Calimerio, Gisele Kalice

Childminder

Unique reference number (URN): EY425959 Registered with Ofsted: 25/05/2011 Registers: EYR, CCR, VCR

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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 Expected standard

Typically, children choose resources they want to play with. They enjoy playing together in the role-play area, where children 'go shopping' or 'cook'. Older children who speak English as an additional language and who build with construction talk about their ideas with the childminder. This supports them to express ideas freely. The childminder does not consistently extend children's language. Therefore, some children, including those who speak English as an additional language, do not always learn and use new words quickly.

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Achievement Expected standard

Children ride bikes confidently and talk to the childminder about upcoming holidays. They feel supported in their play and know they can ask for help. All children strengthen their large muscles, walking and running outside. Children who may face barriers to learning use mathematical words such as 'more', 'another one' and 'no more' and count. Younger children explore picking up chopsticks and holding them to strengthen their small hand muscles. Children are prepared for their next stage of learning and school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish rules and routines that support children to develop positive attitudes and behaviour for learning. Children, including those who face barriers to learning, form secure, caring relationships and attachments with friends and practitioners. The childminder encourages children to demonstrate the behaviour she wants to see. However, she does not always support children to understand why they should not behave in certain ways, so children do not fully understand how their behaviour affects others. Typically, children begin to learn to follow rules and expectations for behaviour that prepare them for school. For example, when children play in the tent, they know that only 3 children are allowed in at a time, so others must wait. They respect the practitioners and each other. Children play games with their friends, sharing and taking turns in play and learning how to play fairly.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes a positive attitude towards attendance and punctuality in the setting, so children attend regularly and on time for their sessions. This helps children enjoy learning and helps them develop positive routines for school.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm, welcoming space where children enjoy playing and feel safe to explore learning. The childminder supports children's care routines. She encourages children to develop healthy hygiene routines and supports children's independence. For example, children know to wash their hands before eating and after using the toilet. The childminder supports children to develop self-help skills and independence. The childminder encourages children to adopt a healthy lifestyle. She teaches children to make healthy food choices and encourages them to engage in physical activity. On occasion, she does not use every opportunity to develop children's learning, as children wait for long periods while the childminder chops fruit for snack. This leads to time that is not used effectively to develop children's physical and independence skills. Children access water throughout the day, which helps children stay hydrated and focus on learning. The childminder sits with children

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Children's welfare and wellbeing Expected standard

during mealtimes to ensure safer eating. She feeds babies and gives them finger foods that they can eat themselves, encouraging independence. The childminder praises children to encourage them to eat. She follows safer sleep routines and monitors children while they sleep to support children's emotional health and wellbeing.

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Curriculum and teaching Expected standard

The childminder plans a well-sequenced curriculum for children across all areas of learning that supports children to make progress from their starting points. The childminder knows what she wants children to know and do next to prepare children for their next stage of learning.

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Curriculum and teaching Expected standard

Typically, the childminder plans activities to develop children's mathematical skills, such as number and counting, but does not effectively personalise learning to meet children's individual needs, so children are not sufficiently challenged in their learning and do not always make the best possible progress. For example, she plans activities for children to count coins, and children do this quickly, accurately and with ease because learning is not suitably matched to develop children's individual needs. On occasion, practitioners do not interact with children, so learning is not extended.

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Curriculum and teaching Expected standard

The childminder supports children to decorate envelopes and make marks to write their names. They encourage children to pick up coins and put them in an envelope using chopsticks, so children strengthen their small hand muscles and hand–eye coordination in readiness for school. The childminder supports younger children who are not yet talking to develop their listening and understanding, so they develop language for talking. For example, she places coloured rings on the tower and says the name of each coloured ring to reinforce colours. She encourages children who are not yet walking to strengthen their large muscles so they can take steps independently.

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Inclusion Expected standard

The childminder identifies the needs of children, including those who may face barriers to learning and/or wellbeing, and implements steps to support children to achieve from their starting points. Children feel safe and are confident to learn alongside their friends. The childminder observes children during play to assess children's individual needs. She plans personalised learning that meets children's needs and tracks their progress against milestones. For example, the childminder meets the needs of children who speak English as an additional language to access dual language books. This helps children develop language skills in English as well as Portuguese. Practitioners who speak Portuguese share stories with children in Portuguese and English, so children's understanding and story language develops in readiness for their next stage of learning.

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Inclusion Expected standard

The childminder plans children's next steps and monitors children's progress. Children who face barriers to learning make progress from their starting points. The childminder liaises with parents about children's progress and how to support children further at home. This helps the childminder and practitioners to reduce barriers that children face. The childminder supports all children to access learning opportunities indoors and outdoors, such as counting coins accurately and saying how many they have altogether and supporting children to trace the first letter in their names, so all children have skills that prepare them for school.

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Leadership and governance Expected standard

The childminder establishes policies that support practitioners to know the expectations of the setting. However, she does not monitor practice to ensure that they all support children's individual needs effectively, so children do not always achieve the best possible outcomes. Although the childminder meets regularly with practitioners to reflect on practice and discuss children's progress, including the progress of children who face barriers to learning, the childminder does not target training needs to support individual practitioners' needs. This means they do not always interact well with children to extend children's learning. The childminder recognises staff professional learning and expertise as her area for development. The childminder prioritises staff wellbeing. She aims to equip practitioners with the qualifications, knowledge and skills that support them to feel confident and happy in their

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Leadership and governance Expected standard

roles so all children can thrive. The childminder regularly attends training to ensure that her knowledge and skills are up to date. This helps her to meet children's needs safely.

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Leadership and governance Expected standard

Partnerships with parents are secure, and communication is effective. Parents share that children make progress since attending the childminder's setting and that their confidence has grown. Parents notice the impact of children's development, and, as a result, children develop positive attitudes towards learning. This supports children to achieve from their starting points and be ready for their next stage of learning and school.

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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 enjoy attending this spacious, welcoming, homely setting, where they flourish and make sound progress from their starting points. Children develop early developmental skills across 7 areas of learning and freely explore their surroundings. All children, including children who may face barriers to learning, are calm and settled. The childminder and practitioners know children's individual needs, but do not always tailor teaching to sufficiently challenge children, so children do not always achieve the best possible outcomes. The childminder and practitioners are bilingual and support children who speak English as an additional language to achieve well from their different starting points. Children learn to express themselves confidently in their home language and English. For example, practitioners share stories with children in Portuguese and English, so children understand the story and develop skills in communication and language. Children access resources

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

they want to play with. For example, they 'go shopping' or 'cook' in the role-play area, where typically, their language and play ideas are sometimes extended by practitioners. However, practitioners do not consistently embed this practice, so children do not make the best possible progress.

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

Children enjoy playing with their friends and build caring relationships. They learn about Chinese New Year customs and make crafts alongside their peers. Children learn to take turns, share and develop trust, which prepares them for their next stage of learning. Children enjoy learning outdoors, where they strengthen their large muscles, communication skills and imaginative skills. Practitioners support children to develop a love of reading. All children, including children who may face barriers to learning, choose books to look at independently.

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

The childminder and practitioners work closely with parents to ensure that children receive the best start in education and care. They encourage and support regular attendance to close gaps in children's learning. Babies are supported to take their first steps and develop

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

communication and language skills, while older children progress well and are prepared for school.

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Next steps

The childminder should embed practices that support practitioners to always have high engagement and impactful teaching so children make the best possible progress. The childminder and practitioners should personalise teaching to meet children's individual needs so all children are sufficiently challenged and achieve the best possible outcomes.

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About this inspection

The inspector spoke with the childminder, practitioners and children.

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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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