Berco, Corina

Berco, Corina

Unique reference number (URN): 2759818 Address: 18 Rowan Grove, Coventry, CV2 2GA Type: Childminder Registered with Ofsted: 08/11/2023 Registers: EYR, CCR, VCR Registered person: Berco, Corina

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 generally make steady progress from their starting points because they have regular opportunities to play, learn and explore. They typically develop key knowledge and skills across the areas of learning. For example, children are beginning to build early communication skills as they copy new words, join in with songs and share their ideas during play. They develop fine motor control as they dig in the sand using tools and uncover small objects, and they build physical skills outdoors as they run, balance and ride bikes and scooters. Children are starting to show early social skills, including taking turns, sharing resources and playing alongside others. On the whole, children gain the age- and stage- appropriate skills they need for their next stage of learning. However, children's interests are not consistently catered for, which does not fully support them to remain consistently engaged and focused in their learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has clear routines that help children feel secure and understand what happens next during the day. She generally supports children to manage transitions, such as moving between play and snack times, and she offers gentle reminders that help children understand what is expected. Children typically respond well to her warm and reassuring approach, seeking comfort when needed and showing increasing confidence in exploring the environment. They are beginning to develop positive attitudes to learning, such as concentrating during activities and showing curiosity when new experiences arise. Good attendance is held in high regard, and the childminder works with parents to maintain regular routines that support children's wellbeing.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder usually promotes positive behaviour through praise, modelling and gentle guidance. She adapts her expectations so that all children, including those who may need extra help, can take part in routines and daily experiences. At times, strategies for managing behaviour are not applied consistently. This means that children are not fully supported to understand the expectations set for them or how they can regulate their own emotions. The childminder has accessed behaviour management training and is reflective in her practice. She recognises that applying this learning more consistently will help strengthen her approaches to supporting behaviour.

p.2

Children's welfare and wellbeing Expected standard

The childminder provides warm, responsive care that helps children feel safe and emotionally secure. On the whole, she notices children's cues and offers comfort when they need reassurance. When children become upset or need reassurance, the childminder responds promptly with calm, nurturing care. She offers comfort, helps children regulate their emotions and supports them to continue with their routines when they are ready. She works closely with parents to understand children's individual routines, including toileting and eating, and adapts her approach so that children experience continuity between home and the setting. Parents comment positively on how settled and well cared for their children are, noting that they feel confident leaving them in her care. These strong relationships support children's wellbeing and help them develop trust and confidence as they explore the environment.

p.2

Children's welfare and wellbeing Expected standard

The childminder typically supports children's welfare and wellbeing thoughtfully, adapting her care so that all children, including those who may need extra help, feel included and valued. She promotes children's independence sensitively, encouraging them to try new experiences while remaining available for reassurance. At times, less secure behaviour management strategies mean some opportunities to support children's emotional regulation are not fully maximised, which can occasionally affect how confidently children manage their feelings. The childminder is reflective and committed to strengthening this aspect of her practice so that children continue to benefit from her nurturing approach.

p.3

Curriculum and teaching Expected standard

Overall, the childminder has an appropriate understanding of her curriculum and how it supports children's learning and development. She typically plans activities that reflect children's ages and stages of development, helping children build knowledge and skills over time. Communication and language are given priority throughout the day. The childminder talks with children during conversations and routines, describing what they are doing and introducing new words to them as they play. For example, she talks through role-play activities, such as making pretend drinks, to encourage children to use language in longer sentences. The childminder builds on spontaneous moments, such as when a ladybird lands nearby, and children talk together about what they notice as it flies away. The childminder also builds early mathematical understanding through play and routines. For example, she encourages children to count objects and talk about size and number during everyday

p.3

Curriculum and teaching Expected standard

The childminder draws on her knowledge of child development and ongoing observation to adapt teaching. She generally adjusts activities and routines so that all children, including those who need additional help, can take part and benefit from the curriculum. However, the childminder does not use children's interests consistently during their play, which at times leads to them losing focus and concentration.

