Duro, Samantha Jayne

Duro, Samantha Jayne

Unique reference number (URN): EY463403 Address: 22 Leche Croft, BELPER, Derbyshire, DE56 0DD Type: Childminder Registered with Ofsted: 05/07/2013 Registers: EYR, CCR, VCR Registered person: Duro, Samantha Jayne

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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 meaningful progress across all areas of the early years foundation stage curriculum, with development carefully tailored to their individual starting points. Settling-in sessions ensure that the childminder gains a clear understanding of each child's current skills and knowledge through discussions with parents, which informs initial planning. Progress is built on these starting points, reinforced through observations and assessments, including the progress check at 2 years old, helping to identify next steps and support development.

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Achievement Expected standard

Communication and language are a key focus; children confidently talk about their homes, families and experiences, with the childminder extending conversations, introducing new vocabulary and modelling sentence structures. The childminder knows that she needs to focus on her knowledge of literacy to help children achieve to the highest level. Independence and self-care are encouraged, with children progressing from drinking from lidded cups to open cups, putting on shoes and using zips on coats. Children with special educational needs and/or disabilities receive targeted support to develop these skills alongside their learning. All children are well prepared for the next stage of learning, including starting school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has developed delightful relationships with the children she cares for. There is frequent laughter as they play games, enjoy stories and sing songs together. This helps children feel safe, secure and ready to learn. Children learn to play well together. Sometimes, small disagreements happen, but the childminder helps children solve these by talking, sharing and waiting for their turn. This helps children learn to be patient and fair. Children show empathy during play, for example when feeding dolls, putting them to bed and comforting them. The childminder gives regular praise and promotes good manners. Children say 'please' and 'thank you' and ask politely to leave the table when they have finished eating.

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Behaviour, attitudes and establishing routines Expected standard

Children manage their self-care needs well. For example, they help to prepare for lunch by placing cutlery on the table, finding their named drinks and washing their hands independently. However, when moving between activities, although children are reminded to tidy up, the childminder often completes this for them. This does not consistently support children to take responsibility for their environment. The childminder promotes good attendance and punctuality with parents, helping children to develop positive attitudes and prepare for school.

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Children's welfare and wellbeing Expected standard

Children are happy, settled and show that they feel safe and secure. The childminder helps children to understand and manage their emotions by talking to them about how they feel and offering comfort and reassurance when needed. This helps children learn to regulate their feelings and build secure attachments. The childminder works closely with parents to support key stages of development, such as potty training and reducing the use of dummies. Gentle encouragement and consistent routines help children gain confidence and independence. Children benefit from healthy, nutritious, home-cooked meals and snacks. The childminder talks with them about healthy choices and why certain foods help their bodies grow strong. Mealtimes are positive social experiences where children practise good manners and conversation skills.

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Children's welfare and wellbeing Expected standard

Children benefit from meaningful real-life experiences that promote their health. For example, they have accompanied the childminder to her routine dental appointment. This helps them become familiar with the environment and reinforces the importance of caring for their teeth. The childminder promotes safety effectively, including on outings. Children learn about road safety as they stop, look and listen before crossing. Car seats and pushchairs are used correctly, ensuring that children remain safe in the community. These practices support children's health, safety and emotional wellbeing.

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Curriculum and teaching Expected standard

As children are preparing to start school, the childminder has focused on ensuring that her curriculum for mathematics is well sequenced. Mathematical concepts are reinforced through purposeful activities, such as singing '5 Little Aliens' and matching quantities. Children count objects one-to-one and begin to recognise numerals. Children show growing interest in early literacy and writing their names, and the childminder actively supports them to make marks that represent letters. While this encourages engagement, the childminder knows that she needs to focus on her knowledge of literacy and further develop her understanding of phonics. The childminder does not consistently model the pure sounds that letters make, which limits children's opportunities to develop accurate pronunciation and foundational reading skills. The childminder has plans to strengthen her knowledge of phonics through her developed partnerships with the schools that children go on to attend.

