Spiewak-Hernandez, Anna Ewa

Childminder

Unique reference number (URN): 2792185 Registered with Ofsted: 02/07/2024 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 Strong standard

Children feel safe and secure in the childminder's calm and nurturing care. This means that they are confident in their learning, and, as a result, achieve very well. Babies show attention and focus as the childminder knows their interests and provides activities which are engaging and stimulating to them. For example, she knows that they enjoy music and gives them bells to hold and tap. Older children are independent in choosing their own activities. Children make particularly rapid progress in learning to communicate. Babies show a secure understanding of language and attempt to repeat words and match them to objects, such as 'ball' or 'car'.

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Achievement Strong standard

All children, including those with special educational needs and/or disabilities and other barriers to learning, make rapid progress from their starting points. They are very well prepared for their next stage of learning. They are developing independence in their self- care, such as washing their own hands and putting on their own shoes. They can ask for help when needed, which gives them confidence when playing and learning in different situations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created an extremely nurturing and calm environment which brings out the best in children. They feel safe and secure, and, as a result, they have positive attitudes to learning. Children develop strong self-esteem because the childminder regularly notices and praises their efforts. For example, children start to wipe the table after snack without being asked. The childminder has a highly positive approach to behaviour which children respond to very well. They are kind to each other, and older children ensure that younger children are included in play. They easily share resources and take turns. Children clearly enjoy being with the childminder and play games with her, giggling and laughing with joy.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is highly aware of the children's stage of development and her expectations for their behaviour recognise this. For example, when babies throw toys on the floor, she replaces it with something she knows they will prefer. Older children understand why they must hold the buggy, and take their responsibility very seriously. She caters for children's individual and personalised needs which means that children with special educational needs and/or disabilities are well supported in understanding the behavioural expectations. The childminder works closely with parents and carers to help them understand the importance of regular attendance and punctuality.

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Curriculum and teaching Strong standard

The childminder has created an ambitious curriculum that has been carefully designed to reflect the needs and interests of the children she cares for. Children learn new skills through everyday experiences and routines. For example, children enjoy learning about the changing seasons through their walks in parks and town. The childminder purposefully ensures that children who attend part time have varied experiences to meet their own individual needs. For example, she takes all children to the library to help promote a love of books. She ensures that parents and carers know her curriculum so they can continue their child's learning at home. The curriculum is tailored to individual children and is highly inclusive. It is play based and aims for children to be happy in their learning and to be independent and confident.

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Curriculum and teaching Strong standard

Children develop skills and knowledge across all 7 areas of learning. The childminder particularly focuses on supporting children's personal, social and emotional development as she knows that children need to feel safe and secure to learn. Children build positive relationships and learn to get on well with each other. They visit playgroups to develop their social skills. Children develop the confidence and independence to have a go at new experiences or activities.

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Curriculum and teaching Strong standard

Supporting communication and language skills is a strength of the setting. The childminder is highly skilled at ensuring that children learn to communicate. She uses every opportunity to extend vocabulary, teaching new words and repeating them frequently. Children have daily opportunities to develop their physical skills outdoors. They enjoy trips to the local park, and, indoors, they enjoy dancing and yoga.

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Inclusion Strong standard

The childminder has robust procedures in place for identifying children with special educational needs and/or disabilities (SEND) or other barriers to learning and wellbeing. She liaises closely with parents and carers when children first start to find out what children can do, and, if and where, extra support is needed. Her knowledge is secure, and fully embedded systems are in place to ensure that children with SEND or other barriers to learning access the same experiences as their peers. The childminder is highly experienced at making adaptations to support children. For example, providing extra resources such as chewy toys.

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Inclusion Strong standard

All children benefit from one-to-one time throughout the day to support their development. She has excellent knowledge of the children in her care and through rigorous monitoring, observations and ongoing assessments, she ensures that children make rapid progress though her curriculum. The childminder is skilled at supporting children who speak English as an additional language. For example, she carefully considers how she introduces new vocabulary and consistently ensures that children fully understand what she is saying. As a result, children who speak English as an additional language make rapid progress in understanding and speaking English.