p.3

Inclusion Expected standard

The childminder creates an inclusive environment where children feel safe, valued and able to join in throughout the day. Overall, she identifies children's emerging needs through ongoing observation, play and regular communication with parents, which helps her understand the children's stages of development and any barriers that may affect their learning or wellbeing. For example, she uses both English and children's home languages to support understanding and reduce barriers for children who speak English as an additional language. The childminder adapts routines and activities so that all children, including those who may need extra help, can participate. She adjusts expectations for children who are still learning to play and provides sensory or calming experiences when needed.

p.3

Inclusion Expected standard

There are currently no children with special educational needs and/or disabilities, no children known to social care and no children eligible for additional funding. However, the childminder has taken proactive steps to prepare for supporting a wider range of needs. She has contacted the local authority to understand available support and funding, and she has identified developing her knowledge of special educational needs and/or disabilities, early identification and the graduated approach as a priority. This reflects her willingness to strengthen her confidence in recognising emerging needs and reducing barriers should they arise. As a result, children typically feel included, supported and able to make steady progress from their starting points.

p.3

Leadership and governance Expected standard

The childminder provides a safe, organised and welcoming setting where daily routines typically run smoothly. She places children's care and welfare at the centre of her practice and uses her knowledge of the children and families she works with to shape routines, care and learning. This helps her make decisions that are overall in the best interests of children, including those who may face barriers to their learning or wellbeing. Parents speak positively about her communication and professionalism, explaining that they feel well informed and involved in their child's experiences. They value the way she listens to them and works with them to ensure approaches to care remain consistent between home and the setting.

p.4

Leadership and governance Expected standard

The childminder reflects on her practice and usually identifies areas she would like to strengthen. She accesses training and is developing confidence in applying new learning to further enhance her knowledge and skills. At times, this means opportunities to embed improvements in practice are not always fully maximised. The childminder manages her workload carefully and is mindful of maintaining a balance that supports her own wellbeing alongside the needs of the children. She seeks advice and support when needed and engages with professional networks to develop her practice. The childminder wants to remain committed to ongoing professional development so that her leadership continues to support positive 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

Children experience a warm, secure environment because the childminder greets them with genuine care and provides familiar routines that help them feel settled. Children separate from their parents happily and are ready to play. This is due to the gentle induction process and gradual start, which helps them develop a sense of belonging. The childminder notices what children need and responds sensitively, which helps them settle quickly and communicate their needs in age-appropriate ways. She takes time to acknowledge children's feelings and offers comfort when needed, helping them feel understood and ready to join in. For example, children bring their shoes when they want to go outside and sing songs about sharing, showing they feel confident and understood.

p.5

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

The childminder builds positive relationships with children through gentle involvement in their play. She offers reassurance when needed and joins in sensitively, which encourages children to explore with enthusiasm. Children explore a range of activities and return to those that stimulate their curiosity most, such as sand and play dough. Children are starting to enjoy shared activities that help them develop curiosity, early friendships and early turn- taking skills. The childminder encourages children to play together, for example by providing large boxes outside to support role play. Children use their imagination as they pretend the boxes are houses and eagerly climb inside to play.

p.5

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

The childminder supports children's communication and language throughout the day. She typically models new vocabulary, holds regular conversations and uses routines to reinforce understanding. She generally designs learning experiences that build on children's skills over time. For example, gluing cotton wool to make Easter sheep helps children develop fine motor control and concentration ready for nursery or school. Children enjoy significant opportunities to play outdoors, where they ride bikes and scooters, and move with growing confidence. These experiences help them develop healthy habits, build physical skills and

p.5

Address:

Register(s): EYR, CCR, VCR experience success as they master new challenges. As a result, children are generally well prepared for their next stage of education.

p.6

Next steps

The childminder should use children's interests more consistently to strengthen the curriculum and to help build on children's learning further. The childminder should use what she has learned from training more consistently to help children learn right from wrong.

p.6

About this inspection

The inspector spoke with the childminder, children and parents 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

About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday : 08:00 - 21:00

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.

p.8

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.

p.8

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