Aizengbemwin, Sarah Isoken

Childminder

Unique reference number (URN): 2775464 Registered with Ofsted: 21/02/2024 Registers: EYR

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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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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a calm and homely environment where children feel safe and supported. Relationships between the childminder and children are warm and responsive. The childminder uses language linked to emotions to help children understand their actions and the impact on others. She encourages children to share, take turns and play together.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear expectations for behaviour, which are age-appropriate and communicated gently and clearly. Children respond calmly, which allows them to continue their activities with minimal disruption. She supports children to tidy up before starting new activities. This helps children to understand routines and accept transitions throughout the day. The childminder creates simple routines that are consistent and predictable which allows all children to be included in daily practice. This supports children to feel secure and understand what happens next. Children are eager to take part in activities and remain focused in their play. For example, when children play with a puzzle, they work together to find pieces that fit.

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Behaviour, attitudes and establishing routines Expected standard

Children look forward to their regular outings with the childminder. They understand routines and expectations for when they are out walking or at a play centre. These experiences enable children to adapt their behaviour to different scenarios. The childminder understands the importance of working with parents and carers to manage children's behaviour between home and the setting. She promotes attendance and punctuality, with clear procedures to maintain oversight of children's whereabouts.

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Children's welfare and wellbeing Expected standard

The childminder provides a calm, caring and homely environment, where all children feel secure, safe and valued. She understands the importance of building secure attachments with each child and considers their individual needs carefully. The childminder has a quiet and supportive manner. She encourages children to talk about their feelings. This helps the childminder to support children and guide them in managing their emotions. She meets children's individual care needs by working closely with parents and carers to agree consistent approaches, such as nap routines and potty training. Parents comment positively on the supportive partnership between home and the setting.

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Children's welfare and wellbeing Expected standard

The childminder teaches children how to develop healthy lifestyles. She generally provides nutritious and balanced snacks. For example, children typically enjoy fresh fruit and vegetables during their afternoon snack. The childminder encourages children to drink fresh water to stay hydrated. The childminder offers guidance to parents on preparing healthy packed lunches. Children learn about personal safety, including how to manage trip and slip risks in the setting and how to practise road safety on outings. These routines help children to develop early lifelong skills. The childminder has a secure understanding of safer eating and allergy management. When children are sleeping, she follows safer sleeping procedures and ensures she can see them at all times.

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Inclusion Expected standard

The childminder ensures that her setting is inclusive and open to all. She has an appropriate attitude towards the expectations of all children. The childminder wants the best for all children in her care. Generally, the childminder understands how to identify if children have any special educational needs and/or disabilities. She understands the importance of identifying children's individual needs quickly and creating positive relationships with children, so that she is able to support them as much as possible. The childminder understands the importance of working in partnership with parents and/or carers and other professionals to consider what additional support children may need. This enables her to deliver opportunities that promote engagement and progress relevant to each child.

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Inclusion Expected standard

The childminder reduces barriers to children's learning by her loving and caring relationships that enable her to understand each child's individual needs. This approach allows her to respond sensitively to their emotional cues, and provide the tailored support they require to engage in activities. The childminder observes what children can do and adapts her interactions appropriately in order to develop their learning. The childminder has identified this as an area in which she wishes to strengthen her professional knowledge. She is proactive in continuing her professional development to ensure all children achieve to their fullest potential.

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Achievement Needs attention

Not all children make the progress they are capable of because their learning is not consistently matched to their individual developmental needs, including those children with barriers to learning. For example, children often use the same resources without adaptation to reflect their stage of development or next steps. The curriculum does not yet ensure that children experience all areas of learning in a planned and purposeful way. This means children are not always fully prepared for the next stage of their education.

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Achievement Needs attention

Children do benefit from varied physical activities to promote their wellbeing and gross motor development. However, they do not have consistent opportunities to develop their fine motor skills alongside these larger scale activities. Typically, children make steady progress in communication and language as the childminder engages them in conversations, shares books and rhymes and talks to children about daily events. Children enjoy traditional rhymes and happily sing these as they play. They learn to get along well with others and develop positive social skills to support their personal and emotional development.

