Goracy, Marzena

Childminder

Unique reference number (URN): 2791396 Registered with Ofsted: 04/07/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children make progress in their communication and language and show growing confidence in expressing themselves during play and everyday interactions. They join in with familiar songs and activities, using words and short phrases to communicate and respond to what they hear.

p.2

Achievement Expected standard

Children develop early mathematical understanding through regular opportunities to recognise colours, sort objects and use mathematical language during play. They show confidence when taking part in activities such as colour sorting and matching, demonstrating familiarity with early mathematical concepts.

p.2

Achievement Expected standard

Children also develop physical skills through active play indoors and outdoors. They show increasing coordination and control when using play dough tools, musical instruments and outdoor resources. Children move around the environment with confidence and enjoyment and benefit from regular opportunities to be physically active.

p.2

Achievement Expected standard

Children develop increasing confidence in their communication, social interactions and learning. They engage well in activities, follow familiar routines and demonstrate growing skills across the areas of learning. These experiences help prepare children for their next stage of learning.

p.2

Achievement Expected standard

Overall, children make progress from their starting points, reflecting the childminder's generally appropriate support and understanding of their development.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to understand what happens during the day through calm and consistent routines. She provides clear guidance during play and everyday activities and uses praise and encouragement to promote positive behaviour. Children respond well to this approach and show willingness to join in with activities and cooperate during routines.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder acts as a positive role model. She speaks respectfully and uses simple, clear language to support children's understanding. Children respond positively, engaging in activities and showing enjoyment as they take part.

p.2

Behaviour, attitudes and establishing routines Expected standard

Routines such as handwashing, snack time and tidying away toys help children begin to understand daily expectations and develop their independence. Children respond to guidance and are beginning to take part in these routines by completing simple tasks with support. These experiences help children become familiar with expectations and contribute positively to daily routines. The childminder promotes regular attendance, which helps children settle into familiar routines and supports continuity in their learning and development.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder supports children sensitively when they need reassurance or encouragement. This helps them manage transitions calmly and remain emotionally secure. However, opportunities to further develop children's independence in daily routines are not yet fully embedded. At times, children are not consistently encouraged to take an active role in everyday routines. As a result, opportunities to further develop children's independence are sometimes missed.

p.2

Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through calm, consistent routines and responsive care. The childminder takes time to understand children's individual needs, including sleep routines, and ensures that daily care practices help them feel safe and secure.

p.3

Children's welfare and wellbeing Expected standard

Children benefit from clear routines that support hygiene, handwashing and safe eating. The childminder supervises children closely during mealtimes, helping them to develop appropriate habits. She works with parents to promote healthy food choices, supporting children's understanding of a balanced diet.

p.3

Children's welfare and wellbeing Expected standard

The childminder promotes oral health through activities and resources, including opportunities for children to practise tooth brushing and learn about visiting the dentist. This helps children become familiar with routines that support their wellbeing.

p.3

Children's welfare and wellbeing Expected standard

Children's privacy and dignity are respected during personal care routines. The childminder follows appropriate hygiene procedures and ensures that children feel comfortable and supported.

p.3

Children's welfare and wellbeing Expected standard

Children also benefit from regular opportunities for physical activity, both indoors and outdoors. They enjoy active play and develop confidence in their movements through a range of physical experiences.

p.3

Children's welfare and wellbeing Expected standard

Overall, children feel safe, comfortable and well cared for in an environment that supports their health and wellbeing.

p.3

Curriculum and teaching Expected standard

The childminder plans a curriculum that reflects children's interests, starting points and next steps in learning. She uses ongoing observation to understand what children know and can do and incorporates learning opportunities into everyday play and routines. The curriculum focuses on supporting communication and language, early mathematical understanding and physical development through a range of play-based experiences.

p.3

Curriculum and teaching Expected standard

The childminder supports learning by joining children's play, modelling language and using familiar activities to reinforce key skills. For example, children practise early mathematical concepts through activities such as colour sorting and matching, helping to build confidence in recognising colours, counting and comparing objects. Children also take part in music and singing activities, where they join in with actions, use instruments and develop communication and language skills through familiar songs and routines. Outdoor experiences help children learn about the natural world as they revisit plants and flowers, observe changes over time and help care for living things. The childminder follows children's interests to maintain engagement and uses a range of resources, both indoors and outdoors, to support learning. Children benefit from opportunities to be active and explore, including regular use of the outdoor environment and

p.3

Curriculum and teaching Expected standard

experiences in the local community that support their physical development and confidence.

