Ceka, Sabahete

Childminder

Unique reference number (URN): 2739504 Registered with Ofsted: 29/09/2023 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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Behaviour, attitudes and establishing routines Strong standard

Children's attachments to the childminder are highly secure. A robust induction process helps the childminder personalise each child's learning and care. She creatively extends children's interests to enhance their learning further. For instance, children enjoy big trucks in the sand play and look at the patterns the wheels make. As a result, children are motivated and eager to learn.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes positive behaviour, attitudes and consistent routines very well. She is an excellent role model and consistently demonstrates respectful behaviour. Her gentle guidance and clear rules support children to behave well and know what is expected of them. Children attend regularly, as the childminder helps parents understand the importance of this to support children to build confidence and establish routines, allowing them to make consistent progress in the foundations for ongoing learning.

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Behaviour, attitudes and establishing routines Strong standard

Children have established warm, trusting and secure relationships with the childminder. She successfully teaches children to recognise, express and manage their feelings through calm, consistent modelling and language. For example, when children feel frustrated, the childminder calmly talks through their feelings and helps them use strategies to manage them, such as deep breathing or taking a sensory break. Children understand the childminder's consistent expectations and increasingly regulate their own behaviour, demonstrating kindness, cooperation and respect towards others.

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Children's welfare and wellbeing Strong standard

The close bond between the childminder and the children is evident. The childminder shows genuine care, and her affectionate interactions help to boost children's emotional wellbeing and instils a sense of belonging. She consistently supports children to manage their feelings and she collaborates with parents to extend this support at home. Parents report this has helped to reduce feelings of being overwhelmed and dysregulation in the children.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing extremely effectively. She has a deep understanding of each child's individual care. She meticulously embeds care practices to ensure that children's needs are consistently met. For example, she gathers detailed information from parents about allergies and carefully creates a safe environment to reduce potential risks.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's health and wellbeing to a very high standard. Children thrive in the regular opportunities to access fresh air and exercise, such as regular outings to the park and open spaces. She provides children with a choice of healthy snacks and teaches children about healthy eating habits. She models hygiene practices consistently well, especially for children with complex needs.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's independence by encouraging them to carry out tasks for themselves. She offers reassurance, guidance and lots of praise. For instance, she

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Expected standard

demonstrates how to put toes in the socks, helping children to persevere and put them on successfully. This supports children's self-esteem and readiness for school.

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Achievement Expected standard

Children make steady progress from their starting points. They gain the skills required for their future learning and are prepared effectively for starting school. Children with special educational needs and/or disabilities (SEND) benefit from some targeted support, such as adaptations in the environment. Gaps in all children's learning are closing, in particular for children with SEND. However, some children do not always achieve as well as they could in their attention and listening skills because chosen systems, such as visuals supports, are not fully embedded.

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Achievement Expected standard

Children remain focused as they explore letters of the alphabet. They confidently sound out each letter and identify words that begin those sounds. While sharing books, they recognise familiar letters, helping to support the development of early reading skills. Children's language develops as they hear words clearly pronounced by the childminder. They enthusiastically repeat them. This strengthens their emerging speaking skills.

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Achievement Expected standard

Children benefit greatly from daily outdoor play and physical challenge. They climb steps, use ride-on toys, crawl confidently through the tunnel and explore sensory resources, developing strength, stamina and coordination.

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Curriculum and teaching Expected standard

The childminder is passionate about providing a broad curriculum focused on what children need to learn next to develop the skills required in preparation for their move on to school. She uses observations, assessments and information from parents to determine starting points and to identify needs early. By following children's interests, she plans meaningful next steps, building effectively on their achievements.

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Curriculum and teaching Expected standard

Generally, children are encouraged to develop independence and physical skills through everyday tasks, such as self-dressing, feeding themselves and tidying toys. Mathematics is skilfully woven throughout children's daily routines. The childminder takes every opportunity to introduce concepts, such as counting, size and shape recognition. For instance, she counts the construction pieces with children, sings number songs and says 'Let's make a big tower.' This builds foundations for future learning.

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Curriculum and teaching Expected standard

The childminder recognises the challenges for children with special educational needs and/or disabilities. She has sound knowledge of how to support their needs, such as developing small achievable steps for learning. She carefully monitors progress and knows how to access further help to ensure positive outcomes for all children. However, where children attend additional early years settings, the childminder has not yet established effective partnerships with these providers. Therefore, children do not have continuity of interventions to fully support their care and learning. Overall, the childminder supports children's language skills. She speaks in a clear voice to narrate children's play and introduces new vocabulary to broaden their language and support their growing confidence in expressing themselves. They enjoy repeating these new words to further their developing speaking skills. There are times that the childminder does

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Curriculum and teaching Expected standard

not gain the attention of children with complex needs. She has not yet fully embedded support for children, such as visual cues to enhance their attention and listening skills, to help them to fully understand communication, and make even greater progress.