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Curriculum and teaching Needs attention

The childminder does not yet demonstrate a secure understanding of child development or the breadth and progression required across all areas of learning. As a result, while she knows broadly what she wants children to learn, she has not established a clear sequence for building this learning over time. This limits her ability to deliver purposeful and well- structured activities that progressively deepen children's knowledge and skills. The childminder has not strengthened her understanding of child development and curriculum design. This does not support her to provide coherent and appropriate learning experiences for all children, including those who face barriers to learning. The childminder informally assesses children throughout the day. However, she does not use this information to inform her planning. This does not ensure all children are working at an appropriate level for their individual needs.

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Curriculum and teaching Needs attention

Overall, the childminder the curriculum has an emphasis on personal, social and emotional development, communication and language and gross physical development. The childminder enriches children's experiences through her effective use of song, dance and music. This supports children's communication, confidence and enjoyment of learning. The childminder supports children's physical development successfully. For example, she takes children on walks in the local area, to physical play centres and helps them to develop their gross motor skills on a daily basis. The childminder promotes children's personal, social and emotional development. She teaches children to share, behave appropriately and develop independence, praising their efforts and achievements.

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Leadership and governance Needs attention

The childminder has a broad awareness of her strengths. She has completed all required training and identified some further training to complete. However, the childminder does not accurately identify areas for improvement, which leads to gaps in her knowledge and understanding.

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Leadership and governance Needs attention

The childminder takes action to manage daily routines and resources. This helps her to provide a safe, calm and consistent environment that supports children's security and wellbeing. The childminder models positive attitudes and behaviours, establishing clear expectations for herself and for children. She celebrates children's achievements, creating a culture of mutual respect and increased self-esteem. Children benefit from regular opportunities to visit the local park, local play centre and enjoy trips out. This widens their experiences and helps them to develop confidence in the community.

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Leadership and governance Needs attention

The childminder works closely and together with parents and carers. This ensures that decisions made are in the best interests of children. The childminder offers flexible attendance, in order to support parents with their work schedules and reduce barriers to children's learning. The childminder creates positive relationships with parents, who speak highly of the care she provides for their children.

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

Children's progress is not consistent across all areas of learning or for children at different developmental stages. The childminder has not strengthened her knowledge of child development. This does not ensure the curriculum is coherently planned and effectively tailored to meet all children's learning needs. Children do make some progress from their starting points. Parents and carers speak positively about the improvements in their children's communication, language and growing independence.

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

Children engage well in their activities and respond positively to the childminder's nurturing and reassuring approach. However, although the childminder has a broad understanding of her curriculum, this is not consistently reflected in well-structured activities with clear learning intentions. As a result, much of the learning that takes place is incidental within children's play. This means children do not consistently extend their knowledge and skills. This limits how well they are prepared for the next stage in their learning.

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

Children arrive confidently and settle quickly, separating from their parents with ease. They demonstrate enthusiasm as they join their friends and engage in play. The childminder welcomes children warmly, enabling them to form secure and trusting relationships that support their sense of safety and belonging. As a result, children feel valued and are confident to explore the environment. The childminder responds effectively to children's individual care needs, providing comfort and reassurance throughout the day. This attentive approach promotes children's sense of emotional security, which is evident within the setting.

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

Children play alongside one another with a growing awareness of turn-taking and sharing. For example, they enjoy playing together with the building blocks. They receive gentle support from the childminder when differences arise. The calm and gentle environment means that children learn to develop their social skills with thoughtfulness and consideration. Children enjoy exploring toys and giggle together as they pass a ball to each other. They enjoy sitting cuddled into the childminder reading a book and talking about the pictures as they laugh together. Children are developing thoughtful and kind social skills. The childminder promotes children's regular attendance, to ensure consistency for their wellbeing and learning. She offers flexible hours to accommodate parent's varying work commitments.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

access training and support to continue to strengthen the curriculum design and delivery, to ensure that children make sufficient progress in all areas of learning 01/09/2026

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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Action Completion Date

focus professional development to improve knowledge and skills to be able to support all children through different stages of child development 01/09/2026

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About this inspection

The inspector spoke with the childminder and parents and carers during the inspection.

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About this inspection

We carried out the 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.

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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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