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Inclusion Strong standard

The childminder works extremely closely with parents and, when necessary, outside agencies, such as health visitors or doctors, to provide the best possible support for children with SEND. She liaises with other settings to ensure that children with SEND or other barriers to learning or wellbeing have a smooth transition and a positive experience.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are extremely important to the childminder. She places a high priority on ensuring that children are healthy and well. She builds warm and trusting relationships with the children and with their parents and carers to ensure that children feel safe. Children clearly love to be with her and form positive attachments with her. Parents comment that their children love to come, and they are extremely pleased at how well their children are cared for. The childminder knows the children very well and fully meets their individual needs, whether that is physical or emotional support or more time to process language. As a result, she is swift to notice changes that might reflect a change in wellbeing and is adept at addressing these to support children to become confident and resilient.

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Children's welfare and wellbeing Expected standard

Children have daily opportunities to be outside and to have physical exercise. They learn how to keep themselves safe, for example, holding the childminder's hand. The childminder works closely with parents to ensure that all children, including those weaning or with allergies, eat safely. She provides all snacks and meals and ensures that children eat healthily. During mealtimes, children demonstrate good manners. The childminder fully supports children in developing independence in their personal needs. For example, she helps them to wash their hands before meals and to use cutlery according to their age and stage of development.

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Children's welfare and wellbeing Expected standard

The childminder has secure policies in place to support children's welfare and implements these well. However, she could strengthen how she shares her practice with parents so they are consistently aware of how she supports their child's care. For example, the childminder has not made parents aware of her safer sleeping requirements.

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Leadership and governance Expected standard

The childminder has changed her address since she first registered. This has made no difference to the quality of her provision, she has remained in the same area and accesses the wider community in the same way. She recognises her strengths in the relationships she has with parents and carers. She builds these to better understand and meet the individual needs of the children she cares for. The childminder takes prompt action to address any areas for improvement. For example, she plans strategies for part-time children to ensure they experience a range of activities.

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Leadership and governance Expected standard

The childminder is highly ambitious for all children in her care, including those with special educational needs and/or disabilities or other barriers to learning or wellbeing. She continually strives to improve her practice for all by ensuring that her knowledge and skills are kept up to date with regular professional development. The childminder has attended training on changes, which include safer eating and sleeping. She implements these changes well, however, she does not consistently share her approaches with parents. This means they are not consistently aware of how this supports their child's care.

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Leadership and governance Expected standard

The childminder fully engages with the local community and she is well known at the local library. She attends playgroups with the children in her care and meets up with other childminders in order to teach children the social skills of mixing with children in a larger group. The childminder has worked closely with the local nursery school to ensure smooth transitions, so children settle quickly, and staff have visited children in her setting. She has secure relationships with parents.

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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 are extremely happy and content in the warm and nurturing environment provided by the childminder. They build positive and trusting relationships with her and each other. They demonstrate feeling safe and secure by reaching out their hands to hold and their arms for cuddles. Children confidently explore the range of activities available to them and choose for themselves what they want to do and play with. They laugh as they try to bounce the ball as high as possible.

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

Children benefit from having resources that they particularly enjoy playing with. For example, children move aeroplanes through the air and point to the sky through the window. They learn new words such as 'pilot'. Babies show focus and concentration as they enjoy spinning wheels and balls, developing their finger strength. Children enjoy the many opportunities they have to explore the outside world. They show pleasure and enjoyment as they stop on a bridge to watch the cars, buses and lorries pass underneath them. Children are highly valued as individuals and the childminder ensures that all children, including those with barriers to learning or wellbeing, fully access all the experiences on offer and make progress from their starting points.

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About this setting

Register(s): EYR, CCR Children's behaviour is exemplary. They show great kindness to each other and easily share resources and pass toys to each other. They clearly enjoy each other's company as they crawl after each other as fast as they can. Older children hold onto the buggy sensibly as they walk through town, enjoying the responsibility and listening carefully to the childminder. The childminder models kindness and respect to all children, and, as a result, they show this to her and each other. Children are eager to tidy up when it is time for snack or going out.

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About this setting

Children develop independence for their next stage of learning. They try to put on their own shoes and coats and ask for help when they need it. The childminder has extremely positive relationships with parents and carers and they speak highly of her experienced and knowledgeable support. She promotes the importance of attendance and has secure procedures in place.

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Next steps

The childminder should strengthen how she shares her practice and policies with parents to ensure they are well informed about the care their child receives.

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About this inspection

The inspector spoke with the childminder and read written feedback from parents 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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