Adamska, Jolanta

Adamska, Jolanta

Unique reference number (URN): 2747784 Address: 28 Willow Crescent, Newmarket, CB8 8ER Type: Childminder Registered with Ofsted: 30/10/2023 Registers: EYR, CCR, VCR Registered person: Adamska, Jolanta

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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 develop skills across each area of development, preparing them well for future learning. Targeted support ensures that all children, including those who face barriers to learning, achieve well from their starting points. For example, children who speak English as an additional language are immersed in a language-rich environment, which strengthens their vocabulary, develops their confidence in communication, and helps them engage fully with learning across all areas.

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Achievement Expected standard

Children use tools to build and construct, strengthening coordination, fine motor skills, and resilience. Before snack time, children wash their hands independently, following established routines and reinforcing their understanding of good hygiene. More consistent support, particularly after personal care routines, will help to further build on children's knowledge of good hygiene practices and develop their understanding of why this is important. Children help to set up the table, showing a growing sense of responsibility, and learn how to pour drinks from an open jug. On trips to the park, children demonstrate their knowledge of road safety and manage risks confidently as they climb and explore equipment.

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Achievement Expected standard

Children communicate with confidence and are regularly encouraged to express their opinions and preferences. These opportunities help them expand their vocabulary, develop their language skills, and build the social confidence needed to thrive in their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm, well-organised, and nurturing environment where children typically understand expectations and engage positively. Well-embedded rules and routines, such as the tidy-away song, help children understand what is happening now and what will happen next. The childminder any assistants who work with her have high expectations for children's behaviour and act as positive role models. They build close, secure bonds with the children, creating a supportive environment with clear behavioural expectations. This gives children emotional security.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and any assistants who work with her sensitively help children to recognise and self-regulate their feelings. When minor disagreements occur, they offer gentle support to help children resolve any disagreements over sharing and offer suggestions that help children to stop and think about their actions. At times, older children independently support their friends in resolving conflicts, mirroring adults' calm, thoughtful approach and developing self-regulation, empathy, and positive social skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder ensures she communicates with all parents and carers to promote the importance of children's regular attendance. This helps support continuity of learning.

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Children's welfare and wellbeing Expected standard

Children's emotional wellbeing is supported through positive reinforcement and responsive interactions. Children move around the childminder's home with confidence and curiosity, developing independence as they direct their own learning. The childminder tunes in to children's cues and adapts sensitively, for example, following children's ideas and listening to their opinions. Children learn to communicate their feelings, and the childminder supports them to talk through their emotions. She encourages them to listen to one another and work collaboratively on tasks. This means children feel heard, valued, and have a sense of belonging.

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Children's welfare and wellbeing Expected standard

The childminder generally promotes healthy lifestyles effectively. Children are physically active during daily outdoor play. They enjoy spending time at the local park, where they learn how to stay safe when crossing roads. Children delight as they run around and explore the different climbing equipment, learning to take risks safely as they move up and down the small hills. The childminder takes great care to provide freshly prepared, nutritious meals and snacks, and children learn about healthy food choices through discussions at mealtimes. However, the childminder's teaching is not consistently embedded, which limits children's understanding of good hygiene practices. For example, children do not always wash their hands after personal care routines, reducing opportunities for them to learn and develop effective hygiene habits.

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Curriculum and teaching Expected standard

The childminder has a thorough knowledge of child development and designs a curriculum that is tailored to the children in her care. She knows each child well and uses this knowledge to plan purposeful next steps in their learning. The childminder provides activities that progressively build on what children already know and can do, ensuring that every child, including those who face barriers to learning, continues to make progress from their starting points.

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Curriculum and teaching Expected standard

The childminder introduces children to a wide variety of books and language by reading aloud, encouraging their curiosity and supporting the development of vocabulary and early literacy skills. When sharing non-fiction books about ladybirds, the childminder encourages children to recall the different stages of their life. Children comment on the ladybird eggs, stating that the 'larva' comes next, followed by the 'pupa'. Mathematical knowledge is woven into daily discussions and practical experiences. The childminder encourages children to count the legs of a spider as they draw pictures and discuss how many pieces of fruit they need at snack time. As children explore toy dinosaurs, they use language to compare the size, commenting on some dinosaurs being 'tall and some being 'small'.

