Ceron Duran, Pilar De Lourdes

Childminder

Unique reference number (URN): 2808748 Registered with Ofsted: 29/01/2025 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

Behaviour, attitudes and establishing routines Strong standard

Children are consistently cared for in a welcoming, friendly and secure environment. The childminder knows each child extremely well and ensures that all their needs are met. As a result, children flourish from their starting points. Children invariably develop a sense of self by interacting with their friends. They learn to explore their faces as they touch their eyes, nose and mouth during learning conversations with the childminder. They regularly listen and follow simple rules and are well behaved. Children are confident and resilient as they attempt to pick up the chickens who live in the garden, with the support of the childminder.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children make informed decisions about what they want to play with. For example, they select musical instruments and keep trying to press the buttons independently so that they hear the musical sounds. Children have positive attitudes to learning according to their age and stage of development. For example, they listen to stories read by the childminder and handle books. Parents understand the importance of punctuality and attendance to help ensure children make the most of their learning and benefit from the well-established, consistent routines. Children build warm and trusting relationships at the setting. As a result, they are happy, secure and settled.

p.2

Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are consistently given the highest priority. Children develop important skills for their future. For example, children develop independence as they put on their shoes and coats to go outside and play. They sit at a small table outside in the garden and eat healthy fruits and drink water in the warm sunshine. They learn hygiene routines as they wash their hands before eating. Children learn about healthy foods as they eat porridge, toast and fruit for breakfast.

p.2

Children's welfare and wellbeing Strong standard

Children who found it difficult to eat have progressed quickly and now eat different foods independently. They also sit with other children in a group, all of which develops their confidence and self-esteem. The childminder supports children to take appropriate risks. For example, they observe the chickens as they walk about in the garden. Children climb and ride wheeled toys, which supports their investigative skills and understanding of keeping safe. Children observe the warm, professional interactions between their parents and carers and the childminder, all of which is positive and helps to ensure that children learn from positive role models.

p.2

Inclusion Strong standard

The childminder consistently identifies children's emerging needs quickly and accurately. For example, she gently supports children who may struggle to talk. She celebrates nods, gestures or sharing toys, so the child knows they are still being heard and included. Children are supported to feel comfortable and make friends in the setting. The childminder helps children, over time, to build their confidence. The childminder closely assesses children's development, remaining mindful to focus on any gaps or areas they are struggling to

p.2

Expected standard

achieve. She speaks with parents and carers regularly, for example, following guidance from other professionals so that children receive a highly consistent approach.

p.3

Expected standard

The childminder works closely with parents to support all children, for example, by focusing on building secure attachments, managing transitions, and tailoring expectations. She purchases specific equipment to support children to stand up and move freely and safely, all of which supports children's developing physical skills. She adapts activities so that children can join in, for instance, encouraging children to speak up during play with others and building their self-esteem. The childminder consistently makes a difference to all children's opportunities for learning and development, helping them to catch up and be well prepared for their next educational move.

p.3

Achievement Expected standard

Children acquire the skills they need for their eventual move on to school. They are generally motivated to learn. However, at times, they do not have consistent opportunities to develop mathematically, such as understanding different mathematical language. Children's communication and language skills are encouraged and supported. For example, they name different pictures and connect them to the correct words. Children identify animals and sound out the names of the animals. Young children enjoy singing action nursery rhymes, linking actions to words and developing their physical skills.

p.3

Achievement Expected standard

Children work together to build a large tower of bricks, taking their time and being patient as they steady their hands. They show secure decision-making, turn-taking and balancing skills. Children splash water and enjoy getting wet as they play outside in the sunshine. They develop their emotional and social skills. For example, they share, communicate and work together to pour water from different containers.

p.3

Curriculum and teaching Expected standard

The childminder offers children a well-designed curriculum, which helps children to make secure progress in their learning. Young children help to fill up the water tray while holding onto the hose. They skilfully aim the hose and follow instructions. Children enjoy rolling balls down the slide and become increasingly confident as they roll them more quickly. They learn about living things as they are supported to pick up the chickens kept in the garden. They learn where their food comes from and are introduced to life cycles, building vital skills such as empathy, patience and responsibility. Overall, the childminder introduces children to mathematical concepts such as shapes. However, mathematical ideas are not always discussed, indoors and outdoors, to help them develop their understanding of mathematics in everyday routines and activities.

p.3

Curriculum and teaching Expected standard

The childminder implements appropriate teaching strategies as she interacts with all children, supporting them to respond according to their abilities. The childminder prioritises elements of the curriculum that support less able children to catch up, such as communication. She learns about each child's cultural background so that festivals can be celebrated. She introduces her own home language and responds to requests from parents to teach children key words so that they begin to understand words in Spanish. All of this supports children to be cared for in an inclusive environment where they learn to respect differences.

p.3

Leadership and governance Expected standard

The childminder typically continues to develop her provision and supports the differing needs of children well. She undertakes weekly online webinars and training courses to help build her knowledge and understanding, for example, communication and language updates. As a result, this helps her to embed her practice of communication with children and ensure she offers secure care and education for all children. The childminder liaises daily with parents and carers about children's care and learning. She develops an appropriate, professional approach to partnerships with parents and ensures that they are updated about their child's progress and learning. She offers suggestions for shared ideas, such as toilet training and activities linked to the curriculum that can be completed at home.

p.4

Leadership and governance Expected standard

The childminder ensures that she implements all areas of the curriculum. However, she does not always maximise her interactions with children to help develop their mathematical awareness more regularly during play. Children make typical progress as they move on to school. The childminder knows to seek professional advice promptly when needed to help ensure that children benefit from effective support. The childminder is aware of areas of strength within her practice. For example, she knows how to identify the individual needs of the children in her care and put steps in place to fully support them. She knows how to get the best out of them through her kind and intentional interactions.

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

Young children arrive happy and eager to take off their shoes and coats and come into the setting. They are calm and are warmly greeted by the childminder. Children smile and hold out their arms to be collected by the childminder, showing that they feel settled and secure in her care. Children engage with the childminder through gestures, gaze and talk. She gathers all relevant information from parents so that she can offer care and attention, keep them safe and meet their individual needs. Children develop friendships with other children and enjoy learning and achieving. For example, they play together, taking turns with the shape sorter and sharing as they learn to recognise shapes, colours and patterns, as well as develop their fine motor skills and hand–eye coordination.

p.5

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

The childminder finds out about each child's individuality and any additional needs. She ensures that any barriers to learning and/or wellbeing are reduced, enabling children to progress from their starting points. For example, children are supported to use their whole bodies so that they can take part in all activities. The childminder requests updates from parents about children's attendance so that she is well prepared for their arrival at the setting and can offer them effective learning experiences. The childminder gives children appropriate tasks to carry out. For example, they help to tidy away resources. The childminder models positive play and cooperation. For example, she explains and shows younger children who have less confidence to move away if another child touches their face out of curiosity. She supports the child being touched to gently say 'no' and move away, and she reminds the other child not to do this. All of this helps children to understand the feelings

p.5

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

of others. The childminder congratulates children for their kindness towards each other. For instance, more able children offer cuddles to younger children.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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 support children to further develop their mathematical skills throughout the day, indoors and outdoors.

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