Starnowski, Emily Anna

Starnowski, Emily Anna

Unique reference number (URN): 2746520 Address: 15 Longmore Road, Walton-on-Thames, KT12 4NU Type: Childminder Registered with Ofsted: 03/10/2023 Registers: EYR, CCR, VCR Registered person: Starnowski, Emily Anna

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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 steady and sustained progress, particularly in communication and language, because the curriculum places a clear emphasis on high-quality interactions, rich vocabulary and consistent modelling from the childminder. Adults extend children's thinking through open-ended questions, repetition and meaningful conversations that build confidence and deepen understanding and thinking time. Children with special educational needs and/or disabilities and those known to social care achieve well from their starting points because the childminder identifies needs early and adapts teaching precisely. Targeted strategies such as visual supports, Makaton, sensory resources and small-group language activities reduce barriers and ensure all children can participate fully. Close partnerships with families and professionals enable tailored plans that secure positive outcomes. As a result, children develop strong foundations in speaking, listening and understanding, which underpin their

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Achievement Expected standard

wider learning. They are well prepared for their next stage of education, including school, becoming confident, independent and motivated learners who are ready to build on what they know and can do.

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Behaviour, attitudes and establishing routines Expected standard

Children behave very well in the setting. They are consistently kind, respectful and considerate towards one another, reflecting the high expectations modelled by the childminder. She acts as a calm, positive role model, and children listen carefully to the guidance they are given. They follow the rules with confidence and understanding. A positive environment for behaviour has been created, where children cooperate, share resources and play alongside their peers. This results in a calm, happy atmosphere built on mutual respect. The childminder responds to children warmly and sensitively, offering nurturing support and reassurance whenever it is needed. Children feel safe and secure, readily seeking comfort from staff, and older children show care and responsibility towards the babies throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

Children collaborate, take turns and engage positively in group activities. Expectations are explained clearly and reinforced consistently, enabling children to remember and follow them independently. The childminder actively encourages teamwork and social interaction, helping children build strong relationships. Attendance is strong, and children clearly enjoy coming to the childminder's home, where they experience consistent care and a strong sense of belonging. The childminder promotes the importance of punctuality and ensures families understand how regular routines support children's wellbeing. She carefully considers each child's age, stage of development and individual circumstances when helping them meet the behavioural expectations of the setting.

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Children's welfare and wellbeing Expected standard

Children's wellbeing and welfare are promoted effectively. Care practices are warm, responsive and tailored to each child's individual needs. Babies benefit from resources and routines that reflect their stage of development, enabling them to explore safely and confidently. Children with special educational needs and/or disabilities face no barriers to participation. The childminder adapts the environment, routines and interactions so that every child can access learning and feel included. Secure, trusting relationships are evident throughout the setting. The key-person system is strong yet flexible, with changes made sensitively when children need additional emotional security. Children arrive happily, often skipping into the setting, eager to begin their day.

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Children's welfare and wellbeing Expected standard

Children develop a strong understanding of how to keep themselves healthy and safe. They know why physical activity is important, why their bodies need sleep, and how fruit and water help them stay energised. Care routines, such as handwashing, safe sitting at mealtimes and moving around the home, are well established and understood. The childminder supports children to recognise and manage their emotions. This is highlighted through stories, conversations and visual tools such as the colour monsters. Sleep routines are calm and well managed, helping children settle easily. Nappy changes are carried out discreetly, safely and respectfully. Children trust the adults who care for them and demonstrate a strong sense of security and belonging.

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Curriculum and teaching Expected standard

The childminder delivers a well-structured curriculum, ensuring that learning is sequenced and adapted to meet the changing needs and starting points of all children. Clear identification of starting points enables her to plan effectively and support each child's learning journey with precision. The curriculum is flexible and evolves in response to children's emerging developmental priorities. The childminder supports children's communication and language with clear purpose, embedding rich vocabulary and quality talk throughout all areas of learning. Adults model language, introduce new words and create frequent opportunities for children to engage in meaningful conversations. The childminder extends children's thinking through open-ended questions, sustained shared thinking and sensitive prompts. These encourage children to articulate their ideas, and practitioners create a language-rich environment where stories,

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Curriculum and teaching Expected standard

songs, role play and hands-on exploration support children to communicate effectively.

