Deruyck, Danielle Kathleen

Childminder

Unique reference number (URN): 2772905 Registered with Ofsted: 15/02/2024 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 steady progress from their starting points, including those with special educational needs and/or disabilities and any barriers to learning. Children are engaged and show positive attitudes to their learning. They demonstrate secure attachments to the childminder, which help them to feel safe, confident and willing to explore the environment and available resources. Children are confident to try out their own ideas and are comfortable seeking support when needed, supporting their ongoing development.

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Achievement Expected standard

Children mostly interact well with one another and show emerging skills in cooperation and supporting their peers during play. However, younger children tend to play alone, and there is limited consistent structuring of experiences that bring them together with others to develop early interaction skills.

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Achievement Expected standard

Overall, children are developing the key skills needed for their next stage of learning. They are becoming increasingly independent, curious and motivated learners and are mostly well prepared for transition to the next stage in their education.

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Behaviour, attitudes and establishing routines Expected standard

Children show a clear sense of security within the daily routines. These are well established yet flexible, allowing the childminder to respond to children's individual needs and interests. This supports a calm and predictable environment where children feel safe and settled.

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Behaviour, attitudes and establishing routines Expected standard

The childminder models a calm and positive approach to behaviour. She supports children in learning to share, take turns and consider the needs of others. Through gentle guidance and consistent expectations, children develop an understanding of appropriate behaviour. Younger children often engage in solitary play, and their interactions with others are not consistently supported or extended. As a result, they are not always encouraged to engage with and respond to their peers in ways that would strengthen their early social skills. Independence is encouraged effectively. Children are supported to have a go, persevere and develop confidence in their own abilities. The childminder uses her knowledge of each child's individual needs to adapt routines and provide appropriate support, ensuring that all children can access activities and resources.

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Behaviour, attitudes and establishing routines Expected standard

Attendance arrangements are flexible to support families. The childminder maintains clear communication with parents and follows up appropriately when children do not attend as expected, helping to promote consistency and continuity of care.

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Children's welfare and wellbeing Expected standard

The childminder forms secure attachments with the children and demonstrates a good understanding of their individual needs. This supports children's emotional wellbeing and helps them to feel safe, valued and confident within the setting. Care practices are appropriate and meet children's day-to-day needs. The childminder works in partnership with parents to promote healthy lifestyles. As parents provide food, she encourages healthy eating habits through discussion and guidance. Children are supported to develop independence in their self-care; for example, they are encouraged to clean themselves after eating. They have access to their own water bottles and are regularly encouraged to drink throughout the day, with the childminder explaining the importance of staying hydrated.

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Children's welfare and wellbeing Expected standard

Adaptations are thoughtfully in place to meet the differing needs of children, ensuring that all can access routines and activities comfortably and with increasing independence. For example, children use child-sized seating, steps and appropriately positioned resources to help them reach and take part fully in daily experiences. Activities and resources are organised so that children can make independent choices and engage at their own level. As a result, children feel included, supported and confident to participate, with reassurance available when needed.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that supports children's learning across all areas, following their individual interests to promote engagement and motivation. She gathers information from parents before children start, which helps her to understand their individual needs and support them effectively. Adaptations are mostly made to meet children's differing needs. There is a focus on physical development, with regular opportunities for children to be active in the outdoor area and during visits within the local community.

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Curriculum and teaching Expected standard

Early literacy is promoted through the sharing of stories, rhymes and songs. Generally, activities are adapted to meet the differing needs of children; for example, older children engage in focused storytelling experiences, while younger children are supported to explore independently before being re-engaged at appropriate points.

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Curriculum and teaching Expected standard

Interactions are warm and supportive. The childminder often engages children in conversation during play, asking about their activities and helping them to access additional resources to support and extend their learning. Support for communication and language development is evident; however, this is not always consistent for the youngest children. Younger children do not regularly experience planned peer interaction, which affects their development of early social and communication skills.

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Curriculum and teaching Expected standard

Children have opportunities to explore, experiment and develop early mathematical understanding through play. Older children demonstrate independence and cooperation, for example, when accessing resources and engaging in creative activities, such as making paint from chalk.

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Inclusion Expected standard

The childminder demonstrates an understanding of how to support children with special educational needs and/or disabilities (SEND). She works in partnership with parents to identify children's speech and language needs and implements appropriate strategies to support their development both within the setting and at home. These approaches are reviewed over time, and referrals to specialist services are made where necessary. She shows a clear awareness of the needs and developmental targets of children with more complex requirements, including those who attend during school holidays. Information is shared with parents to support continuity of care. Adaptations to provision and practice are made as required to ensure that each child's individual needs are met.

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Inclusion Expected standard

To further strengthen her practice, the childminder would benefit from engaging in a wider range of professional development opportunities to continue to build her knowledge and understanding of different SEND needs. This will support her to further enhance the inclusive support she provides for all children in her care.

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Leadership and governance Expected standard

The childminder demonstrates an understanding of both her strengths and areas for development and uses this to support improvement. She shares information with parents and gathers information from the outset through a clear induction process, enabling her to meet the individual needs of each child. Her pride in her setting is evident and contributes to a warm, welcoming environment. This is reinforced by positive feedback from parents, who value the strong relationships, family feel and the strong emphasis placed on outdoor experiences and physical development, which are central features of the provision and support children's health, confidence and overall wellbeing.

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Leadership and governance Expected standard

While initial steps have been taken, the childminder has not yet fully established partnerships with other settings and schools that children move on to. As a result, continuity in children's learning and care is not as strong as it could be. In addition, the childminder does not yet consistently engage in a broad range of professional development opportunities to further enhance her knowledge and skills. As a result, opportunities to build on her existing practice and strengthen outcomes for all children are not fully maximised.

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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 experience a warm, welcoming environment where secure relationships are at the centre of their care. They develop strong attachments with the childminder, which help them to feel safe, valued and confident in their surroundings. As a result, children are emotionally secure and able to explore and learn with assurance.

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

Children benefit from regular access to an outdoor space where they are encouraged to be physically active and adventurous. They enjoy opportunities to experiment and explore, climb, balance, tend to the garden and use wheeled toys. Through these experiences, children learn to manage risk safely, developing resilience, confidence and increasing independence. The outdoor environment supports their overall development and fosters a love of learning.

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

Children take part in regular visits within the local area, which help them to develop an understanding of the wider world and their place within it. These experiences provide valuable opportunities for exploration, curiosity and real-life learning.

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

Children have their individual needs understood from the outset, as information is gathered and used to shape their experiences. They follow their interests and are motivated by activities that reflect what engages them. As a result, children are confident in accessing the environment and resources independently.

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

Children experience consistency between home and the setting, which helps them to feel secure and supported. They have regular opportunities to talk about their experiences, including during mealtimes where they reflect on their morning and share how they are feeling. This supports the development of their communication skills and emotional awareness.

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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 focus teaching to further support the youngest children's communication and language development. The childminder should further strengthen her knowledge by accessing training precisely matched to the needs of the children attending. The childminder should strengthen relationships with other settings children attend or transition to, in order to fully support their individual needs and promote greater consistency in care.

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About this inspection

The inspector spoke with the childminder, children and parents 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 23 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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