Mardapittas, Anna

Childminder

Unique reference number (URN): EY287070 Registered with Ofsted: 21/06/2004 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 Strong standard

Children make secure progress from their starting points across the 7 areas of learning, particularly in communication and language. They speak confidently, use increasingly complex vocabulary and sustain conversations during role play and storytelling. They demonstrate secure early phonological awareness through rhythm and rhyme activities and apply new language independently.

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Achievement Strong standard

Children apply mathematical understanding meaningfully. They count accurately, compare quantities, recognise numerals, halve dough during play and use subtraction when solving problems. Through everyday routines and imaginative play, children demonstrate a growing understanding of time, sequence and measure. Children develop strong physical skills. They manipulate tools with control, cut independently and maintain a strong posture during tabletop and floor-based activities that build core strength. Children who previously required targeted fine motor support now demonstrate increased precision and coordination.

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Achievement Strong standard

Disadvantaged children, children with special educational needs and/or disabilities and children who face barriers to their learning make measurable progress as the childminder identifies needs early and provides tailored support. Children develop independence in routines, manage personal care confidently and maintain focus. They are well prepared for their next stage of learning, including school.

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Behaviour, attitudes and establishing routines Strong standard

Children consistently demonstrate positive behaviour and strong attitudes towards learning. They listen attentively during circle time, follow multi-step instructions and stop immediately on cue during rhythm activities, showing secure and developing self-regulation. They take pride in responsibility, volunteer to be the 'special helper', distribute plates carefully, and say 'please' and 'thank you' spontaneously.

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Behaviour, attitudes and establishing routines Strong standard

Children respond well to clear and consistent expectations. They wash their hands independently, bring chairs to the table, clear plates after meals and place food waste in the recycling caddy. Children understand why these routines matter and talk confidently about keeping themselves healthy and caring for the environment.

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Behaviour, attitudes and establishing routines Strong standard

When children require additional support to manage their behaviour, the childminder works closely with families to align expectations between the home and setting. This means children develop improved sharing, cooperation and empathy towards peers. Children with special educational needs and/or disabilities and those who face barriers to their learning benefit from predictable routines and high expectations. Attendance is regular, and children settle quickly because secure relationships and consistent behaviour expectations are firmly established.

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Children's welfare and wellbeing Strong standard

Children are safe, secure and consistently well cared for. The childminder maintains a current paediatric first-aid certificate and ensures that assistants are appropriately trained. She carries out regular fire drills using the main door as the evacuation route so children understand procedures and respond calmly. During frequent outings to parks, farms and the library, children practise road safety, stop at pavements, hold hands and remain closely supervised. Clear risk assessments underpin daily routines and community visits, including trips to a local care home where children sing and build positive relationships with older residents. Careful planning and vigilant supervision ensure children's safety and wellbeing at all times while broadening their understanding of the wider community.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are embedded in practice. Children learn about vitamins, healthy foods and hydration, complete five-a-day charts and take part in simple cooking activities. Adults supervise meals carefully, cut fruit safely to reduce choking risks and promote good eating habits. Children explore oral hygiene through dentist role play and understand how to care for their teeth. Sleeping arrangements follow safer sleep guidance, with children resting flat on mats or in cots using individual bedding. Most activities take place on the floor or at low tables to strengthen children's core muscles and balance, supporting early writing. Children with special educational needs and/or disabilities and those who face barriers to learning receive tailored support to ensure that they can fully participate.

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Curriculum and teaching Strong standard

The childminder designs an ambitious and carefully sequenced curriculum rooted in secure knowledge of child development and the educational programmes of the early years foundation stage. She prioritises communication and language, physical development, and personal, social and emotional development as foundations for later learning. Planning reflects children's interests and the local context, including oral health priorities and cultural heritage within the community.

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Curriculum and teaching Strong standard

The childminder and assistants implement the curriculum purposefully. They model rich vocabulary throughout the day and extend children's thinking during play. Children squeeze, roll and cut play dough while discussing size and shape, strengthening fine motor control and early mathematical understanding. During kitchen role play, children count eggs, calculate how many remain and reason through problems when objects become stuck. Adults introduce precise language, such as 'plaque', during dentist play and embed mathematical concepts in daily routines, including measuring water as 'full' or 'half'. Although on occasion, the pace of some adult-led activities needs refining to further strengthen opportunities for children to stay engaged, think deeply, and consolidate their learning.

