Karpinska, Anna

Childminder

Unique reference number (URN): 2835072 Registered with Ofsted: 21/05/2025 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 make progress in all areas of learning. Children's progress is particularly successful in their communication and language, personal, social and emotional and physical development. They enjoy their developing skills and knowledge across all areas of learning and development. For example, children have great fun at the park because they have learned to climb confidently and safely. They also concentrate well at their chosen play and take great enjoyment in their successes. For example, the childminder calls 'Bravo!' when they have worked out which keys open the small locks. Children are keen to practise their new skills and knowledge. Children do not always practise the new words or songs that they are learning as much as they could.

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Achievement Expected standard

Children confidently explore their environment to choose something that takes their interest. They become exceptionally confident communicators. They learn to use mathematical language to talk about size, position and numbers. They enjoy their rapidly developing physical skills and independence. They are prepared for the next stage in their learning. Parents confirm that their children are beginning to use their new English words at home, which will help them to settle when they move on to nursery or school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates sensible routines that help children to feel settled and valued. This shows in their behaviour and in their relationships with the childminder and each other. Children behave very well because they feel secure and know what is going to happen next. This supports their learning in all areas. The childminder understands the importance of children's regular attendance and the impact this has on children's relationships and therefore on their learning and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Children are learning to be calm and caring. They learn to take turns and play kindly with their friends. The childminder is an effective role model in her behaviour and calm approach. They are used to pleasant two-way conversations. They are used to being listened to and to heeding what adults say. This promotes children's learning and safety because they confidently ask when they need help. Children are very sociable towards each other and to adults. For example, they run excitedly to greet their friends when they unexpectedly meet them at the park.

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Children's welfare and wellbeing Expected standard

The childminder knows the children very well and has a proactive approach to meeting their individual needs. For example, she talks to parents daily to keep herself updated on anything that could cause a change in their routines or demeanour. She responds well to children's changing routines and amends her practice accordingly. This means that she is confident about children's care routines, for example, how they like to be comforted or how they prefer to sleep. The warm, nurturing relationships successfully support children's health and wellbeing. They are very secure in her care. Effective caring communication means that children go happily to have their nappy changed. For example, she shows them the nappy and patiently waits until they feel ready to go with her. She chats and sings to them as she changes their nappy. This further promotes children's learning and strengthens the bonds between the

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Children's welfare and wellbeing Expected standard

Children love being active outdoors in the fresh air. They develop considerable strength and balance as they run, climb and swing on the bars at the park. The childminder watches the children vigilantly to make sure they are safe. She manages this perfectly without limiting their enjoyment or hindering their confidence or development. For example, she allows them to engage in risky play that aids their development, but stands nearby in case they need help.

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Curriculum and teaching Expected standard

Through careful observation of children and discussions with parents, the childminder gets to know children very well. She knows exactly what will spark their interest and keep them motivated in their learning. For example, she satisfies children's curiosity and interest in moving parts while promoting their physical skills by providing resources with locks and keys. The curriculum is tailored to each child's individual interests and learning needs.

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Curriculum and teaching Expected standard

The childminder correctly focuses her attention on areas of learning needing extra support. However, children's planned next steps are quite generalised. While this is generally very successful, a more focused approach could benefit some children, particularly should they need a task broken down into smaller steps. For example, while the childminder supports the young children's language well, she is not specific about which English words or songs she is teaching them. This makes it difficult to share successfully with parents so that they can support this learning at home.

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Curriculum and teaching Expected standard

The childminder carefully includes all areas of learning as she chats to children. She asks thoughtful questions about their play in their home language and in English. She skilfully gives them plenty of time to quietly concentrate on a task or a response.

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Inclusion Expected standard

The childminder knows the children very well. She understands their family backgrounds and what could be affecting any aspect of their behaviour or their learning. She pays careful attention to tracking children's developmental milestones. This helps her to see if children are likely to need a little extra support in each area of learning. She correctly identifies which area of learning she should focus her attention on to successfully meet children's individual developmental needs.

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Inclusion Expected standard

She refers confidently to her training when discussing children's individual learning styles and interests. This helps her to tailor her provision and curriculum to children's individual learning needs. However, the childminder could be more specific about children's next steps, particularly where children might need extra support. The childminder is very aware of the role of the local authority and has good links with them. She has experience of the services and support available for childminders, children and their families. This would ensure that any children with special educational needs and/or disabilities would receive effective support should they attend.

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Leadership and governance Expected standard

The childminder has a positive approach to evaluating the care she provides and checking that she is providing the best care she can at all times. She has established useful relationships with the local authority for support and guidance. She has prioritised important training, such as paediatric first aid and safeguarding. The childminder has also sought additional training to help her to support children's individual needs. This has helped her to recognise particular patterns in children's play and therefore how best to support their learning. The childminder has not fully considered how to maximise children's development by establishing more precise next steps for their learning and sharing this with parents so that learning can be mirrored at home.

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Leadership and governance Expected standard

The childminder makes sure that she keeps up to date with changes to guidance. For example, she confidently follows the latest guidance for safer eating and safer sleeping. This creates a continually improving childcare setting where children's individual needs are at the forefront of everything the childminder does. This means that children with special educational needs and/or disabilities would receive the same level of support should such children attend.

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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 arrive happily and settle very quickly with the childminder as their parents leave. They thrive due to the wonderfully warm relationships with the childminder. This shows in the children's confident, settled behaviour and pleasant disposition. Children show they feel safe with the childminder as they run into her arms with joy when they are excited. Their regular attendance helps them to feel secure in the group. They develop firm friendships with the other children. They call their friends' names excitedly when they see them unexpectedly at the park.

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

Children are comfortable in the homely environment, where the childminder has made every effort to ensure their safety indoors and outdoors. They confidently help themselves to resources that have been specifically selected to spark their interest and promote their individual learning needs. Children respond to the childminder's warm praise and encouragement by persevering at a task. They go on to be motivated to try out their new skills and knowledge again. They enjoy their learning.

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

Cheerful conversation is at the heart of the day. Toddlers enjoy chatting with the childminder throughout the day. They often speak in their home language, interspersed with the new English words that they are learning. They copy the childminder when she helps them to use mathematical language. For example, they repeat 'big' when talking about the dinosaurs or 'up' and 'down' as they play at the park. While the childminder supports the young children's language well, she is not always specific about the words or songs she is teaching them. This means that parents are not supported as well as they could be to aid this learning at home. Sometimes, children use non-verbal communication when they struggle for the words. Children become confident communicators, even before they use spoken language well. They know their contributions are valid and that they will be listened to. This promotes their learning and their safety.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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Next steps

The childminder should consider being more specific about children's next steps, particularly where children might need extra support. The childminder should consider sharing more specific learning intentions for children with parents so that learning can be more effectively supported at home.

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About this inspection

The inspector spoke with the childminder 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 22 April 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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