Sang, Daniella Jade Margaret Ann

Childminder

Unique reference number (URN): 2765602 Registered with Ofsted: 01/05/2024 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 appropriate progress from their starting points, particularly in communication and language. For example, children move from early sounds and babbling to using single words to communicate their needs. Children engage confidently in their learning. They explore resources independently, show curiosity and sustain their involvement in activities, such as water play and outdoor experiences. They demonstrate enjoyment and a sense of achievement. For example, they smile, clap and repeat actions when they succeed.

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Achievement Expected standard

Children develop increasing independence in daily routines, such as selecting resources, feeding themselves and managing personal care with appropriate support. They begin to play alongside others, take turns with support and respond to simple guidance. While children benefit from a wide range of experiences, the lack of consistently clear sequencing in some areas of learning means that, at times, progression in skills, such as physical development, is less precisely built over time. Despite this, children remain confident, engaged and continue to develop the skills needed for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a calm and predictable environment. Children show they understand and, in the main, follow her expectations for behaviour. Clear daily routines support children's understanding of what will happen next, including handwashing songs, circle time, mealtimes and rest routines. Children respond well to these familiar structures and settle quickly into activities. The childminder and her assistants build warm and secure relationships with children. She uses calm and age-appropriate language and praise to guide children's behaviour. This helps children to understand expectations in a supportive way.

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Behaviour, attitudes and establishing routines Expected standard

Children receive support to develop early social skills, including sharing, turn-taking and learning to play alongside others. For example, during circle time, children take turns interacting with a shared object. During their play, the childminder gently supports children to share resources. She responds promptly to minor conflicts and uses simple explanations to reinforce positive behaviour, which children respond to well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of attendance through clear communication with parents and carers and an open-door approach. She follows up promptly if children are absent and maintains accurate records to support continuity of care. The childminder considers children's age and stage of development, when supporting their behaviour, adapting her expectations and responses appropriately. This helps children to develop confidence, positive attitudes and secure routines that support their learning and wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm and nurturing environment, where children's welfare and wellbeing are prioritised. Secure attachments are evident between children, the childminder and her assistants. Children generally seek reassurance and comfort from familiar adults, demonstrating trust and emotional security. Babies and younger children are supported through gradual settling-in arrangements and close key-person relationships, which helps them feel safe and settled.

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Children's welfare and wellbeing Expected standard

Care practices are responsive to children's individual needs. The childminder works closely with parents and carers to understand routines for their children's sleeping, feeding and care. This ensures consistency between home and the setting. Children benefit from familiar routines, such as sleep mats with photos, flexible settling-in approaches and calm transitions throughout the day.

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Children's welfare and wellbeing Expected standard

Children receive support to develop their understanding of positive health and wellbeing. They benefit from freshly prepared, balanced meals and are encouraged to develop their independence at mealtimes, including serving food and using cutlery. Daily hygiene routines, including handwashing and toothbrushing, support children's understanding of personal care. The childminder promotes outdoor play throughout the day, alongside appropriate safety measures, such as ensuring children wear sun hats and use sun cream.

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Children's welfare and wellbeing Expected standard

Children's emotional wellbeing is supported through calm and responsive interactions. The childminder recognises when children are tired or unsettled and provides reassurance, comfort and space to regulate.

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Curriculum and teaching Expected standard

The childminder prioritises communication and language across the curriculum. She consistently models language through play and routines, introducing vocabulary, such as 'full, empty, more' and 'less'. She narrates children's actions and asks simple questions, supporting children's understanding and early communication.

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Curriculum and teaching Expected standard

The curriculum reflects children's interests and promotes engagement. The childminder builds on children's enjoyment of activities, such as water play, to introduce mathematical language and link learning to current themes. She adapts teaching effectively to children's developmental stages, including modelling extended sentences and using actions and sounds for younger children.

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Curriculum and teaching Expected standard

The childminder places strong emphasis on children's personal, social and emotional development and communication and language, particularly for babies. She provides opportunities for babies to develop physically, for example, through tummy time, low-level resources that encourage pulling up, crawling and early walking, and access to indoor and outdoor equipment. However, while children are supported to move and explore, this area is not always planned with the same clarity as other areas of learning. As a result, progression in babies' physical development is not always explicitly mapped over time.

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Curriculum and teaching Expected standard

The childminder uses assessment to identify children's next steps and adapt her teaching accordingly. However, she does not consistently sequence the curriculum clearly across all areas of learning. This means, at times, children's learning does not always build securely on what they already know and can do.

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Inclusion Expected standard

The childminder creates an inclusive environment. She understands and supports children's individual needs through her daily practice. The childminder ensures systems are in place to identify and respond to children's emerging needs at an early stage, so children receive the support they need.