p.4

Curriculum and teaching Expected standard

However, opportunities to consistently extend children's thinking and communication are not yet fully embedded. At times, interactions move on too quickly, and children are not always given sufficient time to respond or develop their ideas further. As a result, children do not consistently deepen their learning during play and routines.

p.4

Inclusion Expected standard

The childminder generally promotes inclusion effectively and ensures that children feel valued and able to take part in all aspects of the setting. She typically adapts her interactions to support children's communication and engagement, including those who are learning English as an additional language. She uses repetition, visual cues and home language to help children understand and participate confidently in activities.

p.4

Inclusion Expected standard

The childminder monitors children's development through ongoing observation and uses what she knows about them to support their participation. She works closely with parents, discussing children's needs and next steps to help maintain continuity between home and the setting.

p.4

Inclusion Expected standard

The childminder demonstrates an understanding of how to support children with special educational needs and/or disabilities (SEND). She has accessed relevant training and has resources available to support children's learning, behaviour and emotional wellbeing. She understands how to access advice and guidance from external agencies and relevant professionals when required to support children with SEND.

p.4

Inclusion Expected standard

The childminder helps children learn about different cultures and traditions through experiences in the local community and planned activities, including celebrations and festivals. As a result, children feel included, develop confidence and form positive relationships.

p.4

Leadership and governance Expected standard

The childminder leads the setting with a clear focus on providing a calm and nurturing environment where children feel safe and secure. She reflects on her practice and considers how routines, activities and interactions support children's learning and wellbeing.

p.4

Leadership and governance Expected standard

The childminder uses her knowledge of children's development and ongoing observations to inform what she provides for children. She plans activities based on children's interests and what they know and can do, helping to support their engagement and progress.

p.4

Leadership and governance Expected standard

The childminder demonstrates a commitment to developing her practice and has accessed relevant training, including areas such as communication and supporting children who are learning English as an additional language, as well as special educational needs and/or disabilities. This reflects her approach to developing her practice and improving outcomes for children. Parents speak positively about the childminder and describe her as approachable and supportive. They value the regular communication they receive about their child's development, daily routines and care, which helps them feel informed and reassured. Parents report that their children are happy and settled in her care.

p.4

Leadership and governance Expected standard

Overall, the childminder demonstrates a clear understanding of her strengths and areas for development and maintains a provision where children are supported to learn and develop appropriately.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are welcomed into a warm and nurturing home environment where they feel safe, secure and valued. The childminder develops positive relationships with children and responds sensitively to their individual needs. This helps children settle quickly and develop confidence in their surroundings.

p.6

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

Children benefit from familiar routines throughout the day that help them understand expectations and support their emotional wellbeing. The childminder plays alongside children during activities and daily routines, providing encouragement and reassurance. Her calm and caring approach helps children feel comfortable, confident and eager to participate.

p.6

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

Children enjoy a range of experiences that support their learning and development. They engage enthusiastically in activities such as play dough, colour sorting, music and singing, and outdoor play. Children show enjoyment as they explore resources, develop new skills and learn through play. They are supported to make choices about their play and confidently join in with activities alongside the childminder.

p.6

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

Children benefit from opportunities to be active both indoors and outdoors. They explore the garden with curiosity, learning about plants, growth and caring for living things. Regular outings in the local community, including visits to parks, libraries and playgroups, help broaden children's experiences and support their understanding of the world around them. The childminder promotes regular attendance, which helps children establish familiar routines and supports continuity in their learning and development.

p.6

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

As a result, children are happy, settled and confident. They demonstrate positive attitudes towards learning, enjoy spending time with the childminder and participate well in daily routines and activities.

p.6

Next steps

The childminder should build on how she supports children's thinking and communication during play and routines to extend their learning more consistently. The childminder should continue to develop opportunities for children's independence during daily routines, including choosing foods and helping with preparation at snack time.

p.6

About this inspection

The inspector spoke with the childminder during the inspection.

p.6

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

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Our grades explained

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.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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 .

p.8

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 .

p.8

Urgent improvement

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

p.8

Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8