Tirado, Abigail Susan

Childminder

Unique reference number (URN): 2786838 Registered with Ofsted: 15/04/2024 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 secure progress from their starting points and develop the knowledge and skills needed for their next stage of learning. They demonstrate growing confidence, independence and communication skills, for example, when recalling stories, expressing ideas and applying language in play. Children benefit from tailored support where needed. This includes targeted strategies that have helped close gaps in areas, such as speech, language and physical development. All children who previously required additional support now engage more confidently and make consistent progress,

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Achievement Expected standard

Children develop skills across all areas of learning, including early mathematics through counting and number recognition and physical development through climbing, balancing and self-care tasks. They are increasingly able to apply what they know in different contexts, such as linking stories to outdoor learning experiences. While progress is secure, children who are ready for further challenge are not always supported to deepen their learning as consistently as they could be.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear expectations and well-established routines that support children's positive behaviour and attitudes to learning. She teaches children to understand and follow these expectations through consistent guidance. For example, she encourages children to listen carefully during group story time and supports them to follow instructions when preparing for outdoor play, such as tidying up and lining up. She promotes children's independence by encouraging them to put on their wellies and outdoor clothing and to prepare their water bottles. This helps children to feel secure and understand what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds warm and respectful relationships with children, helping them to feel safe and valued. She responds to children's need for reassurance and supports them to engage positively with her and their peers. She manages behaviour calmly and effectively, using clear explanations to help children understand expectations. For instance, she reminds children about safe play when using resources, such as sand.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children's curiosity and encourages them to ask questions about the world around them, such as why clouds are in the sky. However, she does not consistently adapt teaching in the moment to strengthen children's engagement and attitudes to learning. This means that, at times, some children lose focus during adult-led activities. The childminder works in partnership with parents and carers to support children's regular attendance. She shares information about children's experiences and encourages consistent attendance to support continuity in learning.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through caring day-to-day practices and a nurturing environment that meets their individual needs. The childminder pays close attention to children's emotional wellbeing, which helps them feel secure and settled, especially during changes or new experiences. For example, children are supported sensitively as they prepare for events, such as the arrival of a new sibling. The childminder uses stories and role play to help them understand the changes and feel reassured.

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Children's welfare and wellbeing Expected standard

Children benefit from daily routines that promote their physical health and self-care. They are encouraged to develop independence. For instance, they manage their own personal care with growing confidence and access resources, such as water, food and personal items, when needed. The childminder promotes healthy lifestyles. She provides balanced meals, including home-grown produce, and works closely with parents and carers to reinforce healthy habits at home.

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Children's welfare and wellbeing Expected standard

Effective partnerships with parents ensure that children's care is consistent and tailored, with ongoing sharing of information about routines, development and next steps. This helps children to feel secure, understood and supported. All children develop confidence, emotional resilience and a secure sense of wellbeing.

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Curriculum and teaching Expected standard

The childminder demonstrates a clear understanding of child development and uses this to plan a curriculum that builds on what children know and can do. Teaching supports children to develop communication and language effectively, for example, through narration, modelling and allowing time for children to think and respond during story sessions. Children are encouraged to recall previous learning, such as naming animals and recounting familiar stories, which further supports their understanding. Teaching also promotes independence and engagement. Children confidently manage routines, explore resources and apply learning outdoors. For example, children match the number of animals they find to the correct corresponding number during water play.

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Curriculum and teaching Expected standard

The childminder typically adapts her approach to meet children's individual needs, including using targeted strategies to support communication and confidence. Children are, in the main, motivated and show curiosity. For example, when experimenting with chalk and water and observing the world around them, they ask questions that extend their understanding. Opportunities to extend learning more precisely in the moment are not always fully maximised, particularly for children who are ready for additional challenge. This means interactions do not consistently deepen learning and sustain engagement for all children.

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Inclusion Expected standard

Children are well supported to access learning. The childminder demonstrates a clear understanding of how to identify, assess and meet their individual needs. She uses ongoing observations and close knowledge of children's starting points to adapt both the curriculum and her interactions. This helps to reduce barriers to learning. Early identification, alongside timely engagement with external professionals, such as speech and language services and the early years team, means children are supported to catch up. Targeted strategies are implemented and reviewed with parents and carers. This leads to clear improvements in children's development, confidence and communication. The childminder promotes an inclusive environment where all children, including those accessing funded places, are able to attend and participate. Flexible arrangements support families and help ensure that children benefit from consistent routines and experiences,

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Inclusion Expected standard

which contributes positively to their progress. Teaching approaches are adapted appropriately, for example, through modelling language and allowing time for children to process and respond. This ensures that all children can engage and take part in learning.

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Inclusion Expected standard

Partnerships with parents and carers are well established and support continuity in care and learning. The childminder communicates regularly with families, which helps them to support their children's development at home. She also works effectively with other professionals when needed to support children and families experiencing challenges. This ensures that all children, including those who may be vulnerable or at risk of falling behind, receive timely support to access learning and make progress.

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Leadership and governance Expected standard

The childminder has a clear vision for the curriculum, which is rooted in children's interests, wellbeing and real-life experiences. She has thoughtfully developed her provision over time, drawing on theoretical approaches to create a calm and nurturing environment that supports children's emotional development. Safeguarding knowledge is secure, and required training, including paediatric first aid, is up to date and reflected in everyday practice. Records, including attendance, are accurate and demonstrate an understanding of the importance of children's regular attendance in supporting learning and development.

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Leadership and governance Expected standard

The childminder works in partnership with parents and carers. She shares information regularly and offers support to extend children's learning at home. She also engages in some training opportunities to maintain her knowledge and practice. Reflection is evident, with the childminder identifying areas she wishes to develop, such as strengthening her knowledge of phonics and mathematics, to support children as they approach school. The childminder does not focus her professional development precisely on improving the quality of teaching, particularly refining interactions to ensure that they are consistently effective and maximise children's learning.

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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 achieve well and make steady progress across all areas of learning. Children enjoy their learning and develop secure communication skills, confidence and independence through a curriculum that reflects their individual needs and interests. Children benefit from targeted support where needed, such as early intervention for speech, language and physical development, which helps them to make progress. Children build on what they already know and apply their skills through meaningful experiences, such as storytelling, outdoor exploration and planting activities. Children continue to make progress over time. However, opportunities to extend learning more consistently in the moment are not always fully maximised, particularly for the most able children.

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

Children feel safe, secure and valued in this nurturing and homely environment. Children develop positive relationships with the childminder and learn alongside their peers, supporting their confidence and social skills. Children are comfortable and at ease. They explore, communicate and seek reassurance confidently. Children benefit from care that reflects their individual needs. The childminder knows children and their family circumstances well and works closely with parents and carers to provide consistent, personalised support. Parents receive regular communication about their children's care and learning.

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

Children benefit from effective systems and secure safeguarding practices that support their wellbeing. Children behave well, follow routines confidently and show positive attitudes to learning. Children access a safe, inclusive and well-organised environment that helps them to make choices and develop independence. Children learn about healthy lifestyles through

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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Facts and figures used on inspection

daily routines and experiences. Children benefit from the childminder promoting the importance of regular attendance to support their ongoing development. Children are happy and confident learners who are prepared for their next stage.

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Next steps

strengthen the quality of interactions, so teaching consistently adapts in the moment, providing appropriate challenge to deepen children's learning and sustain engagement focus professional development more sharply on improving teaching practice and development and implementation of the curriculum.

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About this inspection

The inspector spoke with the childminder and the children 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 was available to the inspector at the time of the inspection.

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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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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