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Inclusion Expected standard

The childminder has a secure understanding of children's starting points and next steps, which she uses effectively to adapt her interactions. For example, the childminder models language at different levels, extending sentences for some children while using single words, sounds and actions for others. This supports children's communication and understanding. The childminder knows children well through ongoing observation and assessment. She adapts teaching in the moment, including simplifying language and providing visual and physical support so all children can access activities.

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Inclusion Expected standard

The childminder reduces barriers to children's learning through an inclusive environment and flexible and responsive practice. She uses a calm sensory space to support children, who benefit from regulating their emotions and accessible resources to promote their independence. Children are valued through positive interactions and praise, which support their confidence and sense of belonging. The childminder works closely with families and seeks support from external professionals, where appropriate, to help meet children's needs. The childminder adapts her interactions effectively in the moment. For example, she models language at different levels to support children's communication.

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Inclusion Expected standard

While systems to identify and plan more targeted support are in place, they have not been fully embedded in practice. This means that the childminder is still developing confidence in consistently identifying and responding to children's emerging needs at the earliest stage. This does not ensure children consistently receive the most precise support as soon as it is required. The childminder recognises the importance of continuing to strengthen her knowledge of supporting children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder demonstrates a clear commitment to providing high-quality care and education for all children. The childminder leads a stable team and ensures that day-to-day practice is well organised and overall responsive to children's needs.

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Leadership and governance Expected standard

The childminder has a secure understanding of the setting's strengths, particularly in communication and language development, effective relationships and a nurturing environment. She evaluates practice appropriately and recognises areas for further development. This includes strengthening her knowledge of supporting children with special educational needs and/or disabilities within a childminding context and improving the clarity of the sequence of children's learning across the curriculum.

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Leadership and governance Expected standard

The childminder makes decisions in children's best interests. Inclusion is embedded in daily practice, with adaptations made to ensure all children can access learning experiences. She also prioritises children's safety and welfare through effective safeguarding practice, clear attendance procedures and responsive communication with parents and carers. The childminder supports her assistants well through regular supervision sessions, appraisals and daily informal discussions. She monitors their wellbeing and provides opportunities for professional dialogue, ensuring that any assistants she works with feel supported in their roles and able to raise concerns.

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Leadership and governance Expected standard

The childminder actively promotes professional development. She and her assistants access training through online platforms and webinars with a focus on areas, such as communication and language, safeguarding and safer recruitment. This ensures ongoing development of knowledge and practice, supporting continuous improvement across the setting.

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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, calm, nurturing and homely environment, where they feel safe, secure and valued. They form deep attachments with the childminder and her assistants. They respond warmly to children's needs and support them sensitively throughout the day. Children arrive happily, attend regularly and settle quickly into familiar routines. They demonstrate confidence as they move between indoor and outdoor areas.

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

Children are included in all aspects of the setting and engage in a wide range of meaningful play experiences. They explore water play with curiosity, filling and emptying containers, tipping water through funnels and observing what happens. Children show sustained interest and enjoyment, laughing, smiling and celebrating their discoveries. They extend their play further, when they explore drainpipes and experiment with moving objects through them. Children show pride in their achievements when outcomes change, such as watching objects travel down the pipes.

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

Children communicate through a developing range of language and interaction. They listen, respond and begin to use words and actions to express themselves. The childminder supports this by modelling vocabulary and extending children's communication during play. This helps children to build their understanding in context. Children also join in with familiar songs and rhymes during group times. They respond with actions, clapping and participation.

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

Children develop positive attitudes to their learning and show curiosity across the environment. They independently access resources indoors and outdoors, including sensory materials, construction and role play. Children enjoy outdoor learning, where they explore physical activities, engage in imaginative play and interact with peers. Children learn to manage routines and develop independence through daily experiences, such as handwashing, mealtimes and settling for rest. They serve food, use cutlery and begin to manage personal care with appropriate support. Children demonstrate confidence, curiosity and enjoyment. They show they are developing the knowledge, skills and emotional security needed for their next stage in learning.

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Next steps

The childminder should ensure babies' physical development is planned and implemented with the same clarity and progression as other areas of learning. The childminder should deepen her knowledge and confidence in identifying and supporting children with special educational needs and/or disabilities, including early identification and implementing targeted strategies. The childminder should strengthen the sequencing of the curriculum, to help children's learning to build more consistently over time.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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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About this inspection

The inspector spoke with the childminder, her assistants and the setting's on-site cook during the inspection. The inspector obtained written feedback from parents.

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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.

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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