Zukowska, Malgorzata

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are happy in the childminder's home. When they arrive, children are excited to see what activities are set out for them to explore. Children form secure relationships with the childminder, actively seeking her for comfort and reassurance. The childminder enjoys learning all about the children in her care before they start. She skilfully uses the children's interests to create exciting and inviting activities. Children enjoy spending long periods at their activities.

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The provision is good

Children develop their self-help and independence skills. The childminder encourages children to put on their own shoes and coats, from a young age. She praises children as they complete these tasks, building their self-esteem. Children are aware of the rules and values of the setting. They take care of the toys and help to tidy up as they move from one activity to the next. Children move confidently around the setting, inviting the childminder and visitors to join in their play. Children pretend to make dinner for the childminder in the home corner. They develop their imaginative skills as they 'cook' different food items. The childminder talks to the children about the food they have made, developing the art of conversation.

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need to do better?

n The childminder supports children who speak English as an additional language. She repeats instructions in children's home languages to assist with understanding. She ensures that children hear both English and their home language spoken in the setting. The childminder asks children questions at story time about the pictures in the book. She gives them time to answer in English to develop their language skills further. n The childminder creates a wide range of activities. She identifies children's next steps in learning and skilfully incorporates them into each activity. This helps children make good progress. Children are inquisitive learners. They ask the childminder what they can do next as they survey the room. Children can choose the activities they explore, confidently making choices about their learning. The childminder talks to children throughout the activities. However, at times, she does not allow children enough time to think of new ideas for themselves and

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need to do better?

develop their critical thinking skills further. n Children develop an understanding of mathematics in their play. They count the number of scoops of flour as they add them into a cup to make play dough. The childminder talks to the children about whether the cup is full or empty as they pour it into a big bowl. Children match colours skilfully. They line cones up in the garden and attempt to throw coloured rings over the top of them. Children delight as they match the colours and tell the childminder what colour ring they have thrown.

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need to do better?

4 November 2022 n Children enjoy exploring sensory activities. They build strength in the small muscles in their hands as they manipulate the dough. Children explore the textures of rice and jelly, using their whole hands or just their fingers. They talk about how it feels as they squeeze it in their hands. The childminder joins the activity to model for children who are less confident, allowing them time to observe. This helps children to gain confidence in the activity and using their hands. n Parents speak highly of the childminder. They comment on the support she offers them as parents. She regularly offers activity ideas to complete at home. Parents delight in the swift progress children make in their English language skills. They state that they notice the progress daily. Parents highly recommend the childminder. n The childminder understands the importance of being a reflective practitioner. She regularly completes training to support her practice. For example, she has

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need to do better?

completed training on supporting children who speak English as an additional language. She utilises the skills and tools she learns and implements them effectively. Children who speak English as an additional language make rapid progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder ensures children are always kept safe. She has relevant and up-to- date safeguarding training. She can discuss the signs and symptoms of abuse and has a good understanding of when it is appropriate to talk to parents and when a referral needs to be made. The childminder is aware of her responsibilities should a concern be raised about herself or an adult who has contact with the children in her care. She is aware of safeguarding issues such as county lines and the 'Prevent' duty guidance.

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should:

n provide more opportunities for children to develop their thinking skills and own ideas when engaged in activities.

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Setting details

Unique reference number EY453376 Local authority Luton Inspection number 10235961 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 14 December 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Luton. She operates from Monday to Friday, from 6am until 6pm, all year round, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year- old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documents on

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Inspection activities

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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Inspection activities

4 November 2022 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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