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Curriculum and teaching Expected standard

The childminder promotes a love of reading in her setting. She makes good use of access to the local library where children collect stickers for the books that they read. During a story session, the childminder adapts her teaching practice to include children of all ages. Younger children point to pictures and turn pages, while older children discuss what they see and answer questions, reinforcing comprehension and vocabulary.

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Curriculum and teaching Expected standard

Teaching is adapted for children with special educational needs and/or disabilities and additional needs through small-step learning goals and collaboration with parents, nurseries and external professionals. Ongoing observations and assessments ensure that activities are tailored to children's starting points and developmental stages.

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Inclusion Expected standard

The childminder ensures that every child is valued and supported as an individual. Children's needs are carefully identified through ongoing observations and assessments, allowing the childminder to plan small, achievable steps that reduce barriers to learning and wellbeing. For children with special educational needs and/or disabilities, including those with communication and language delays, targeted activities, adapted resources and reasonable adjustments ensure full access to the curriculum. Progress is closely monitored, with regular review of children's achievements and the impact of interventions, in partnership with parents, other settings that the children attend and external professionals, such as speech and language therapists. The childminder actively engages in professional networks to share good practice and strengthen her inclusive approaches. Families are kept fully informed, and their involvement shapes children's

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Leadership and governance Expected standard

The childminder has a clear understanding of her strengths and areas for development. She reflects on her practice and has identified the need to improve her knowledge of phonics to better support children's early literacy skills. She has begun to seek further training and guidance to strengthen her teaching. This demonstrates her commitment to continuous improvement and providing high-quality care and education. The childminder engages with local networks and training opportunities to improve her knowledge and keep her practice up to date. This has a positive impact on the quality of experiences she provides.

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Leadership and governance Expected standard

The childminder makes decisions that are in the best interests of all children. She adapts her provision well for children with special educational needs and/or disabilities and those who may face barriers, ensuring that they are fully included and supported. For example, she has clear visual aids and flash cards that children use to enhance their ability to communicate. She works closely with parents and other professionals to ensure that children receive the help they need. Parents appreciate the regular updates of forthcoming outings and planned learning experiences with their children. The childminder engages in fundraising events within the local community and invites parents to attend local festivals. This provides valuable opportunities for parents to socialise with others in the community and supports children to develop and extend friendships beyond the setting.

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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 in this setting experience a warm, safe and caring environment where they feel valued and supported. The childminder forms strong, nurturing relationships with the children, evident in moments of connection, such as shared laughter, gentle tickling and affectionate interactions. Children settle very quickly. These positive relationships help children feel secure and confident.

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

Children develop a strong sense of belonging. They have their own named cups and colour- coded flannels, which support independence in personal care and show that they are recognised and valued as individuals. They know where to hang their coats and put on their shoes on arrival. The childminder takes time to get to know each child well. She seeks detailed information on children's abilities to form an initial assessment of their development. This means she can remove any potential barriers to learning right from the beginning. Learning is purposeful and carefully planned. The childminder builds on what children already know and introduces new ideas through play, conversation and exploration. This approach helps children develop knowledge, skills and confidence, preparing them well for the next stage of learning. Children make steady progress in all areas of learning.

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

Children learn about the world around them because the childminder takes them on outings to the local library and walks to local shops and nearby parks. This helps children feel connected to their diverse community and develop a sense of belonging. Children understand how to keep themselves healthy, for example, as they engage in imaginary play with the childminder about shopping for nutritious food. Children learn about the importance of oral hygiene and personal care as part of established daily routines.

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Address:

22 Leche Croft BELPER Derbyshire DE56 0DD

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Address:

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

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Next steps

The childminder should strengthen her phonics knowledge and consistently model pure letter sounds to support children's early reading and pronunciation skills. The childminder should encourage children to take responsibility for tidying up between activities to further develop their independence and sense of responsibility.

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About this inspection

The inspector spoke with the childminder and the children 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.

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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. 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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