demonstrate a clear understanding of these routines, supporting both the childminder and one another. This fosters a strong sense of responsibility, as children learn to care for themselves and their friends, such as supportively offering a tissue to a peer when needed.

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Behaviour, attitudes and establishing routines Strong standard

Children experience a calm and predictable environment where the boundaries are clear and consistent. They settle quickly, transitioning between activities, mealtimes and rest times with minimal support. Through warm and respectful relationships, the childminder offers reassurance and uses gentle explanations and positive praise to help children manage their feelings and navigate social situations with confidence.

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Behaviour, attitudes and establishing routines Strong standard

Regular attendance is prioritised as a vital foundation for children's learning, routines and emotional security. The childminder works in close partnership with parents and carers to communicate this importance, ensuring children benefit from the stability and progress that consistent attendance provides.

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Children's welfare and wellbeing Strong standard

The childminder provides a deeply nurturing environment where all children feel safe, loved and valued. By visiting children in their own homes before they start, she builds a secure two-way bond that ensures a smooth transition for every family. This thoughtful start has led to a year of significant progress, with parents and carers noting a boost in confidence and communication as children move from single words to speaking in full sentences. This sense of security is reinforced through empowering daily routines where children are encouraged to get involved and take the lead. By assisting with cleaning and food preparation, children build vital self-help skills and a sense of responsibility. During these activities, children also develop a strong understanding of personal safety. For example, they learn how to handle tools carefully and recognise potential hazards in the kitchen. The childminder integrates a practical health curriculum into these moments, teaching physical

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Children's welfare and wellbeing Strong standard

wellbeing through handwashing and the preparation of healthy breakfasts like porridge and fruit.

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Children's welfare and wellbeing Strong standard

Emotional development is a key priority, as the childminder helps children recognise and express their feelings. Through the use of guided discussions, children learn to name their emotions and understand how to manage them in a positive way. These habits are further enriched through songs and stories, making physical and emotional development a joyful, lived experience.

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Curriculum and teaching Strong standard

At the heart of this setting is a commitment to meaningful conversation. Through constant talk and expert modelling, children find their voices and make great strides in their communication skills. The childminder's 'superpower' is her intuition. She maintains a precise understanding of each child's current developmental stage, allowing her to identify the exact next steps needed to challenge and support their progress.

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Curriculum and teaching Strong standard

She turns everyday moments into rich learning opportunities. A painting session is not just art. It is a purposeful development of mathematical skills as she introduces vocabulary like 'big' and 'small' to describe scale, and 'more' or 'less' to compare quantities. By fostering a culture of sustained shared thinking, she encourages children to be curious, active learners who are not afraid to ask 'why'?

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Curriculum and teaching Strong standard

Physical development is equally prioritised to ensure children grow in strength and coordination. Whether navigating uneven terrain during outdoor play or engaging in fine- motor activities like threading and mark making, the childminder purposefully supports their gross and fine motor skills, building the core stability and dexterity needed for later success in writing.

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Curriculum and teaching Strong standard

A love for literacy is nurtured through more than just reading. The childminder brings books to life by discussing the illustrations and thoughtfully relating stories to the children's own lived experiences. This makes every tale feel personal and relevant.

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Curriculum and teaching Strong standard

Children's horizons are further broadened through regular outings to the local library and park. These trips enhance the children's personal and social confidence and provide real- world contexts for their growing vocabulary. This thoughtful blend of play, literacy and physical exploration builds the essential cultural capital children need to head into school with confidence, a wealth of experience and a lifelong love for discovery.

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Inclusion Expected standard

The childminder establishes an effective baseline for inclusion by gathering comprehensive information on each child's unique needs and development from the outset. Through diligent observation and assessment, she swiftly identifies gaps in children's learning or emerging barriers. She is proactive in adapting her environment, ensuring it remains fully accessible and stimulating for all.

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Inclusion Expected standard

While no children with special educational needs and/or disabilities (SEND) are currently on roll, the childminder demonstrates a clear understanding of the referral process. She is prepared to collaborate with parents, carers and external agencies to secure targeted support.

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Inclusion Expected standard

A key strength is the childminder's commitment to continuity of care. She ensures parents are empowered with specific strategies to extend learning into the home, fostering rapid progress from each child's starting point. The childminder's planning is dynamic, fuelled by regular reviews of children's progress and timely adjustments to next steps.

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Inclusion Expected standard

Drawing on her prior experience, the childminder remains a reflective practitioner. She has correctly identified support for children with SEND as a priority for her professional development and is actively researching advanced training to further enhance her inclusive practice.

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Leadership and governance Expected standard

The childminder is a reflective practitioner who evaluates her teaching and the quality of the setting. By identifying both successes and areas for growth, she maintains a structured focus on her professional development. For example, she is currently building on her existing skills by deepening her knowledge of support for children with special educational needs and/or disabilities. This ongoing training ensures she remains up to date with inclusive practices to meet the needs of all children in her care.

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Leadership and governance Expected standard

Relationships with families are a core strength. A commitment to building close family partnerships allows the childminder to deliver individualised support that aligns with each parents' and carers' expectations. Highly regarded by parents for her unwavering support, she ensures they are kept well informed of their child's progress. Her kind and gentle approach fosters an effective partnership, where daily catch-ups and expert guidance on topics ranging from bedtime routines to reducing screen time create a seamless link between the setting and home. This collaborative environment ensures that children feel a profound sense of belonging and are empowered to flourish.

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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

From the very first moment, children are welcomed into a warm and nurturing environment where they feel safe, cherished and truly valued. Through thoughtful home visits that build secure bonds, the childminder ensures a joyful transition for every family, allowing children to settle with ease and radiate confidence as they begin their learning journey.

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

Children flourish and thrive in a vibrant, screen-free setting. Through rich conversations with the childminder and engaging creative play, they master new vocabulary and mathematical concepts like 'more' and 'less'. Literacy becomes a magical adventure as books are brought to life by the childminder, beautifully connecting stories to the children's own experiences.

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

Through the childminder's empowering daily routines, children develop vital self-help skills and a sense of independence. They take great pride in participating in purposeful tasks, such as preparing breakfast and laying the table. These moments, enriched with song and positive interaction, make learning about physical wellbeing a joyful and seamless part of their day. This spirit of care extends to their peers, with children showing remarkable kindness and empathy toward one another.

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

With clear, gentle guidance from the childminder and exciting outings to the park and library, children broaden their horizons and practise their growing skills in the real world. Families are welcomed as true partners in this journey. Through heartfelt daily updates and expert guidance, the childminder ensures every child feels a deep sense of belonging and has every opportunity to shine.

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Address:

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

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Next steps

The childminder should continue to focus on updating her skills and areas that need development to further enhance the quality of care and teaching for children.

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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. 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. 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 .

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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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