Seymenska, Mariya Milkova

Childminder

Unique reference number (URN): 2811731 Registered with Ofsted: 02/12/2024 Registers: EYR, CCR

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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

All children, including those who may have barriers to learning and/or wellbeing, make steady progress through the curriculum from their starting points. This is because they feel safe and develop a positive attitude to learning. Children flourish in the, well-equipped play environment. They are confident, curious and eager to learn and try new experiences. Children demonstrate interest and engagement in a wide range of activities. Children access high-quality resources that superbly support their interests. Children are socially confident and are confident communicators. They are inquisitive and ask lots of questions. Despite this, the childminder does not always develop children's thinking skills fully.

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Achievement Expected standard

Children develop independence through everyday tasks such as self-care. For example, they independently access the bathroom or dress themselves in preparation for outdoor learning. Children learn the skills needed to help them successfully transition to the next stage of learning and ultimately school.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from a childminder who is enthusiastic, kind and nurturing. Typically, she has high expectations of all children's behaviour and supports them to use good manners throughout the day. The childminder considers children's individual development stage to ensure consistency She adjusts her methods of communication to promote the same expectations for all. For example, younger children are reminded of expected behaviour through the use of photographs displayed demonstrating the 'golden rules' or uses Makaton signs when saying please and thank you. This strengthens the relationship she has with children and teaches them essential social skills.

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Behaviour, attitudes and establishing routines Expected standard

Generally, children are independent. They know the routine of the day and what happens when it is time to go outside. Children find their shoes and even the youngest children learn to put them on in preparation for garden play. At other times, children help to tidy away. The childminder is flexible in her approach to settling-in sessions. She gathers information on children's care needs and preferred ways of learning. The childminder is respectful of parents and carers wishes regarding their child's routine. The childminder makes reasonable adaptations and tailors children's experiences to ensure all children achieve. The childminder recognises the importance of consistent attendance for children so they can learn about routine and establish positive habits for later in life. Along with robust information regarding her policies and practice the childminder shares her approach on attendance with parents from the start.

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Children's welfare and wellbeing Expected standard

The childminder provides highly effective care that meets the individual needs of all children. She builds positive, secure relationships, helping children feel safe, valued and confident. Children's emotional health and wellbeing are clear priorities. They follow routines independently. Daily routines are used as teaching opportunities, where children learn about hygiene, healthy eating and safety. For example, the childminder reinforces the importance of not talking while eating to reduce the risk of choking. Children are taught awareness of personal safety, and positive habits that support their wellbeing. Children confidently engage in risky play closely supported by the childminder. For example, children understand the importance of safety straps when using the swing. Young children show determination and perseverance as they 'have a go' to secure themselves, but also confidently ask for help if

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Children's welfare and wellbeing Expected standard

The childminder supports children's emotional development. She encourages children to understand how to express their emotions. The childminder uses discussions, mirrors, stories and picture prompts to help children understand and manage their feelings. Typically the childminder's nurturing approach ensures that all children thrive and feel secure.

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Curriculum and teaching Expected standard

The childminder places a focus on children's communication and language development. She enthusiastically engages them in conversations and generally provides quality interactions. The childminder plays alongside the children, commenting and modelling language. The childminder responds positively to children's interests and opinions. For example, the childminder asks children pertinent questions about what they are doing, but does not always allow enough time for children to respond to her questions to enable them to share their ideas fully or process new information learnt. The childminder promotes physical development effectively. Children enjoy regular outdoor experiences. They practise balance, coordination and moving safely. Younger children build confidence as they manage steps using the slide. They confidently try different ways in moving down the slide and the childminder teaches them how to keep themselves and their friends safe. The childminder

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Curriculum and teaching Expected standard

generally adapts teaching for different ages and stages. The childminder, however does not always organise adult-led activities precisely enough so learning intentions remain clear for all those participating. At times, activities are too long for the younger children and they lose concentration. This means children do not always focus on the intended learning.

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Curriculum and teaching Expected standard

Children have a wide range of opportunities to develop their early mathematics skills. This is because the childminder regularly promotes mathematical development through routines and play. For example, children become familiar with many number rhymes and songs, and they copy and join in with the actions. The childminder introduces early counting through songs as well as mathematical language during play. The childminder supports children's personal, social and emotional development. Throughout the day, the childminder ensures that children have plenty of opportunities to practise self-help skills and manage their own personal care.

