Picari, Anxhela

Childminder

Unique reference number (URN): 2769088 Registered with Ofsted: 28/02/2024 Registers: EYR, CCR

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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 feel safe and secure in the childminder's home. This means that they develop the confidence to explore and find out about new things. They show the ability to focus on what they are doing and generally achieve well. They are able to listen to short stories and join in with songs. Children make suitable progress in their communication and language skills. They can communicate when they need help or support and are learning new words daily. Children have excellent physical skills, showing control in their large- and small-muscle skills. Children would benefit from the opportunity to build on their prior knowledge by having access to activities for longer periods of time.

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Achievement Expected standard

Children develop the appropriate independence skills for their age and stage of development. For example, they feed themselves at mealtimes using cutlery. All children, including those with special educational needs and/or disabilities or other barriers to learning or wellbeing, are generally prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children feel safe and valued in the calm and inviting environment that the childminder has created. Children benefit from regular attendance, which helps them to become familiar with the daily routines. The childminder follows up on any absences to check on children's welfare. This helps to keep children safe, and they demonstrate they feel secure by reaching their arms out for a hug. Children emulate the childminder's kind and respectful behaviour and are kind and respectful to her and each other. Children typically behave well, occasionally needing gentle support from the childminder to understand how to treat each other. Children generally rise to her high expectations for behaviour. She promotes good manners, and children are learning to say please and thank you. Children have a positive attitude to their learning and enjoy their time at the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has built up trusting relationships with the children, who she values as individuals. This means that all children, including those with special educational needs and/or disabilities or other barriers to learning and wellbeing, have the same high expectations as other children. Children can focus on what they are doing and are happy in their play and learning.

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Children's welfare and wellbeing Expected standard

The childminder prioritises children's welfare and wellbeing. Their emotional and physical wellbeing are extremely important to her. Parents and carers say that their children love to come to her setting. For example, children run to her on the playground even when they are with their parents. They are pleased with how their children are cared for. The childminder knows the children well and typically meets their individual care needs. She has built trusting relationships with the children and created a safe environment where they generally enjoy their play and learning. Children are taught to keep themselves and others safe, for example to be careful of other children when running. The childminder typically supports children in understanding their emotions and feelings, for example saying, 'I can see you are tired now.' Children are beginning to recognise how to seek help when they are upset.

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Children's welfare and wellbeing Expected standard

The childminder provides healthy snacks, such as fruit, and promotes to parents the importance of a healthy lunch. She encourages children to eat their vegetables. Children develop their social skills by sitting at the table with each other and using good manners. The childminder follows the parents' care routines as much as possible and has regular communication with them regarding diet, sleep and other routines through the day. She is alert to the possibilities of choking and allergies.

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Curriculum and teaching Expected standard

The childminder has a suitable understanding of child development and her curriculum goals. The curriculum covers all areas of learning and is aimed at preparing children for their next stage of learning. The childminder ensures that children develop their social and emotional skills. For instance, they enjoy opportunities to mix with more children when meeting up with other childminders. Children are taught to share and take turns with resources, and they get along well together. The childminder recognises that children learn at different rates and typically provides the right amount of support for children. However, on occasions, the childminder is not always clear on what she wants children to learn from their focused activities.

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Curriculum and teaching Expected standard

The childminder understands the importance of developing communication and language skills and uses songs, books and rhymes to support children's language and vocabulary. Children have daily opportunities to run and play, both indoors and outdoors, to develop their physical skills. For example, children run down a ramp and learn the words 'ready, steady, go', copying the childminder. The childminder offers children daily changing activities that are fun and engaging. However, children do not always get the opportunities to practise new skills or develop their knowledge. The childminder fully supports children's mathematical understanding by using lots of opportunities to incorporate counting into their play.

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Inclusion Expected standard

Individual children's needs are generally quickly identified and assessed by the childminder. She ensures there are procedures in place to identify children with special educational needs and/or disabilities (SEND) or other barriers to learning or wellbeing. Children with SEND or other barriers to learning receive support to ensure they make progress from their starting points. The childminder works closely with parents and carers when children first start, with discussions that help to identify any gaps in their learning or development. From these, her own observations and experience, she builds a baseline from which to measure their progress. Children typically benefit from the strategies used, such as repetition of vocabulary to support their learning. However a more targeted approach would have a higher impact on children's progress. The childminder monitors the progress of her support through regular observations and assessments. She ensures that parents have similar

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Inclusion Expected standard

strategies to ensure continuity of care. She regularly updates them on their children's progress. Where necessary, the childminder works with outside agencies and supports parents in accessing further help. She is passionate in her drive to ensure all children, including those with SEND or other barriers to learning, have the same experiences as other children.

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Leadership and governance Expected standard

The childminder understands her setting and has a clear vision of what she wants to create. She understands some of the areas to improve on, such as developing her outdoor space further. The childminder is experienced in caring for children, and while she is passionate about providing the best outcomes for children, she has not used professional development to enhance her knowledge or keep up to date. As a result, children do not make the rapid progress they could.

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Leadership and governance Expected standard

The childminder works closely with parents, carers and other professionals to ensure that children have a continuity of care and learning. For example, she provides ideas for parents to support their children's learning at home. She liaises with other settings such as the nursery, where appropriate, in order to ensure smooth transitions for children's next stage of learning. Parents speak highly of the childminder and say their children thrive in her care. They appreciate the daily communications and photos, and praise her nurturing environment.

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Leadership and governance Expected standard

The childminder works with a network of childminders to support children in further developing their social skills. She makes full use of the community by regularly visiting local parks and a soft-play centre.

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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

Children enjoy a welcoming and homely environment where they build warm and trusting relationships with the childminder. They feel safe and secure in her company, which typically supports their personal, social and emotional needs. For example, children reach out to the childminder and ask for a hug. They are very confident in her care and show they feel able to explore the learning activities available to them. For example, children enjoy pushing cars over a variety of different surfaces. All children, including those with special educational needs and/or disabilities or other barriers to learning, benefit from how well the childminder knows them and values them as individuals. They have daily opportunities to play outside and develop their large physical skills and muscles. They develop small physical skills, such as their pencil grip, through activities such as dabbing paint onto a surface. Children develop

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

a love of books and enjoy joining in with stories, pointing to colours and learning new words such as 'rainbow'. They enthusiastically sing songs and move in time to the music, carrying out the actions for their favourite rhymes. Children make suitable progress from their starting points. They are generally well prepared for their move on to nursery or school.

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

Children are supported in managing their feelings and behaviour. They generally behave well and listen carefully to gentle guidance when necessary. Children look to the childminder, who treats them with kindness and respect, and they copy this with each other. They learn to share resources, take turns and play cooperatively with others. They enjoy the frequent praise given by the childminder for their efforts, which raises their self-esteem. Children demonstrate developing independence. For example, they use spoons to eat their lunch. Children benefit from opportunities to explore the wider environment on outings with the childminder, such as forest activities and the local parks.

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

Children and their parents and carers have positive relationships with the childminder, and their attendance is good. The childminder follows up on unnotified absences to ensure that children are safe.

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Next steps

The childminder should embed high-quality teaching that allows children to build on prior learning to ensure that their skills and knowledge are secure. The childminder should ensure that activities have a learning purpose that is focused on the child's specific needs. The childminder should access professional development to focus her support more effectively and help children make rapid progress in their learning.

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About this inspection

The inspector spoke with the childminder and parents and obtained written feedback from parents during the inspection.

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About this setting

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