Babinska, Gabriela

Childminder

Unique reference number (URN): 2745025 Registered with Ofsted: 17/10/2023 Registers: EYR, CCR, VCR

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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 flourish in their development. They make secure progress across all areas of learning from their starting points. Children have the knowledge they require to move on to the next stage of their learning. They learn how to feed themselves and use cutlery successfully. Children develop their perseverance and concentration skills, such as when attempting to fit puzzle pieces into the right space. Children learn about weight as they bake cakes. For example, they discuss 'heavy' and 'light' as they attempt to pour ingredients into the mixing bowl. Children develop their independence skills. For instance, they learn how to undo buttons on jackets. They practise their physical skills, such as pulling themselves up to stand and taking steps. Children are becoming confident as they start to make their own choices. They learn how to express themselves well. For example, younger children use sounds and gestures to make their wishes known. Older children express their thoughts and

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Achievement Expected standard

feelings using words and sentences. However, at times, children need more time and space between questions to help develop their communication and language skills further.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a very positive role model to the children. She praises children for what they do well. Children show pride when they achieve tasks for themselves. The childminder reminds children of the rules when required. For example, she encourages children to use their manners when they want to ask for something from herself or from their peers. Children have strong bonds with the childminder. They are starting to show care and respect for one another. For instance, children are considerate as they learn how to share and take turns while they play together. Most of the time, children sustain high levels of engagement. However, the childminder is aware that younger children sometimes need more support during free play to remain engaged. She has started to address this issue.

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Behaviour, attitudes and establishing routines Expected standard

The childminder shares her attendance policy with parents. She checks any reasons for absences and promotes regular attendance. The childminder develops children's concentration skills by introducing changes to activities so they can focus on one thing at a time. Children know their routine well and follow the childminder's instructions, such as when it is time to tidy away for lunch.

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Children's welfare and wellbeing Expected standard

Children are happy and feel safe in the setting. The childminder knows the children well. She supports their individual needs well throughout the day. For example, the childminder responds promptly and sensitively to children when she recognises that they are hungry or need rest. She skilfully supports children with toilet training. The childminder promptly changes children's nappies when necessary. She reviews her policy for safer sleeping to help further promote children's welfare. The childminder creates a safe environment for children to play. Children reach out to the childminder for reassurance and help when needed. The childminder carefully plans the settling-in procedures. This helps ensure that she gathers essential information about the children and assists children in becoming familiar with the setting, the childminder and their peers. The childminder is aware that some younger children require more support to maintain high

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Children's welfare and wellbeing Expected standard

levels of engagement throughout the day. She is starting to take action to address this issue. The childminder helps children learn about their emotions and feelings. Children have daily access to outside play. They have plenty of opportunities to be physically active in their play. For example, they climb, balance and ride bikes outside with increased skills and confidence. The childminder prioritises children's health. She provides a range of healthy and balanced cooked meals, which includes plenty of vegetables. Children independently access water throughout the day. The childminder ensures that children learn about the importance of following effective hygiene routines, and they understand why they should wash their hands regularly.

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Curriculum and teaching Expected standard

The childminder regularly reflects on her teaching practice. She identifies her strengths and areas for improvement. The childminder is keen to develop her teaching skills through further training. Her curriculum is sequenced well and varied, covering all areas of learning. The childminder takes proactive steps to ensure that all children are able to access the curriculum on offer. For example, she takes into account the days children attend, including those children who may attend other settings. The childminder thinks carefully about the intention of learning experiences and how they can support individual children's progress. Children generally show an eagerness to become involved. Older children develop their knowledge of numbers, as they count and match quantities. The childminder helps them develop their knowledge of mathematics well through effective questioning. Children show high levels of concentration as they begin to solve problems for themselves.

