Manoliu, Ionela

Childminder

Unique reference number (URN): 2744270 Registered with Ofsted: 25/10/2023 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

Children's starting points across all areas of learning are established once they are settled with the childminder, and all children make good progress through the curriculum.

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Achievement Expected standard

Children often look to the childminder to complete tasks for them before trying these for themselves, for example putting on their shoes or wiping their noses. This means children do not always get the chance to practise doing things independently or building their self- care skills. Children are not always achieving as much as they could in this area.

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Achievement Expected standard

Children build confidence and social skills through collaborative play and problem-solving activities, such as engaging in imaginative role play. These experiences support children to be prepared for the next stage of their education, both academically and personally.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for behaviour. She reminds children to use their manners both during play and routines. When needed, she reminds children of the expectations, such as sitting appropriately and safely on a chair. The childminder asks children to take responsibility and help put resources away, and she supports them as they help tidy up. Children take care of the resources and play with them respectfully.

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Behaviour, attitudes and establishing routines Expected standard

The childminder praises children throughout their day. She is clear with her praise, so children know what it is that they have done. This helps build their self-esteem and gives them the confidence to have a go at new things.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports parents to understand the importance of children attending the setting. She follows up any absences with parents promptly. This has a positive impact, and children attend the setting regularly. Children have good social skills. For example, they ask others to join in their play. When playing in the garden, older children want to support in pushing younger children on the swing. This shows children's positive interactions.

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Behaviour, attitudes and establishing routines Expected standard

Children know that they can confidently share any difficulties they may be facing with the childminder. For example, they tell her when another child will not give them a turn with turning the pages of a book and explain to her how they feel. This shows the positive relationships that the children have with the childminder.

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Children's welfare and wellbeing Expected standard

The childminder has a lovely relationship with the children. She is calm and nurturing. She gathers information from parents about children's individual needs and uses this to support children's wellbeing. The childminder has ensured that the environment is arranged in a way that is safe and allows children to choose what they want to play with.

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Children's welfare and wellbeing Expected standard

The childminder has daily routines so that children understand what is happening next. She encourages children to help when it is time to tidy away, and children are generally supported to become independent. However, this is not always consistent. The childminder ensures that children understand how to keep themselves healthy during daily routines, such as washing hands.

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Children's welfare and wellbeing Expected standard

Children have lots of opportunities to develop their physical skills. They benefit from the outdoor area where they can play and explore. This supports children to improve their physical skills as they practise using their large and small muscles. This supports children's emotional health as they spend time in the fresh air.

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Children's welfare and wellbeing Expected standard

The childminder explains emotions to children effectively and supports them to learn the vocabulary they need to communicate how they feel. For example, when talking about characters in stories, she asks the children how they think they might feel. Older children are introduced to feelings such as 'scared', while younger children use words such as 'sad'. This has a positive impact on children's wellbeing as they are supported to understand feelings.

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Curriculum and teaching Expected standard

The childminder has developed a curriculum that is ambitious for all children. The curriculum is designed with the children at its centre. Regular assessments and observations of the children's development taken alongside knowing the children's interests well enable the childminder to provide a curriculum that is engaging for all and therefore supports the children to develop a love of learning. There are, however, occasions when the youngest children are not as involved in the activities, with more focus sometimes being given to the older children.

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Curriculum and teaching Expected standard

The childminder uses high-quality teaching to extend the children's natural curiosity. For example, when children show an interest in doctor role play, the childminder supports the children to develop their vocabulary through this play. Children demonstrate a strong understanding of a visit to the doctor, and the childminder builds on this by introducing the term 'paediatrician' when children name their patients as babies.

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Curriculum and teaching Expected standard

Mathematics is interwoven into all activities; counting is a consistent feature of the day. The number counted to is adapted depending on the age of the child engaging in the activity. Children are encouraged to name shapes when using cutters for play dough. Younger children are provided with primary shapes, such as a circle and a triangle. Children who have developed a secure understanding of these are offered more abstract shapes, such as hearts and stars. Children confidently ask the childminder the name of any shape they do not recognise, smiling to themselves as they repeat these names.

