Moncar, Pearl Delali

Childminder

Unique reference number (URN): 2815961 Registered with Ofsted: 11/03/2025 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 make typical progress through the curriculum and are developing their communication and language skills. Children who are not yet verbalising are able to make their needs known and express their needs. Children enjoy listening to lots of stories, sing songs and use interactive resources to play music. These opportunities support children to hear language and become confident as they develop their early speaking skills.

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Achievement Expected standard

Children have opportunities to build with construction blocks and press buttons on children's keyboards. These activities help children to develop their physical skills and growing confidence. Overall, children access a curriculum which is tailored to meet their needs and incorporates their interests. This supports their enjoyment and engagement in learning. Children are supported to build essential knowledge for their ages and stages of development in preparation for the next stages in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model and has high expectations for all children in her care. She models good behaviour and encourages children to take turns. The childminder has clear boundaries in place. For example, children help to tidy away resources before choosing different ones to play with from the shelf. Children demonstrate that they understand these expectations.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically considers each child's age and stage of development. For example, she uses pictures of faces to explore children's feelings. This supports children's initial understanding of their emotions. The childminder offers encouragement and praise to children as they try something for the first time. Children with special educational needs and/or disabilities are supported to try things at their own pace. For example, children are encouraged to feel different textures before putting items back into the storage box. This helps children to build their level of self-esteem and show positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Children are beginning to understand routines and enjoy taking part in them. They know that after taking a drink of water, the bottle must go back in its place, and they understand that when the childminder gets out the changing mat, it is time for nappy-changing. These routines help children to develop their independence and self-care skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is aware of promoting attendance. If children do not arrive as expected, she will telephone the child's home or emergency contacts to ensure that everything is well. The childminder understands that regular attendance supports children's engagement and development.

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Children's welfare and wellbeing Expected standard

The childminder is attentive to children's care needs and supports children to develop an understanding about healthy lifestyles. For example, she encourages children to wash their hands before they eat lunch and to take a drink regularly from their water bottles. She is alert to when children need their nappy changed or need some help. The childminder supports the needs of children with special educational needs and/or disabilities typically well. She understands that children may need a little extra support to understand what is happening now and next. The childminder considers the emotional welfare of all children in her care.

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Children's welfare and wellbeing Expected standard

Children have built warm attachments with the childminder. They independently go to her if they need a hug or a word of reassurance and demonstrate that they are happy in her care. The childminder plays alongside children on the floor, joins in with them as they build towers made from construction bricks and encourages them to join in with singing rhymes.

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Children's welfare and wellbeing Expected standard

Children are generally supported to understand their personal safety. Even the youngest children are encouraged to sit on a chair properly so that the chair does not tip forward. Children enjoy a range of healthy snacks and meals freshly prepared every day. The childminder has attended training on promoting good oral health and signposts parents to local dentists. Children are supported to gain an understanding of healthy lifestyles.

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Curriculum and teaching Expected standard

The childminder plans a curriculum which engages children and incorporates their natural interests. She regularly observes children and assesses their progress so that she can determine if children need further support in an area as they establish new skills. The curriculum is designed to give children opportunities to learn new skills in different areas of learning. For example, the childminder models language and offers a running commentary through the day so that children can hear language and develop their understanding.

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Curriculum and teaching Expected standard

The childminder considers children's developmental stages when supporting their mathematical knowledge. She offers opportunities to count out loud and explore shape and measure as they build with construction blocks. Overall, the planned activities support children's next steps in learning. However, during adult-led sessions, such as when children gather on the carpet, teaching is too challenging for the children present. The childminder introduces too many concepts at once, uses vocabulary which is too difficult and asks challenging questions when children are at the early stages of speaking. This means that children do not consistently engage and do not get as much out of the activity as intended.

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Curriculum and teaching Expected standard

The childminder considers children's individual ages and stages of development when offering activities. She supports children with special educational needs and/or disabilities through modelling how to use resources and considers if all children can access an activity by placing items on the floor. The childminder adapts activities to support the needs of children and generally uses assessment to focus her teaching on developing children's individual needs.