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Curriculum and teaching Expected standard

Children develop their physical skills through a range of learning experiences, such as filling and emptying containers using different materials. In addition, children practise their fine motor skills as they use a range of art and craft materials. The childminder prioritises children's personal, social and emotional development by tailoring settling-in procedures to meet their needs and those of their families. She surrounds children with language and asks open-ended questions as they play, which helps develop their critical-thinking skills. However, there are times when the childminder asks children questions in quick succession, without allowing them time and space to consider their responses.

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Inclusion Expected standard

The childminder gathers key information from parents before their child starts at her setting. She uses a range of assessments to help monitor children's development over time. This helps her identify any emerging needs or barriers children may have to their learning. The childminder uses her knowledge of the children's learning to identify gaps and set next steps for them to achieve. She works closely with parents. This helps ensure that children with special educational needs and/or disabilities (SEND) or children with any other barriers to their learning continue to make progress from their starting points.

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Inclusion Expected standard

The childminder takes steps to ensure that all children can access the learning environment and activities on offer. She makes adaptations to learning experiences to help ensure that children can achieve the tasks set out for them. For example, the childminder simplifies tasks for children according to their level of understanding. She uses any additional funding to help meet children's individual needs. For instance, she purchases resources to provide further opportunities for children to achieve their next steps. The childminder needs to develop her knowledge of how to support children with SEND. For example, at times, she is unsure what else she could do in her setting to consistently meet the needs of all children. This does not ensure that all children receive the full support they require. The childminder understands the need to develop her confidence and skills in supporting children with delays

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Leadership and governance Expected standard

The childminder regularly reflects on her teaching and the overall quality of her setting. She identifies areas of strength and those in which she could improve. The childminder is enthusiastic about furthering her confidence and skills in working with children. She considers others' feedback to help enhance the setting. The childminder actively attends a range of webinars, which helps enhance her knowledge. She is mindful of her workload and carefully considers how she can promote a healthy work-life balance.

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Leadership and governance Expected standard

The childminder works well alongside parents. She gathers important information about the children before they start to attend her setting. The childminder then keeps parents informed about their child's day-to-day activities and progress, as well as ways they can support their child's learning at home. Parents comment positively about the support and help they and their child receive from the childminder. The childminder identifies the need to work in partnership with other settings that children attend to ensure that children receive the full consistency they require in their care and learning.

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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

The childminder provides a warm and welcoming environment for children. She is very responsive to their individual needs. Consequently, children are happy and settled. They demonstrate they feel safe and secure with the childminder as they seek her out for cuddles, love and reassurance. The childminder takes proactive steps to adapt learning experiences in the moment to ensure that children are able to achieve the task set out for them. For example, during a mathematics activity, the childminder reduces the number of tasks she sets for children to carry out at one time. This helps develop children's concentration skills and their ability to focus. The childminder sings a range of songs and rhymes to children, which they enjoy. This helps to promote children's communication and language development effectively.

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

The childminder identifies gaps in children's learning. She uses this information to determine the next steps for children to achieve. This helps ensure that all children, including those with special educational needs and/or disabilities, thrive in their development. The childminder ensures that children are offered a range of activities that promote all areas of learning. She thinks carefully about how she can support children in building on their knowledge and skills over time. Older children thoroughly enjoy baking experiences. They peel and squash some bananas and then persevere well as they attempt to crack an egg. They learn about quantity as they add either 'half' a cup, a 'full' cup or 'two' cups of different ingredients to the mixture. Children smile as they complete the tasks set out for them. Younger children have plenty of space to develop their physical skills, such as learning how to pull themselves up to develop their balance. The childminder helps them move around as

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

they begin to take steps. Children learn about space as they explore using puzzles.

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About this setting

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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Next steps

The childminder should develop her knowledge to ensure that she can consistently provide the necessary support for children with special educational needs and/or disabilities. The childminder should provide children with space and time between questions to develop their communication and language skills further. The childminder should work in partnership with other settings children attend to ensure that children receive the consistency they require in their care and learning.

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About this inspection

The inspector spoke to the childminder and 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. This data is from 25 February 2026

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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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