Hague, Filomena

Childminder

Unique reference number (URN): 2768990 Registered with Ofsted: 09/01/2024 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 develop secure relationships with their peers and are increasingly willing to interact with others. Younger children do not always benefit from teaching that is tailored to their interests and development needs. At times, this has an impact on their levels of engagement. Children make progress from their starting points, particularly in their personal, social and emotional development. Children who were initially shy or found it difficult to separate from their parents are now more confident in the setting and engage more readily with the childminder and their peers. The childminder provides a nurturing environment and supports children to develop secure relationships, confidence and a sense of belonging. As a result, children are happy, settled and increasingly willing to engage in activities and interact with others. Children who may face barriers to their learning and/or wellbeing are supported appropriately. The childminder works closely with parents to understand children's

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Achievement Expected standard

family dynamics and supports them to manage changes and new experiences.

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Achievement Expected standard

Children's growing confidence is evident in their interactions and willingness to try new experiences. Over time, they have developed secure relationships with the childminder, enabling them to explore their environment, join in activities and communicate their ideas more confidently. This helps children to develop the skills they need for future learning.

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Behaviour, attitudes and establishing routines Expected standard

Children typically demonstrate positive behaviours and attitudes towards their learning. They are happy and settled and enjoy spending time together in the welcoming environment. The childminder supports children to play cooperatively, share resources and take turns. They show respect for one another and engage positively in activities throughout the day. The childminder has established clear expectations for behaviour and supports children to understand the importance of kindness and consideration towards others. As a result, children behave well and develop positive relationships with their peers. For example, children enjoy participating in group activities, such as sharing stories and discussing the weather during morning group time.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands children's individual needs and provides reassurance and encouragement to help them feel secure and confident. She places a secure emphasis on developing children's resilience, encouraging them to keep trying when tasks are challenging. Children respond well to the praise and positive reinforcement they receive, which helps to build their confidence and willingness to engage in new experiences. Overall, children display positive attitudes to learning. They remain engaged in activities and demonstrate increasing confidence and independence within the setting. The childminder supports families to understand the importance of attendance and supports some families with transport.

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Children's welfare and wellbeing Expected standard

The childminder has created a welcoming and familiar environment where children feel safe, secure and comfortable. Children typically benefit from well-established routines. They have daily access to outdoor experiences that support their learning and development across a range of areas. Children's personal care needs are met effectively. The childminder supports children to develop independence through daily routines. For example, she encourages them to wash their hands after toileting and nappy changes. This helps children to understand the importance of good hygiene and healthy habits.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's health and wellbeing. Mealtimes are positive social occasions. Children are encouraged to make healthy choices and engage in conversations about the food they are eating. The daily routine provides opportunities for children to rest and recharge, supporting their emotional and physical wellbeing. The childminder has appropriate procedures in place to keep children safe. She demonstrates a secure understanding of safer sleeping guidance and has ensured her ongoing practice reflects recent changes. As a result, children are cared for in a safe and nurturing environment where their welfare is prioritised.

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Inclusion Expected standard

The childminder uses a range of assessment methods to monitor children's development and ensure they are making progress. This includes the use of communication and language toolkits to support and assess children's skills. The childminder has established positive relationships with the local authority and understands how to access advice and support should concerns about a child's development arise. She demonstrates an appropriate understanding of the process of observation, assessment and planning, along with the importance of identifying and responding to children's individual needs.

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Inclusion Expected standard

Although there are currently no children attending with special educational needs and/or disabilities (SEND), the childminder remains observant of children's development and is able to identify emerging concerns. For example, children who may face barriers to their learning and/or wellbeing are supported through sensitive approaches to develop their confidence within group situations. The childminder is committed to ensuring all children can participate fully in the curriculum. She acknowledges the importance of encouraging children to have a go. She understands how she may need to adapt her support to ensure children access learning opportunities alongside their peers. The childminder knows who to contact for additional support and guidance if required. She has identified SEND as an area for further professional development and is keen to continue developing her knowledge and understanding to support positive outcomes for all children. The childminder makes effective

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Inclusion Expected standard

plans for children receiving early years pupil premium funding to further their development through their love of books.

