Ceausu, Claudia Isabella Maria

Childminder

Unique reference number (URN): EY467361 Registered with Ofsted: 23/09/2013 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 typically develop their skills for their next stages of learning. This is achieved through a curriculum that meets their individual needs. Children, including those who speak English as an additional language, acquire appropriate language skills. They learn new vocabulary through interactions, play and stories that support them to develop their communication skills further. They are motivated to learn and are supported by the childminder who is responsive and provides praise and encouragement.

p.2

Achievement Expected standard

Overall, children make steady progress from their starting points. Children learn basic skills that underpin their future learning, such as feeding themselves independently. They show independence and explore the environment with confidence and curiosity. They investigate plants and vegetables in the outdoors and confidently choose toys during free play. Children communicate their needs confidently to the childminder who provides care and support.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has created a calm environment that ensures children feel safe. She has improved procedures for attendance and has clearly communicated the importance of these to parents. The childminder acts as a positive role model, which is reflected in children's positive attitudes to learning. She ensures that children settle into the setting smoothly and she creates secure bonds with each individual child. Parents comment on the home-from- home environment and the support from the childminder, which has ensured their children arrive happily and settle quickly everyday.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder sets clear expectations for behaviour and children typically behave well throughout the day. When conflicts arise, young children are calmly supported to manage their emotions and share resources. Older children are able to manage conflict independently and set boundaries with their peers, who respond positively and quickly resume collaborative play.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are typically able to follow the daily routine. Older children confidently tidy away their toys and the childminder models to younger children who copy enthusiastically. However, at key times in the routine, older children are not always able to access the full curriculum as the childminder focuses attention on supporting younger children.

p.2

Children's welfare and wellbeing Expected standard

The childminder is warm and nurturing and has created a welcoming environment for all children. She forms positive relationships with all children and knows them well. She works in partnership with parents to ensure that all care and individual needs are met and worked on in collaboration to improve children's overall outcomes. She provides warm and responsive interactions that support children to have a sense of belonging.

p.2

Children's welfare and wellbeing Expected standard

The childminder cooks fresh food that is prepared in line with the latest requirements to ensure that children are safe. She provides a variety of healthy meals that take each individual child's dietary needs into consideration. She supports children to eat independently and communicates this with parents who speak positively about the food their children receive.

p.2

Children's welfare and wellbeing Expected standard

The childminder has worked hard to meet the latest safer-sleep requirements and places children to sleep safely. She performs checks regularly on sleeping children to ensure their safety. However, due to the recent changes implemented by the childminder, children become unsettled during sleep routines and struggle to fall asleep. The childminder recognises this and has a plan in place to support children's wellbeing during this period of change.

p.3

Curriculum and teaching Expected standard

The childminder has designed a curriculum that typically meets the individual needs of each child according to their age and stage. She ensures that she knows each child well from their starting points and gains knowledge of their interests to support their development. She has created a calm environment that supports children to have a positive attitude to learning. She adapts activities to ensure that all children, including those who speak English as an additional language and those who may face barriers to learning, can access the curriculum. For example, she introduces animals to story times to allow older children to identify the correct animal for each page, and for younger children to hold to support their engagement.

p.3

Curriculum and teaching Expected standard

The childminder supports children to develop their key skills, such as mathematics. For example, they count cars and use some mathematical language, such as 'big' and 'small', to describe the cars. Older children are able to identify cars as 'big' and show excitement when they are praised. The childminder has improved the curriculum to ensure that children have opportunities to gain communication and language skills. Children explore books independently and with the childminder. They look through books with excitement, point out different objects and say 'cut, cut', which the childminder extends by saying 'scissors', which children copy.

p.3

Inclusion Expected standard

The childminder has created an inclusive environment where children feel safe and valued. She provides tailored activities that support each individual child's needs and interests. Children are assessed from their starting points, and the childminder knows them well. She monitors their individual progress and works alongside parents to identify areas of strength, and any emerging needs. Children who speak English as an additional language are identified and supported to quickly learn English words, appropriate for their age and stage. Parents share that they feel supported and have noticed their children speaking English at home.

p.3

Inclusion Expected standard

The childminder typically recognises when children may face barriers to their learning and adapts activities to help them achieve. For example, she gives older children more time after stories to discuss the story and introduce new language which children confidently copy. Although the childminder does not currently care for any children with special educational needs and/or disabilities (SEND) she has a clear understanding of meeting children's SEND needs. She knows how she would use additional funding to support their emerging needs and the importance of early referrals to support children to meet their milestones.

p.3

Leadership and governance Expected standard

The childminder has a clear understanding of her setting and knows what she wants to do to improve further to ensure the best outcomes for all children, including those who may face barriers to learning. Since the last inspection, the childminder has improved practice and addressed all actions set. The childminder has recently amended policies and procedures to ensure safety and compliance with requirements. However, as some are in the early stages of being implemented, such as safer-sleep requirements, they are not always meeting children's needs during the routine. The childminder recognises this and is working on practice to ensure that children settle into new procedures quickly. This shows that the childminder is able to reflect and make amendments to improve the setting.

p.4

Leadership and governance Expected standard

The childminder works closely with the local authority and external agencies to inform and support her own development. She works closely with her assistant and ensures that she is clear on her roles and responsibilities. They typically work well together and plan appropriately to meet children's individual needs. She has worked hard to improve interactions, which have supported children who speak English as an additional language to acquire communication skills in English. This has had a positive impact on children in her care.

p.4

Leadership and governance Expected standard

The childminder has secure relationships with her parents who offer praise for her practice and feel that children are safe in her care. She provides regular updates on children's progress and daily activities and parents are clear on what their children are working on next and how they can support at home. This partnership promotes children to achieve their best outcomes.

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 happily to the setting and settle into the routine quickly. They separate from their carers well and are greeted warmly by the responsive and caring childminder who quickly engages them into activities. Children attend the setting regularly and the childminder works closely with the parents and carers to encourage this. Children have a sense of belonging within the setting.

p.5

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

Children, including those who speak English as an additional language, have a curriculum tailored to their individual needs. They learn language skills and a love of stories and make steady progress with the support of a childminder who knows them very well. Their interests are used to build and develop their skills to support them to meet their milestones.

p.5

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

Children are encouraged to learn about the world around them. They are taught about healthy foods and where they come from. For example, they grow tomatoes in the garden, which children look at with excitement and curiosity. Their safety is prioritised and they are reminded not to pick the tomatoes as they are not ripe yet. Overall, children thrive in the environment.

p.5

Next steps

The childminder should continue to strengthen sleep routines to support children's wellbeing at these times. The childminder should continue to strengthen support for older children to ensure they are always able to access tailored learning opportunities.

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

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8