Ande, Martine Akissi

Childminder

Unique reference number (URN): 2743667 Registered with Ofsted: 29/09/2023 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 Strong standard

Children make the best possible progress they can in their learning as they engage in well- planned and interesting activity throughout the day. They develop a positive relationship with the childminder that helps them settle in and be ready to learn. Children respond well to challenge and encouragement, which helps them to develop self-esteem and confidence in their abilities. Children are active and confident learners, and they make the most of their access to plenty of high-quality opportunities. Children apply their existing skills to gain further knowledge. This means all children transition well through the daily routine, into other learning spaces they visit with the childminder, and on to the next stage of their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a calm and nurturing environment where children feel safe. Children transition between activities and routines easily, as the childminder gives clear verbal and nonverbal signals in advance. The childminder ensures children eat well and get enough sleep during the day to set them up for positive learning. The childminder uses the initial settling-in period to gain a good understanding of children's home routines and interests to help establish positive relationships with the children in her care. This helps her plan for their learning. Parents often ask the experienced childminder for support with aspects of their child's routine, for example sleep, when they are struggling at home. The childminder uses her experience to help ensure there is continuity between the home and the setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's attendance, and she explains the importance of consistent attendance to parents during settling in. She builds trusting partnerships with parents, which enables her to have difficult discussions around challenging behavioural and possible developmental concerns. The childminder follows procedures to ensure that children's attendance is punctual, and she has systems in place to monitor absences effectively. The childminder checks in regularly with parents, both electronically and verbally, to share information about children and their learning.

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Children's welfare and wellbeing Strong standard

The childminder has highly effective policies and procedures in place to ensure children's welfare and wellbeing are prioritised. She ensures her home and the resources children use are kept scrupulously clean and in good repair. She provides a nurturing environment, so children feel safe and secure. This is particularly important for the youngest children who are learning to crawl and start to walk in the childminder's home. The childminder organises the environment to enable children's access to age-appropriate resources safely at their level.

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Children's welfare and wellbeing Strong standard

The childminder shares her love of cooking through a varied menu that draws on inspiration from around the world. Children enjoy nutritious home-cooked food and fresh healthy fruit. This helps develop children's healthy habits. The childminder supports children to self-feed in an age-appropriate way, starting with finger foods and progressing to using a spoon independently. The childminder monitors children as they eat and sleep to ensure children are safe and well.

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Children's welfare and wellbeing Strong standard

The childminder consistently meets children's needs throughout the day. She is highly attuned to their individual requirements. The childminder builds loving attachments, which supports children's emotional wellbeing and sense of belonging. Children experience tender care and reassurance throughout the day from the childminder's gentle tone, her animated expressions and comforting hugs.

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Curriculum and teaching Strong standard

The childminder's ongoing monitoring of children's progress ensures her high-quality curriculum consistently responds to children's individual needs. She plans activities and experiences specifically for the children present to support their emerging thinking and curiosity. Babies hear and see positive engagement, gentle encouragement and the childminder's enthusiasm for moments of joy. This supports a positive learning culture within the setting. Opportunities for learning are embedded throughout the day. For instance, on a walk to the park, the childminder stops to admire the tulips. She expresses her delight, describing the colours and textures as children pause with wonder to take in the sight.

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Curriculum and teaching Strong standard

The childminder makes use of a wide range of opportunities in her local area to give children an extensive range of experiences including outdoor play, nature walks and visits to libraries and playgroups. Children enjoy books, stories and singing throughout the day. The childminder observes children as they play and is skilled at knowing when to let them explore independently or offer her support. Children learn to try, make mistakes, try again and embed their learning. This approach helps the childminder identify and address any gaps in children's learning. The childminder's curriculum is focused on developing children's independence in their personal care and learning. This gives all children, including those who experience barriers to learning, a strong foundation to support their ongoing progress in all areas.

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Inclusion Strong standard

The childminder has high expectations for all children and the progress they can make in her care. She draws on her wealth of experience as an early years education practitioner to assess children's development from the moment they start at her setting. The childminder works in partnership with parents during the settling-in process to gain an in-depth understanding of every child, their home environment and any previous concerns. The childminder uses this information to shape children's individual learning goals. This helps her to ensure she delivers a high-quality, individually tailored learning experience for all children. She uses consistent and periodic reviews to gain a full understanding of children's progress and skilfully adjusts adaptations as children learn. This means the childminder is highly responsive to children's emerging or changing needs.

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Inclusion Strong standard

When the childminder identifies concerns, she takes immediate steps to support children to overcome any barriers to their learning. She has established links with external agencies that provide children with additional support. The childminder uses her extensive knowledge of child development to create tailored plans for individual children to ensure they get the support they need as soon as possible. This approach ensures a solid foundation for any future interventions from external agencies. The childminder's tailored approach and excellent knowledge of child development support a highly inclusive environment.

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Leadership and governance Strong standard

The childminder is a highly qualified early years professional with many years' experience. She is reflective and considers how she can continue to enhance and improve her practice. The childminder has a positive relationship with her local authority and other childminders in the area, which forms a supportive network. The childminder attends regular training and webinars to keep up to date with relevant information and continuously improve her practice. She ensures that new information and guidance are reflected in her setting policies and procedures.

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Leadership and governance Strong standard

The childminder engages positively and openly with parents and carers regularly to ensure she continues to plan targeted and inclusive care for children. She receives regular feedback from parents about what she offers to children and their experiences. She uses this information to continuously improve and adapt her practice. The childminder ensures all children receive a solid foundation that develops their independence and emotional wellbeing.

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Leadership and governance Strong standard

The childminder promotes children's interests consistently and provides a thoughtful environment that promotes high-quality care and learning. Her thoughtful approach to the daily routine and experience intentionally builds on children's experiences, including children who require additional support. This enables children to engage in purposeful activity and make excellent progress from their starting points across all areas of learning.

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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 at this setting make excellent progress from their starting points and develop positive attitudes to their learning. The childminder ensures that children with special educational needs and/or disabilities and those who face barriers to their learning receive timely and accurate intervention. This means all children get the tailored individual support they need to thrive, which has a profound impact on their progress. The childminder prepares children very well for the next stage in their learning by helping them to develop the emotional security and confidence they need to become effective learners. Children engage enthusiastically with activities and experiences and approach challenge with confidence.

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

The childminder plans for every child using her secure knowledge of what they already know and can do. She thoughtfully considers what children need to learn next and provides the opportunities and experiences they need to reach their learning goals. Children enjoy listening to stories and songs, and the childminder extends their thoughts and ideas through meaningful interactions. Children sustain high levels of concentration. They show excitement on daily outings when they engage with nature, a key part of the daily routine. The childminder praises children for their efforts, building their confidence in their learning.

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

The childminder places a high priority on children's wellbeing. She explains clearly to children how to care for themselves, for example the reasons why they must wash their hands when they come home and before they eat. Children interact warmly with the childminder and enjoy her affection. The childminder builds a sense of security and trust to ensure children are ready to learn and engage positively with their play. Children are highly motivated to engage in the interesting opportunities that the childminder provides, and they develop positive attitudes to their learning.

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About this setting

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

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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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About this inspection

The inspector spoke with the childminder 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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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

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 .

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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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