Ramirez - Vicent, Mariela

Childminder

Unique reference number (URN): 2742623 Registered with Ofsted: 04/09/2023 Registers: EYR, CCR, VCR

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 make typical progress from their starting points in preparation for their move to school. Overall, they are learning to take their time to think about questions posed to them before responding. Children gradually learn how others might be feeling. For example, during role play, they show empathy for the dolls. Children build constructive and respectful relationships when, for instance, they meet their friends at local groups.

p.2

Achievement Expected standard

Children manage their own needs as they follow appropriate hygiene routines. They clap and stamp to music as they sing nursery action rhymes. Children sit on a push-along wheeled toy and ride a tricycle skilfully. They explore different materials and tools; for example, they use sand and water, mixing them together to create different textures to mould and shape. Children make healthy choices about food and drink as they request bananas for snacks. They enjoy sharing books with the childminder.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder offers a secure and harmonious environment where children are happy and secure. The childminder has high expectations of children's behaviour. She ensures that parents understand the importance of children's regular attendance, so that they receive what they need in preparation for school. The childminder provides warm and responsive care. All of this supports children's emotional wellbeing. The childminder encourages children to express their feelings so that they learn to manage their emotions. This helps to build the skills they need for their move on to school.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are well behaved, and the childminder acts as a positive role model. She reminds children about behaviour rules so that they understand boundaries, for example sharing and taking turns. Overall, children build positive attitudes to learning. The childminder is building her practice so that children are able to respond to her questions in a timely manner. The childminder adapts her curriculum to ensure all children can access it equally. For example, she displays key words in children's home language and interacts with children using key words so that they can respond during their learning and development.

p.2

Children's welfare and wellbeing Expected standard

The childminder understands her role in meeting children's care needs. For example, she speaks with parents and gathers all relevant information before children start. She works well with parents and discusses when children are ready to move on to the next stage of learning, such as starting toilet training. All of this helps children to feel secure and supports them in further developing their self-care and independence skills.

p.2

Children's welfare and wellbeing Expected standard

Children learn about safety as the childminder regularly reminds them how to stay safe. For example, in the garden, they learn how to ride wheeled toys safely. They use tools and play in a safe manner. The childminder offers healthy snacks, such as fruit and crackers, along with water. She helps children to make informed choices. For example, they choose whether they would like water or fruit at snack time. The childminder provides consistent and predictable routines. Children learn about appropriate hygiene practices as they follow effective daily routines. The childminder uses gentle prompts and shares resources, such as posters of body parts, to help children learn about themselves. The childminder supports children to learn about others and to respect differences. For example, she learns key words in children's home languages and uses these with them so that they feel valued. However, she is continuing to develop her practice by offering children sufficient time to respond

p.2

Children's welfare and wellbeing Expected standard

before asking further questions. She ensures that children build friendships with others in the community who come from a range of backgrounds. All of this helps children to learn about the wider world.

p.3

Curriculum and teaching Expected standard

The childminder typically designs a curriculum that helps children develop the skills and knowledge they need to move on to school. She offers secure interactions; however, at times, these interactions do not allow children sufficient time to consolidate their learning or to respond before further questions are asked. Children enjoy listening to a range of storybooks that they self-select. This helps them to recognise sounds and words. Children become more outgoing with unfamiliar people in the safe home environment.

p.3

Curriculum and teaching Expected standard

Children explore outside and develop large-muscle skills as they ride large-wheeled toys and explore with sand. The childminder supports children to hold up funnels and pour wet sand. She introduces mathematical language as children pour and watch the sand land in a heap in the tray. Children talk about the texture of the sand and use words such as 'bigger' and 'heavy'. The childminder encourages children to be independent during role play, for example by accessing resources and using their imagination to act out what they know. The childminder uses key words in children's home language to name objects as they play. All of this supports children's individual needs and is targeted to their learning.

p.3

Inclusion Expected standard

The childminder identifies children's individual needs when they start at the setting. She has a secure understanding of children's needs and progress. The childminder finds out about the child and their family. She asks parents about the child's history, likes, dislikes, family members and culture. The childminder completes on-entry observations and assessments so that she can offer targeted support. For example, she supports children who speak English as an additional language.

p.3

Inclusion Expected standard

The childminder obtains key words from parents and uses them regularly with children to support their emotional development and understanding of English in preparation for school. She displays words and posters in children's home language to help them connect words and letters in both their home language and English. All of this helps to support language development. The childminder has completed training to support children with additional needs so that she can help reduce any barriers to learning. She has experience, works in partnership with families and seeks advice from external professionals as appropriate. The childminder typically interacts well with children; however, at times, she does not slow her interactions down to allow children time to respond. The childminder supports children's engagement in play and daily routines.

p.3

Leadership and governance Expected standard

The childminder has an appropriate understanding of her setting and what she wants to do to improve so that children make the best possible progress. Since the last inspection, the childminder has improved her practice and met the actions set. This demonstrates a secure understanding of how to address weaknesses in a timely manner. However, the childminder is continuing to develop her teaching interactions with children to ensure consistency in practice. She regularly undertakes online training to help develop her skills and practice. For example, she completes online courses, all of which help children to achieve and be ready for school. She has completed training targeted at supporting children with special educational needs and/or disabilities, helping to strengthen her inclusive practice.

p.4

Leadership and governance Expected standard

The childminder works closely with parents to support children's progress. For example, she discusses potty training, helping children to develop their independence skills and be ready for school. She speaks with parents daily, updating them about their child's day and achievements. The childminder uses different methods to communicate and share progress, for example through online messages. She also offers suggestions on how children can be supported at home. All of this helps to build secure partnerships with parents. The childminder reaches out to other childminders in the community and builds strong working relationships to further support children in her care. For example, she provides opportunities for children to socialise with others in the community. She gathers relevant information from the local authority to support her childcare practice. All of this helps children to make secure progress.

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 arrive happy and eager to start the day at this warm and nurturing setting. They smile and independently take off their coats and hang them up. Children are warmly greeted by the childminder, who is ready to offer them a range of interesting and exciting learning opportunities. Children begin to explore the well-resourced environment with excitement. For example, they head straight to the activities that interest them, such as the small trucks, cars and garage. They move the cars around and talk about the colours and sizes, showing a detailed knowledge of the different types. All of this helps children to settle on arrival and feel safe and secure. Children make secure progress from their starting points.

p.5

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

The childminder is an effective role model for the children. She is kind, considerate and passionate about their care. As a result, children are happy, which is evident in their smiling faces. Children make friendships at the setting and in places the childminder takes them, for example local groups and meet-ups with other local childminders. Children have positive attitudes to learning. For example, they explore the different learning spaces available to them. The childminder reminds parents about the importance of attendance so that children make the most of their learning. Children share and take turns, for example offering others pretend tea, coffee and cake. They enjoy sharing their resources with others during play. Children make secure progress from their starting points. Children are encouraged to develop early independence through everyday routines. For example, they help set up the small table and chairs in the garden for snack time as they enjoy eating healthy fruit in the

p.5

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

sunshine. The childminder responds to children sensitively. She recognises individual cues and offers reassurance when needed.

p.5

About this setting

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

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Next steps

The childminder should give children ample 'thinking time' to process questions and express their own ideas. The childminder should strengthen the consistency of high-quality interactions for all children.

p.6

About this inspection

The inspector spoke with the childminder, parents and children 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

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.7

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.7

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.7

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.7

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