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Leadership and governance Expected standard

The childminder knows her children and families well. She works closely with parents and carers to support children's care, learning and development. The childminder has appropriate expectations for the children in her care and is committed to helping them make progress from their individual starting points. She values positive relationships with families and maintains effective communication to ensure children's needs are understood and met. The childminder engages with local authority initiatives and demonstrates a willingness to develop her practice. For example, she has been involved in piloting updated toolkits to

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Needs attention

support children's communication and language development. The childminder also provides children with a range of opportunities to extend their experiences beyond the setting. This includes visits within the local community that reflect children's interests, such as trips to a local farm, to learn more about animals.

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Needs attention

The childminder accesses training to support her ongoing professional development. For example, she has completed training to develop her understanding of supporting children with autism. The childminder reflects on her provision and understands the benefits of the home-based environment, including the opportunities it provides for nurturing children's emotional wellbeing. The childminder fulfils her statutory responsibilities, including completing the progress check at age 2 and sharing information with parents and other professionals when appropriate. Although the childminder does not currently have any children with special educational needs and/or disabilities, she is committed to furthering her development to ensure she is able to identify the signs for when children need a little more support. The childminder shares daily updates with parents via electronic communications and ensures that information is shared to support consistency between home and the

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Curriculum and teaching Needs attention

While activities are planned for all children, the childminder does not consistently consider how learning experiences can be tailored to ensure appropriate levels of engagement for each child. As a result, younger children have fewer opportunities to participate in activities that closely match their developmental needs and interests. Consequently, some children are less engaged in activities and do not benefit as fully from the learning opportunities available. The childminder has considered what she wants children to learn and provides experiences that support their physical development, communication and independence. For example, older children enjoy re-enacting shops and using their money to buy their shopping. The childminder places a secure focus on preparing children for their next stage of learning, including school, and has designed the curriculum to support independence and social development.

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Curriculum and teaching Needs attention

Children are encouraged to develop their independence and self-care skills through daily routines. They learn to manage personal care needs, such as using the toilet independently and washing their hands afterwards. Children are also encouraged to make choices and take responsibility for simple tasks throughout the day, for example, taking their own shoes on and off. Children who may face barriers to their learning and/or wellbeing are supported by the childminder, with a particular focus on their emotional development. This helps children to remain regulated and happy through the day.

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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 are happy and confident in this warm, home-from-home setting. They benefit from nurturing relationships with the childminder and demonstrate that they feel safe and emotionally secure. Children confidently seek comfort and reassurance when needed and engage positively with the childminder throughout the day. They sit together during the morning group time and discuss what the weather is like. They enjoy looking out of the window and watching for birds in the trees. Children enjoy each other's company. They are respectful of one another's ideas and views, which are supported by the childminder's positive interactions and guidance. Older children confidently share their thoughts and make choices about their play, while younger children independently select resources that interest them. For example, they set up a little tea party with their teddies before getting them all some food for their plates.

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

Communication and language are promoted effectively through conversations, storytelling and play. Children enjoy a wide range of books, including stories in Polish, that reflect the local community. The childminder builds on children's vocabulary by labelling objects and encouraging discussions about their experiences. While the childminder engages with children well overall, she has not considered how the teaching of the curriculum is tailored to children at different stages of their development. As a result, levels of engagement vary throughout the day. Children develop early mathematical skills through everyday activities.

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

Children benefit from opportunities to develop their physical skills. They climb on and off equipment and make use of stories that demonstrate moving their bodies. The childminder also supports children's growing independence. Older children help to set the table, pour their own drinks and make choices about their meals. At lunchtime, children confidently select ingredients and make their own wraps, with one child excitedly commenting, 'We've got lots of ingredients.'

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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 actions by the assigned date:

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Action Completion Date

develop the curriculum to ensure it is tailored for individual children and reflects different children's ages and stages of development 23/07/2026

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Action Completion Date

strengthen observation and assessment processes to identify and build upon children's emerging interests, to help deepen learning experiences and children's outcomes. 23/07/2026

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About this inspection

The inspector spoke with the childminder, children and parents 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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About this setting

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