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Inclusion Expected standard

The childminder identifies and understands children's needs typically well. She assesses their needs regularly and shares reports of children's progress every term with parents. She encourages parents to share things from home and be part of the assessment process. If she has concerns about a child's progress, she talks with parents and works in partnership with other professionals from the health and education sectors to try to get children the support they need to thrive.

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Inclusion Expected standard

The childminder supports children with special educational needs and/or disabilities well and adapts her practice to make activities generally inclusive for all children. For example, she uses objects of reference, uses visual aids and tries to reduce language to single words to support children's engagement and development. The childminder supports children who speak English as an additional language. She uses key words from their home language and speaks them alongside the corresponding words in English so that children appreciate the names of items in both languages. The childminder understands that funding must be targeted to the individual needs of each child to positively impact on their learning and development. The childminder endeavours to support children who may be facing barriers to their learning.

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Leadership and governance Expected standard

The childminder typically provides high-quality care and education for the children in her care. She understands the importance of working in partnership with parents to understand children's needs and shares information so that parents can continue their children's learning at home. For example, she has ensured that every child has a membership at the local library and takes books home so that parents can read to children and support their early literacy skills.

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Leadership and governance Expected standard

The childminder is committed to professional development and attends training that she thinks will benefit her knowledge and her setting. She has recently attended training on effective practice to support 'safer sleeping' to ensure children's safety while they sleep. The childminder undertakes some evaluation. She asks parents for feedback and identifies some further training that may develop her knowledge further. However, she does not consistently identify focused areas to determine key priorities, in order to further improve outcomes for children.

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Leadership and governance Expected standard

The childminder makes decisions in the best interest of children. She works with other professionals to support children's needs with the intent of removing barriers to children's learning and meets regularly with other childminding professionals to share practice and ideas. The childminder regularly liaises with parents to understand children's changing needs and takes children on outings to local playgroups where they can engage with the wider community. Generally, the care and learning needs of children are supported well.

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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 are active learners and enjoy exploring resources and the environment. They enthusiastically clap their hands to pop bubbles as they stream from a bubble machine and explore a range of sensory resources made from different materials. The childminder typically understands children's needs. She undertakes processes of observation and assessment to determine how to support the next steps in their learning and development. The childminder identifies potential barriers to children's learning and adapts her practice to support the needs of every child in her care, including those with special educational needs

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Inspector:

Elisia Lee and/or disabilities (SEND). In general, children are making progress and are developing the skills they need for future learning.

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Inspector:

Children play cooperatively together and gain a sense of belonging. They giggle with delight and anticipation as the childminder plays 'Peepo' while hiding behind a scarf and using different voices. The childminder asks children what they would like to play with and gives them choices. This helps children understand that their opinions are valued. All children, including those with SEND and those who speak English as an additional language, are supported and included in different aspects of the setting. The childminder welcomes families into the setting and values their contributions. She regularly discusses children's learning and development and encourages parents to contribute to processes of assessment. These partnerships help children to receive consistent levels of care from all adults who care for them.

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Inspector:

Children demonstrate that they feel happy and settled at this setting. They have developed positive attachments with the childminder and typically exhibit positive attitudes to learning. The childminder celebrates the unique needs of individual children. For example, she encourages children to join in with a singing game as they identify songs from different pictures. The childminder works alongside parents to promote attendance so that children get the best from their place at the setting. Overall, the childminder values children's uniqueness and helps every child to flourish and thrive.

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Next steps

The childminder should ensure that all activities are targeted to the developmental needs of the children in her care so that children can get the most out of every learning opportunity throughout the day. The childminder should undertake more precise evaluation to identify and develop key priorities in order to further improve outcomes for children's learning and development.

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About this inspection

The inspector spoke with the childminder and children during the inspection and considered the written views of 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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.

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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

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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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