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Inclusion Expected standard

The childminder knows the children in her care very well. She completes observations and uses these to help her to identify any gaps in the children's learning. If gaps are identified, she has clear systems in place to address these, which involves speaking with parents and making referrals to other professionals if required. She values children's individuality and tailors her practice to meet the needs of all children. For example, she knows children's interests and makes sure they have access to resources that interest them. These resources help children develop the skills that the childminder has identified that they need to learn next. This helps children feel comfortable and to engage in learning. The childminder knows that some children experience languages other than English at home and has learned key phrases in these languages to support children to access activities and ensure she is best prepared to support the children's engagement and development.

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Inclusion Expected standard

While the childminder has no children on roll with special educational needs and/or disabilities (SEND), she understands the purpose of additional funding and would spend this appropriately in line with the needs of the individual children. The childminder has sought out training in this area despite having no children on roll requiring this. She recognises that this is an important area for her to be knowledgeable in. This ensures that she would be able to identify and provide additional support swiftly if required so children identified with SEND could engage in learning alongside their peers from the very start.

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Leadership and governance Expected standard

The childminder and her co-childminder are committed to providing high-quality care and education. Roles and responsibilities are clear, and together they maintain a safe, stimulating environment and a nurturing, inclusive culture where children feel valued.

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Leadership and governance Expected standard

The childminder regularly reflects on and evaluates her practice, using this to identify clear priorities for improvement. She demonstrates a commitment to continually developing her skills and knowledge to achieve the best possible outcomes for children. She targets specific areas for development, often in response to the needs of the children in her care and the local community, as well as areas of professional interest, such as special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder has positive relationships with parents. Parents praise her transparency and feel that the setting is a second home for their children due to the level of care provided. They appreciate the regular updates regarding their child's care and development that the childminder provides throughout the day. Parents also comment that their children have made 'remarkable progress'.

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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 freely seek cuddles and actively involve the childminder in their play and learning. They form secure attachments with the childminder. These positive interactions help them to feel safe and secure in her care. For example, children ask her to check their pulse during role play as doctors or climb into her lap with a book when they want a story. This sense of security and trust means that children are ready to learn and apply themselves positively to the many activities on offer.

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

Children develop a positive sense of identity. They are taught that their voice is valued. For example, when asked questions, their responses are listened to and respected. The childminder frequently praises children and provides a curriculum that encompasses their interests as well as building skills towards their next steps. As a result, children are highly motivated and eager to take part in the learning opportunities available.

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

Care practices and routines are tailored to meet children's individual needs. For example, some children use the toilet independently, while others are supported through nappy changing with clear explanations. This ensures that care is appropriate to each child's stage of development and supports their growing understanding of routines.

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

Positive relationships among children are evident. Children cooperate, take turns and support each other during play. They demonstrate they understand boundaries, as well as developing self-regulation and an awareness of safety. For example, children say, 'He might fall,' when reminding others about safe sitting.

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

Families are welcomed and actively involved. The childminder maintains regular communication, shares children's progress and involves parents in daily routines. Children

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About this setting

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

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About this setting

Local authority: Barnet are happy, engaged and confident. They develop independence, social skills and early learning abilities while feeling secure and supported, forming secure foundations for future learning and wellbeing.

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Next steps

The childminder should ensure that all children are supported to reach their full potential by consistently delivering high-quality teaching and engaging interactions, particularly with the youngest children. The childminder should assess when to encourage children to take on tasks independently and when to offer support in order to promote the ongoing development of their independence and self-care skills.

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About this inspection

The inspector spoke with the childminder, her co-childminder and the children during the inspection. The inspector viewed written statements from parents.

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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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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. 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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