Ceausu, Claudia Isabella Maria

Overall effectiveness Requires improvement

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

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The provision requires improvement

The childminder establishes nurturing relationships with children. She takes time to understand each child's personality, interests and needs, ensuring they feel valued and secure by responding promptly to their emotional cues. She communicates regularly with families, maintaining strong partnerships that support children's continuity of care. However, the childminder does not consistently monitor children's progress or adapt learning plans to meet their emerging needs. She does not always build on children's interests and, at times, interrupts their play or redirects them to other activities, which prevents them from engaging deeply in their learning. As a result, some children do not receive the consistent support they need to achieve their developmental milestones or make the best possible progress.

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The provision requires improvement

The childminder fosters cooperative play and is attentive to situations where children need support with sharing. She intervenes promptly to prevent conflicts and helps children stay engaged with their activities. For instance, when children request the same book, she forms a reading circle, allowing everyone to enjoy the story together and practise turn-taking. Positive behaviour and good manners are promoted through the childminder's consistent modelling of politeness.

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The provision requires improvement

The childminder recognises the importance of self-regulation and independence, providing comfort, such as cuddles or carrying children, when needed. She invests in building strong relationships with each child and addresses incidents, like snatching, supporting them to develop essential social and self-management skills. The childminder promotes healthy habits through the provision of nutritious snacks and encourages children to discuss food choices. She offers a relaxed environment, where children make choices and immerse themselves in play. She provides opportunities for children to practise their counting and colour recognition through hands-on activities, such as using an abacus or creating pretend meals.

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need to do better?

n The lack of a written progress check at age two is a significant concern, as it hampers early detection of developmental delays and limits collaboration with parents and professionals for timely support. This shortfall, along with the childminder's inconsistent understanding and application of statutory responsibilities, directly affects the quality of care and learning provided. As a result, children's progress and development during these crucial early years may be compromised. n The childminder fails to implement a well-planned or sequenced curriculum for children. Although she tracks children's development, next steps are not identified and used effectively. As a result, children are not provided with high-

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need to do better?

10 September 2025 quality learning experiences and do not make good progress. They frequently drift from one activity to another without any clear purpose or engagement, which severely limits their opportunities to learn and grow. n Children's imaginative play in the toy kitchen offers valuable opportunities for social, communication and language development. As children select ingredients and create meals, the childminder introduces new vocabulary and models polite conversation, helping to build essential verbal skills. Book-sharing sessions also support language learning, but these interactions are not consistently extended into deeper discussions or meaningful two-way dialogue. The childminder often overlooks chances for children to express ideas, ask questions and practise conversations, which limits their social, cognitive and language growth. Without regular interactive engagement, children's ability to develop independent

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need to do better?

thinking, confident communication and achieve important developmental milestones is restricted. n The childminder does not sufficiently tailor activities to suit children's individual stages of development, particularly for younger children. For example, she shifts quickly between tasks, like counting and colour recognition, without providing clear focus, which can confuse children and disrupt their engagement. Because learning experiences are not well matched to children's needs or appropriately challenging, children struggle to concentrate and miss out on purposeful opportunities to build their skills and knowledge. This lack of precision in curriculum planning means that teaching and learning are less effective overall. n Children are encouraged to follow good hygiene routines, such as washing their hands before meals and helping to clean the table. The childminder explains why these practices are important, supporting children's understanding of how to

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need to do better?

prevent the spread of germs. n Parents express positive views about the care their children receive, noting that the children are happy, settled and benefit from a nurturing environment. The childminder keeps parents informed about the activities and foods their children enjoy, which helps to strengthen the partnership between home and the setting. However, partnerships with other professional bodies remain inconsistent, and the childminder should focus on improving collaboration with these professionals to ensure that essential information is shared and children receive the best possible support.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

review the progress of each child between the ages of two to three years and share a clear summary of their development with parents and carers 09/12/2025

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Due date

plan and deliver a well-structured curriculum that builds on what children know and can do and supports children to achieve the next steps in their learning. 09/12/2025

p.4

should:

n develop the use of conversation with children, to help build their language skills further n form links with other professionals also working with children, to help provide a consistent approach to the support children receive.

p.4

Setting details

Unique reference number EY467361 Local authority Ealing Inspection number 10398573 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 11 Date of previous inspection 30 October 2019

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Information about this early years setting

The childminder registered in 2014 and lives in the London Borough of Ealing. She operates from 8.30am to 6pm, Monday to Friday. The childminder works with an assistant. The childminder receives government funding.

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Inspection activities

n The childminder and the inspector discussed how the childminder organised different aspects of learning. n The inspector spoke to children as they played and observed the activities they enjoy when they attend the setting. n The inspector considered parents' feedback, and discussed working with different families with the childminder. n The inspector observed the quality of education. She talked to the childminder about how they evaluate the provision and their ongoing professional development. n The childminder showed the inspector the premises and talked about how she ensures children's safety. n The inspector talked to the childminder and the children at appropriate times during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this is having on children's learning.

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Inspection activities

10 September 2025 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

10 September 2025 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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