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Inclusion Expected standard

The childminder provides a warm, inclusive and welcoming environment, where every child is valued as an individual. She knows how to meet the needs of all children and helps to reduce barriers to learning, such as adapting the environment. She promptly identifies when children have special educational needs and/or disabilities (SEND) or require additional support and conducts early and accurate assessments of children's needs. This ensures that any emerging concerns are quickly addressed.

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Inclusion Expected standard

The childminder's secure knowledge of child development helps her recognise what children need at each stage of learning. This enables her to plan experiences that promote their progress. Overall, she understands children's individual styles of learning and adapts activities and uses strategies, such as using short sentences for children with SEND, to ensure that every child is included. She does not always use visual support for children with more complex needs to support their attention and listening skills. This means that children do not always understand what is communicated to them.

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Inclusion Expected standard

The childminder values children's views and ideas, for instance she consults with them when purchasing resources, such as puzzles and sensory equipment to share between the setting and home. This develops children's confidence and self-esteem.

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Inclusion Expected standard

The childminder monitors children's progress. She uses additional funding where it is most needed. She is committed to further developing her practice to ensure that all children, including those with SEND, thrive and reach their potential.

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Leadership and governance Expected standard

The childminder provides a stimulating, safe and well-organised setting. This helps children to be happy and have a sense of belonging. She ensures that children's favourite resources are readily available when they arrive. This attention to detail means that children feel valued and included.

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Leadership and governance Expected standard

The childminder is passionate about providing a curriculum that is sequenced and carefully adapted to meet the needs of individual children. She has sound knowledge of supporting children with special educational needs and/or disabilities and how to seek further support. The childminder has a clear focus for children based around developing children's confidence, independence and wellbeing, which provides strong foundations for learning.

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Leadership and governance Expected standard

The childminder develops effective working partnerships with parents. She shares detailed information with parents about children's care and learning. She offers guidance when needed, such as supporting positive behaviour and self-help skills. This helps to support continuity of care for children. Parents speak highly of the care and education she provides, they praise her professionalism and kindness. However, where children attend additional early years settings, the childminder has not yet established effective partnerships with these providers to fully support continuity in children's care and learning.

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Leadership and governance Expected standard

The childminder keeps up to date with mandatory training, such as paediatric first aid and safeguarding. She is reflective and links with other childminders for ideas to continue to enhance the curriculum. For example, she discussed her plans to further develop the sensory area.

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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 provides a nurturing and enriching environment for children to explore. She forms strong bonds with the children, which supports them to be calm, valued and safe in her care. Children are confident, separate easily from their parents and settle very quickly. This is because the childminder provides effective support through engaging interactions and children delight in playing and learning alongside her.

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

Children enjoy a broad curriculum that builds on their interests and supports their positive attitudes to learning. Children confidently choose from toys and resources that spark their imagination. For instance, they push different vehicles across a large road mat. The childminder weaves in new learning during play to help children develop age-appropriate knowledge and skills. For example, children learn names of places on the road mat, such as airport for planes and train station for trains.

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

Children develop essential skills required for their next stage of learning. They cooperate well during play, demonstrate perseverance and are able to maintain focus for short periods of time. For example, children show resilience connecting different sizes of LEGO with encouragement from the childminder. They gain independence through everyday routines, such as choosing resources and managing simple self-care tasks. The childminder supports them patiently and praises their efforts. As a result, children develop confidence in managing their own needs.

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

Children happily follow the childminder's routines and boundaries. They develop an understanding of their emotions and feelings. For instance, they access sensory toys to self- regulate. The childminder uses books and resources to talk about their feeling. As a result, children behave well.

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

Partnerships with parents are quickly established and positive. The childminder collects detailed information, when children start, and uses this effectively to ensure children's care routines are tailored to meet their individual needs. The childminder collaborates closely with parents to ensure children's attendance is regular. This builds positive habits for the future.

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Next steps

The childminder should develop her skills and knowledge to effectively support children's attention and listening skills to further support their understanding and communication. The childminder should build stronger links with other settings children attend, so that information is shared consistently and collaboration can better support each child's progress.

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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 childminder, parents and children during the inspection.

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About this inspection

The inspection started on 27/02/26. Inspectors returned on 08/05/26 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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