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Inclusion Expected standard

The childminder creates a very welcoming, warm and respectful culture where every child's unique needs are understood. She is committed to provide an inclusive environment in which all children flourish and learn. She knows the children and their families very well. This is because she effectively promotes trusting partnerships with parents and carers to ensure children receive consistent support. The childminder sensitively shares her expertise and knowledge with parents and is able to guide families and ensure they are well supported in their individual circumstances. The childminder typically gathers detailed information when children start and uses careful observations to identify any developmental concerns early. The childminder speaks openly with parents and, when needed, encourages referrals to specialists. She works closely with other professionals when required and follows their advice. The childminder also completes

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Inclusion Expected standard

training and research to strengthen her knowledge further. This supports the childminder to make appropriate adaptations when necessary for children with special educational needs and/or disabilities or those with barriers to learning to ensure she meets their individual needs. The childminder ensures targeted support helps remove barriers. This also includes effective use of any additional funding children may receive. Overall, her inclusive practice has a clear and positive impact on children's outcomes.

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Leadership and governance Expected standard

The childminder has a positive culture of self-evaluation. This supports her commitment and dedication to provide all children with the highest quality care and education. The childminder adapts her setting and responds swiftly to children's emerging needs. The experienced and qualified childminder is clear about the strengths of the provision. She knows what she wants the children in her care to learn and the experiences that she offers. She uses links with other childminders to share ideas and reflect on practice. She has an overall understanding of the areas she does well in and has some plans to make further improvements. The childminder fully understands the importance of continuous professional development. She regularly undertakes additional training to strengthen her skills and knowledge further.

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Leadership and governance Expected standard

Parents and carers are warmly welcomed in to her home. She routinely discusses children's progress. The childminder values and welcomes feedback from parents and external professionals to help evaluate the quality of her practice. Parents routinely complete questionnaires to help the childminder identify areas to further improve and raise the quality of her practice even further. Parents speak highly of all aspects of the childminders care. They express their complete gratitude for the service she provides and comment on the impact and the progress their children make as a result of attending her 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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What it's like to be a child at this setting

Children positively thrive in this fun and exciting environment. They typically make full use of the variety of play opportunities. Children are able to build on their knowledge and skills across all areas of learning. Children are ready to play and learn, they arrive happy to see the childminder and settle quickly to a chosen activity. Children's individual needs are routinely discussed and the childminder has a secure knowledge of their developmental stage. This is because robust information is gathered during the settling in process. Any gaps or barriers to learning are swiftly identified to ensure consistent progress from their starting points. Children have a range of opportunities to meet other children and develop their social skills as they attend local groups. These skills support them when they start school.

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

Children make secure attachments with the kind and attentive childminder. They feel safe in her care as she has a warm and welcoming manner. They are excited to greet their friends as they arrive and invite them to join their games. Overall, children develop a love of learning as a range of activities and experiences are provided that capture their interest and curiosity. They thoroughly enjoy time with the childminder and group activities. For example, they come together to share toys they bring from home, engage in singing and movement sessions and study with awe the growth of butterflies they have nurtured from caterpillars.

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

Children typically develop a sense of self and belonging. This is because they have their own storage and named coat pegs for their personal belongings. They self-register on entry. Their art work is celebrated and displayed within the playroom. Children discuss their family photographs displayed. Children feel safe and secure and are flourishing in their physical and emotional wellbeing. Children understand the childminders high expectations. They listen and respond positively to instructions. They have made friendships with others attending and show kindness to one another. Children's behaviour is overall very positive. The childminder welcomes parents in her home and promotes friendly and professional partnerships with them. The childminder also positively encourages punctual attendance to ensure children's welfare and can fully participate.

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Next steps

The childminder should strengthen her understanding of question techniques to support children's language development even further.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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Age range of children at the time of inspection

The childminder should improve the organisation of planned activities so learning intentions remain clear and all children sustain concentration and engage.

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About this inspection

The inspector spoke with the childminder and 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.

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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