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Curriculum and teaching Expected standard

The childminder effectively supports children's physical, personal, social, and emotional development, helping them prepare for future learning. Children have daily opportunities to develop their gross motor skills during visits to the park, where they build upper body strength by using ropes to pull themselves up hills. The childminder ensures that children develop fine motor skills in preparation for future learning, such as writing. They practise using tweezers to pick up objects and knives to spread toppings on crackers, strengthening coordination and control. Children learn about the importance of washing their hands when coming in from outside and before mealtimes. However, opportunities to further support children's understanding of personal hygiene routines are not consistently embedded.

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Inclusion Expected standard

The childminder adopts an inclusive approach to children's education and care. She uses effective processes to monitor and assess children's ongoing achievement, including completing the required progress check for children aged between two and three years. She maintains regular conversations with parents, sharing observations about children's progress and discussing any emerging needs.

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Inclusion Expected standard

The childminder responds promptly to children's individual needs and adapts her teaching to support all learners. She tailors activities to suit children's developmental stages, simplifying or extending them as appropriate. When the childminder identifies specific needs, such as speech and language delay, she implements targeted interventions to support children's understanding and use of vocabulary. She makes timely referrals to external professionals to further support children's development, using the graduated approach to identify children's needs, plan strategies, and review their impact in collaboration with parents.

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Inclusion Expected standard

The childminder has a clear understanding of how additional funding can be used to support children and maximise its impact. She considers children's attendance patterns when planning the curriculum, ensuring all children receive tailored opportunities to thrive and achieve.

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Leadership and governance Expected standard

The childminder demonstrates a positive, considered, and reflective approach to leadership and management. She understands her role and responsibilities and is dedicated to providing high-quality care and learning experiences for every child. The childminder works closely with assistants, parents, and other professionals to ensure children receive coordinated support and the best opportunities to learn and thrive. Parents speak highly of the childminder and the care their children receive. They report that they are kept well informed about their children's progress and development, and highlight that the childminder provides tailored care and education that is highly attuned to their children's individual needs.

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Leadership and governance Expected standard

The childminder engages with local authority advisors to keep her knowledge up to date and stays informed of changes in legislation through training and research. She completes training to further her knowledge and skills. For example, she uses teaching ideas gained from a course on the Montessori approach to foster children's independence and curiosity. The childminder conducts suitability checks on any assistants she works with, holds regular discussions to clarify their roles and responsibilities, and provides coaching and training to ensure they have the knowledge and skills to deliver her ambitious curriculum effectively. Further professional development would strengthen the childminders' understanding of best practice, supporting the ongoing development of her approach to managing assistants.

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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 are happy in this caring, safe, and well-organised home setting. The childminder gathers information from parents and conducts ongoing assessments to identify each child's individual needs when they start. She tailors her teaching and support so that all children, including those who may face barriers to learning, can build on what they already know and make meaningful progress over time. For example, children who need additional time to make choices are given the space to do so, while children who speak additional languages receive support to develop English, while valuing their home language.

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About this setting

Children benefit from a well-resourced environment, which enables them to make choices in their learning. They form strong attachments with the childminder and any assistants who work with her, inviting them into their play and seeking them out for reassurance when needed. For example, children delight in building homes for their toy animals, and adults are on hand to extend their learning by introducing new ideas, asking open-ended questions, and encouraging problem-solving and creativity. These secure relationships help children feel valued and supported. The childminder promotes the importance of regular attendance, so children are consistently present to benefit from learning opportunities and develop the skills they need for future success.

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About this setting

Children engage in a wide range of play and learning opportunities. They enjoy sharing stories, discussing what they see in the pictures, and connecting this to previous experiences. For example, they explore the life cycle of a ladybird, learning the names of its body parts and discussing how they can use the internet to extend their understanding further. Children are inquisitive and focus well during activities they enjoy. While playing with and exploring sand, they develop tipping and pouring skills and collaborate with friends to make different flavoured 'cups of tea.' Experiences such as these help children develop their creativity, problem-solving, and social skills, while fostering independence, curiosity, and a love of learning.

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Next steps

The childminder should ensure hygiene routines are consistent to enable children to develop the knowledge and understanding they need to maintain healthy practices. The childminder should keep up to date with new practices and build on professional development opportunities to further her knowledge.

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About this inspection

The inspector spoke with the childminder, assistants and children during the inspection.

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About this inspection

We carried out this inspection under section 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. Unique reference number (URN): 2747784

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,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

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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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