Segman, Smadar

Childminder

Unique reference number (URN): EY313799 Registered with Ofsted: 03/11/2005 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 Strong standard

Despite a minor weakness in the promotion of communication and language, children make excellent progress in all areas of learning. The day-to-day curriculum design and teaching supports children very well to build knowledge over time. The most-able children benefit from learning that continues to ignite their curiosity. Babies have regular chances to explore freely and develop early physical and communication skills. Outdoor learning is varied and excites children, to provide broad learning experiences. Babies build their core strength and confidence taking small risks with the childminder's support. This helps to develop their physical skills confidently. Older children play harmoniously with their friends, planting and exploring nature while sharing what they have discovered with confidence.

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Achievement Strong standard

There are enjoyable, well-planned play experiences across all the areas of learning. Children engage well with stories told expressively in Hebrew and English, supported by real objects that help to link words and meaning. Sensory planting activities encourage children's curiosity and imaginative play. Children listen carefully, recall favourite rhymes and show curiosity in sensory activities. They cooperate with friends and follow routines, which supports their readiness to learn.

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Achievement Strong standard

Children including those with special educational needs and/or disabilities are very well prepared when transitioning to school. Children develop confidence to use their voiced and question things. This helps children to become competent independent learners from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has set high expectations for children's behaviour. These expectations are fully understood by children and parents. The childminder has a consistent, inclusive approach in teaching children what is expected and why. Children behave very well and this is a clear strength of the setting. Children typically follow instructions and share resources kindly. Children respond positively to the calm and respectful approach modelled by the childminder.

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Behaviour, attitudes and establishing routines Expected standard

Any unwanted behaviour is swiftly managed and explained with children through a positive approach to support young children's understanding. Children understand familiar routines, including arrival, tidy-up times, snack and group times and take pride in helping. These routines help children to feel confident, secure and ready to learn. Babies typically settle quickly because they receive close attention and comfort from familiar adults. The childminder monitors children's attendance carefully and follows up promptly when expected arrivals do not occur.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes towards their learning. They cooperate with one another and demonstrate care and respect in their interactions. This creates a settled atmosphere, where children can enjoy activities and sustain attention. The childminder embeds routines, such as handwashing, and opportunities for older children to develop independence consistently.

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Curriculum and teaching Expected standard

The curriculum is sequenced clearly enough to show what children should learn next. Planning focuses on children's individual needs. The childminder adapts whole-group themes to consider the stage of each child. Individual teaching targets small and progressive steps that reflect children's individual ages and stages, including babies. This helps children to build their knowledge and skills securely over time. The childminder generally prioritises opportunities to develop children's communication and language during activities. For example, she encourage children to re-pot plants to help them grow 'bigger'. Children recall words from their previous learning, such as 'plant, soil' and 'roots'. This helps children to build a broad understanding of subjects. However, there are occasional inconsistencies, where the childminder does not promote language opportunities, such as during nappy changing. This reduces times when new vocabulary can be introduced to

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Curriculum and teaching Expected standard

The childminder weaves mathematics into children's learning. Children learn about quantities and mathematical language, such as 'full' and 'heavy'. The childminder adapts her teaching according to the individual needs of the child to embed their understanding. Children with special educational needs and/or disabilities are well supported and considered so that they reach their full potential.

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Curriculum and teaching Expected standard

The childminder gathers assessment information routinely to check children's understanding or to tailor her teaching. She prioritises children's physical development so that babies have opportunities to move freely, explore and develop early coordination and strength. The support for children's personal, social and emotional development is nurturing and calm. The childminder plans her teaching to promote children's independence, confidence and self- regulation through daily routines. For example, children wash their hands before mealtimes and after time in the garden.

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Inclusion Expected standard

The childminder knows children well. She implements adaptations in her daily teaching. Children, including those who are learning English alongside Hebrew, make progress. Strategies to support children's communication and language are generally embedded. The childminder routinely allows wait time or plans regular speaking opportunities to support the development of children's language. Babies join group activities for songs. While later they have the opportunity to have smaller group time so that teaching is adapted to their age and stage. This allows opportunities for babies to explore, move and communicate purposefully.