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Curriculum and teaching Expected standard

Children benefit from continuous access to physical play, supporting both gross and fine motor development. The childminder understands the importance of strengthening core and gross motor skills before progressing to finer movements, such as mark-making, fastening zips and completing puzzles. Babies receive tailored support through tummy time, rolling space and stimulating resources. Emotional development is nurtured through stories, visual supports and sensitive conversations that help children to recognise and regulate their feelings. The childminder adapts teaching and resources to ensure all children can access the provision, including those with high energy levels who benefit from extended outdoor play.

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Inclusion Expected standard

The childminder demonstrates a solid commitment to inclusion. She ensures that each child's individual needs are met through thoughtful planning, targeted resources and close collaboration with families and professionals. She uses specialised materials, such as emotion-focused stories, sensory resources, including a sensory tent, Makaton and visual

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Needs attention

supports to help children regulate their emotions, communicate and engage. She makes sensitive adjustments to routines and the environment. For example, she settles a child to sleep before others to reduce noise, creates dedicated running spaces outdoors and purchases equipment such as a climbing frame to support physical development. The childminder monitors children's progress continuously through regular activity reviews and targeted intervention plans where gaps are identified. These are recorded and tracked to ensure progress is sustained over time.

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Needs attention

The childminder understands the importance of inclusive practice and is confident in adapting the provision. However, professional development is not sharply focused on children's additional needs to fully enrich their learning. The childminder works effectively with families and external professionals, using their guidance to shape children's experiences and secure the best outcomes. Additionally, she understands that funding can be used purposefully to enhance opportunities, enrich experiences and provide specialist resources. She is aware of the support required for families known to social care and the need for sensitive support.

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Leadership and governance Needs attention

Although leadership is generally effective, several aspects require further attention to secure sustained improvement. The childminder works closely with her assistants and manages daily workload through informal discussions. However, the absence of regular, structured supervision limits opportunities for reflective practice and targeted professional development. Training opportunities are also limited. The childminder has completed some basic training on supporting children. This means that staff have a sound understanding of their roles, although they are not yet fully equipped with the deeper knowledge needed to support children with more complex needs should they arise. Strengthening supervision and increasing access to high-quality training would enhance staff confidence and capability.

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Leadership and governance Needs attention

The childminder has a clear vision for improving the outdoor environment and is currently renovating the garden to extend learning opportunities. These developments aim to strengthen children's physical development and introduce an outdoor learning approach, including forest school activities and yoga. While these plans are positive, they are not yet embedded in practice. Staff are settled and enjoy working in a supportive environment, and parents speak highly of the childminder's nurturing, home-from-home provision.

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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 arrive eager and enthusiastic and are clearly delighted to see the childminder and familiar people. They are welcomed warmly by joyful adults who take genuine interest in how each child is feeling. They engage them them in meaningful conversations from the moment they walk through the door. This positive start sets the tone for a day filled with curiosity, exploration and connection. Several children head straight into the garden, where they quickly immerse themselves in hands-on activities. They learn about growing and nature as they carefully scoop compost into pots using spoons. This experience strengthens their fine motor skills and builds confidence. Other children challenge their gross motor abilities by climbing the large climbing frame or riding bikes with friends, laughing and chatting as they play.

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

Throughout the day, children are consistently encouraged to try things independently before adults step in. The childminder offers abundant praise, helping children develop resilience and a strong sense of achievement. Everyday routines become opportunities for skill- building, such as practising zipping coats or taking shoes on and off. Expectations for behaviour are high, and children rise to meet them beautifully. They show kindness and empathy towards one another, celebrating each other's successes, such as cheering proudly when the baby manages to roll onto her tummy. They share resources thoughtfully, take turns and communicate with their peers with growing confidence.

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

The childminder skilfully extends children's learning by asking open-ended questions and giving them time to think and respond. She works purposefully on each child's individual targets, modelling new skills and then offering space for children to practise them. Children beam with pride as they show the childminder what they can now do.

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

Throughout the day, the childminder remains attentive, caring and responsive to children's needs and wishes. Mealtimes are calm, social experiences where good manners, conversation, and independence are gently encouraged. Even when spills happen, for example, children are supported to take ownership and help tidy up.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

The childminder should strengthen staff supervision and training of assistants to ensure they are effective and meaningful for the setting. 30/04/2026

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Action Completion Date

The childminder should ensure that assistants receive suitable supervision and training opportunities that support their development and raise the quality of teaching and learning to the highest levels.

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About this inspection

The inspector spoke with the childminder, the childminder's assistants, and children, and also read parent feedback 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

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Address:

15 Longmore Road Walton-on-Thames KT12 4NU

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Address:

Registered person: Starnowski, Emily Anna

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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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Total number of places

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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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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