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Curriculum and teaching Strong standard

The childminder adapts teaching effectively for different ages and stages. She uses ongoing assessment to check what children know and can do and tailors support accordingly, including making reasonable adjustments for children with special educational needs and/or disabilities and those who face barriers to learning.

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Inclusion Strong standard

The childminder creates an inclusive culture where all children, including those with special educational needs and/or disabilities, disadvantaged children and those who face barriers to their learning or wellbeing, participate fully in every aspect of the setting. She identifies emerging needs promptly through ongoing assessments and close partnerships with families. She applies the graduated approach effectively, assessing needs, planning targeted support, implementing strategies and reviewing impact regularly.

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Inclusion Strong standard

When children require additional physical, communication or emotional support, the childminder makes timely adaptations to routines, resources and teaching. She embeds daily strengthening activities where needed and adjusts expectations thoughtfully so that children build independence securely. Children who initially require targeted fine motor or language support demonstrate increased control, confidence and participation as strategies remain consistent and carefully monitored. The childminder works closely with external professionals, including speech and language therapists, occupational therapists and physiotherapists, to implement agreed plans precisely. She has previously secured additional funding to provide one-to-one support where required, ensuring that children access the full curriculum alongside their peers. The childminder reviews progress termly, shares outcomes with parents and refines provision where necessary. As a result, barriers

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Inclusion Strong standard

reduce swiftly, and children make measurable progress from their starting points.

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Leadership and governance Strong standard

The childminder demonstrates highly reflective and knowledgeable leadership. Since the previous inspection, she has strengthened her professional development, undertaking extensive training in inclusion, language intervention, safer sleep and safeguarding. She evaluates her provision rigorously and identifies priorities linked directly to children's needs and the local context. For example, she has strengthened oral health education in response to local authority priorities and embedded physical development strategies, such as removing chairs and having more floor-based learning to promote core strength and postural stability.

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Leadership and governance Strong standard

The childminder takes decisions in the best interests of children, particularly those with special educational needs and/or disabilities and those who face barriers to learning. She has previously supported children with complex additional needs and secured additional funding to provide targeted one-to-one support where required. The childminder works closely with external professionals, including speech and language therapists and physiotherapists, to implement personalised plans with precision and consistency, ensuring that children access the full breadth of the curriculum and remain fully included in all aspects of their daily lives.

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Leadership and governance Strong standard

Induction and supervision are structured and supportive, with manageable workloads and purposeful professional dialogue. Safeguarding systems are robust, and documentation is meticulous. The childminder recognises that refining the pace of some adult-led activities will further strengthen sustained engagement. Leadership decisions consistently enhance children's education, safety and wellbeing.

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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 flourish in this warm, culturally rich home where learning feels purposeful and joyful. They arrive eager to take part in experiences that reflect their interests and backgrounds. During circle time, they click, clap and freeze in rhythm, strengthening their concentration and self-control. In the kitchen role-play area, they count eggs, solve problems when objects become stuck and explain their thoughts confidently. In the veterinary surgery, they write appointment times and return 'next week', demonstrating a secure understanding of sequence and time.

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About this setting

Unique reference number (URN): EY287070 Children develop a strong sense of belonging. They explore Chinese New Year through sensory experiences, visit the synagogue opposite the home, and cook dishes from different cultures during World Food Day. They sing at the local care home and contribute to community initiatives, such as donating to the food bank. The childminder values each child's culture and family experience and ensures that all children, including those with special educational needs and/or disabilities and those who face barriers to learning, participate fully in every aspect of the setting.

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About this setting

Children achieve well based on their starting points. Those who required targeted fine motor support now cut paper independently following strengthening activities. Children who were initially less confident now share experiences using clear sentences. The childminder identifies emerging needs quickly and adapts support so that barriers reduce and progress accelerates.

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About this setting

Children thrive as routines are secure and adults remain vigilant. They wash their hands independently, learn about road safety, and talk confidently about healthy eating and hydration. The childminder monitors attendance carefully and works with families to ensure that children attend regularly and feel safe, valued and ready for their next stage of learning.

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Next steps

The childminder should refine the pace of activities to ensure that children are not rushed, allowing them sufficient time to remain fully immersed in their play and deepen their concentration.

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About this inspection

The inspector spoke with the childminder, staff, parents 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 Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Friday : 08:30 - 17:30

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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.

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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.

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Urgent improvement

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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 .

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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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