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Inclusion Expected standard

The childminder identifies children's needs through observations and discussions with parents and carers. Although the formalisation of processes to support children with special educational needs and/or disabilities are in its infancy, the childminder does plan, implement and review support while working with parents sensitively. The childminder ensures that training for herself and her assistants provides an understanding of how to reduce barriers in

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Needs attention

practice. She monitors children's progress, which leads to purposeful adjustments or review of the impact.

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Needs attention

The childminder has engaged with external professionals to provide guidance for children with emerging needs. This supports how effectively the childminder shapes children's support, opportunities and experiences. Communication with parents is open and regular. The childminder meets with her assistants to discuss children's development.

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Children's welfare and wellbeing Needs attention

The childminder is not using her risk assessments fully in some aspects of her daily practice to support children developing healthy habits, in particular during outdoor play when it is sunny. However, the childminder discussed the prompt action she would take later in the day, requesting parents and carers supply their child's sun protection cream the following day. Consequently, there is no impact on children's welfare and wellbeing. Nonetheless, children learn positive hygiene practices and wash their hands before meals. They receive encouragement to be independent when learning these life skills.

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Children's welfare and wellbeing Needs attention

The childminder is vigilant and supervises children well. Sleep routines are supervised closely to ensure children's safety. Mealtimes are a social event, where the childminder, children and her assistants talk animatedly while eating a freshly prepared meal. Children have a nutritious meal and learn what keeps their bodies healthy.

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Children's welfare and wellbeing Needs attention

Relationships between the childminder and children are warm and responsive. The childminder provides comfort and reassurance. Babies settle quickly because they feel emotionally secure. Children are familiar with routines and generally appear confident in the setting.

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Leadership and governance Needs attention

The childminder has an understanding of her strengths and what she wants children to achieve. However, some inconsistencies in supporting children's welfare are not yet embedded. As a result, children do not always learn how to support their health needs and wellbeing. The childminder monitors the practice of her assistants closely enough to ensure that they implement the agreed expectations consistently. As a result, the childminder puts her curriculum intentions and care routines reliably into practice. Training and professional development lead to sustained improvement because coaching, follow up and evaluation of impact are systematic between the childminder and her assistants. However, occasional gaps in practice and identification of risks do not support children's wellbeing. Nonetheless, the childminder has recognised these gaps and has a plan in place to swiftly put things right to protect children.

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Leadership and governance Needs attention

The childminder has established links with external agencies to support advice for children with emerging needs, while working closely with parents and carers to narrow the gap in children's learning. Systems overseen by the childminder ensure that hygiene and sleep routines are effectively implemented.

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Leadership and governance Needs attention

There are strengths to build on. The childminder communicates warmly with families and values the bilingual context shared by many children. Mandatory training in paediatric first aid and safeguarding is in place, and the childminder understands referral routes for welfare concerns and allegations. Relationships within the setting are positive and collaborative.

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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

The childminder does not ensure that risk assessments are applied consistently. For example, when children enjoy play in the garden, the childminder has not considered changes in weather and children do not always benefit from having sun cream applied during an unusual period of sunshine. This limits how consistently daily routines support children's health and wellbeing. Children benefit from warm relationships and a calm atmosphere. However, occasional inconsistencies in managing children's care and wellbeing mean that children do not learn how to keep themselves safe at all times.

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

Nonetheless, children are welcomed warmly by the childminder and her assistants. They settle quickly into familiar routines. Children hear Hebrew alongside English throughout the day. They respond positively to stories, songs and activities that reflect the setting's bilingual context. Children arrive happy, follow instructions and take turns during group times and when tidying up. This helps them to feel part of a small and caring group. Babies receive comfort, when needed, are closely supervised and begin to build early attachments with familiar adults.

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

Children enjoy handling real objects, exploring small-world resources and taking part in sensory activities linked to celebrations, such as Tu B'Shevat. They listen attentively during group times and show positive attitudes towards their learning and play. Relationships between children and the childminder are calm and nurturing. This helps children to feel safe, secure and emotionally settled during the day. Day-to-day learning experiences are well considered and varied for all children. Learning is adapted to consider children's different ages and stages. Babies have opportunities to explore freely, move independently and practise early physical and communication skills. Children who need additional support with their language benefit from the childminder modelling language or regular chances to practise speaking, which supports their progress.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

ensure risk assessments are consistently considered by the childminder to ensure the welfare of every child 25/05/2026

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About this inspection

The inspector spoke with the childminder, her assistants and children during the inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

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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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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

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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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