Da Silva, Silvia Patricia

Childminder

Unique reference number (URN): 2768729 Registered with Ofsted: 17/06/2024 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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Behaviour, attitudes and establishing routines Strong standard

Children thrive in a calm, nurturing and well-structured environment where expectations for behaviour are embedded and consistently modelled. The childminder leads by example, using gentle, thoughtful interactions that help children understand how to behave, cooperate and care for one another. Her calm explanations and sensitive guidance enable even the youngest children to recognise emotions, manage disappointment and begin to resolve minor conflicts with increasing confidence.

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Behaviour, attitudes and establishing routines Strong standard

Daily routines are predictable and carefully organised, giving children a strong sense of security. Transitions, such as moving from outdoor play to snack or gathering for stories, are smooth and purposeful, with children showing patience and sustained focus. They understand what is expected and respond with enthusiasm, independence and a growing sense of pride in their achievements.

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Behaviour, attitudes and establishing routines Strong standard

Children's attendance is regular and supported well, helping them to settle quickly into familiar routines and build strong relationships. This consistency contributes to their confidence and ensures they are ready to engage in the experiences on offer.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive attitudes to learning. They engage in play, sustain attention and show curiosity in the experiences provided. Shared story times, group songs and outdoor exploration create motivating moments where children join in readily and feel part of a community. The childminder adapts routines and expectations thoughtfully for babies and toddlers, enabling all children to take part.

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Behaviour, attitudes and establishing routines Strong standard

Overall, children display considerate behaviour, developing social skills and an evident enjoyment of learning. They benefit from an environment where kindness, respect and cooperation are reinforced through everyday interactions.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are promoted to a high standard. The childminder provides deeply nurturing, responsive and individualised care, ensuring every child feels safe, valued and understood. Babies benefit from highly sensitive settling routines, with the childminder adapting her approach until each child is calm and comfortable. This creates secure attachments and a strong emotional foundation for exploration.

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Children's welfare and wellbeing Strong standard

The environment is well resourced, thoughtfully arranged and highly stimulating, offering a wealth of opportunities for children to develop physically, socially and emotionally. Children move confidently between indoor and outdoor spaces, supported by the childminder's excellent supervision and foresight. The childminder's consistent presence and warm interactions help children feel deeply secure, enabling them to take age-appropriate risks and develop independence.

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Children's welfare and wellbeing Strong standard

Healthy routines are fully embedded. Children enjoy nutritious snacks, learn about good hydration and develop positive habits through the childminder's enthusiastic modelling.

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Expected standard

Sleep routines are carefully tailored to individual needs, with safe sleep practice rigorously maintained through the use of cots, monitors and close observation.

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Expected standard

Children are supported to recognise and express their emotions through high-quality attuned interactions. The childminder's calm reassurance and thoughtful explanations help them develop emotional literacy and resilience from an early age.

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Achievement Expected standard

Children make steady progress from their starting points because the childminder provides a warm, well-organised environment where they feel confident to explore. Babies develop early communication skills through regular interaction, eye contact and gentle narration. Older children are introduced to new vocabulary through stories, conversations and play. However, learning is not always planned in a way that builds consistently on what children already know. As a result, while children gain new skills, these are not always developed in a clear, progressive sequence over time.

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Achievement Expected standard

Children are introduced to early mathematical ideas through everyday play. They explore number blocks, compare sizes and hear mathematical language within routines. The childminder adapts activities so that babies can join in alongside older children, supporting early awareness through sensory exploration and repetition. At times, activities focus on revisiting experiences rather than deepening children's understanding, which limits the extent to which learning is extended.

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Achievement Expected standard

Children become increasingly independent. They move confidently between indoor and outdoor spaces, choose resources from labelled boxes and manage simple tasks such as finding their water bottles or joining group activities. Daily outings broaden their experiences and support social confidence. However, opportunities to build systematically on these developing skills are not always fully embedded, meaning that some aspects of learning are not as securely developed as they could be.

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Curriculum and teaching Expected standard

The childminder is developing a curriculum that reflects the ages, interests and stages of the children she cares for. She selects activities that provide opportunities for children to explore through touch, movement and sensory experiences, which are particularly beneficial for babies and toddlers. She recognises what captures children's curiosity, such as vehicles, colours or textured toys, and uses these interests to shape learning throughout the day. However, the curriculum is not yet fully sequenced to build on what children already know and can do over time. As a result, opportunities to deepen learning and consistently extend children's skills are not always maximised.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language effectively. She talks to them during play, narrates their experiences and introduces new vocabulary in meaningful contexts. Shared story times engage children, with attention drawn to pictures and ideas that promote understanding. Mathematical language is also woven into play, for example through counting and comparing. At times, however, interactions do not build consistently on prior learning to extend children's thinking further, which limits how securely new knowledge is embedded.

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Curriculum and teaching Expected standard

Physical, personal, social and emotional development are prioritised. Children benefit from regular outings and opportunities to climb, run and explore outdoors. The childminder models how to manage feelings, share and take turns. Babies are supported sensitively to join in alongside older children, with resources adapted to enable safe participation. However, some experiences do not yet reflect a clear progression of skills, meaning that learning is occasionally repeated rather than built on.

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Curriculum and teaching Expected standard

The childminder knows children well and adapts her teaching to their different starting points. Although no children currently require additional support, she has a clear understanding of how to identify emerging needs and seek guidance if concerns arise.

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Inclusion Expected standard

The childminder knows children well and identifies their individual needs through close daily observation and ongoing communication with families. Although no children currently require additional support, she demonstrates a secure understanding of how to identify early signs that a child may need extra help. She understands what emerging needs might look like, particularly in areas such as communication and physical development, and is confident in raising and discussing concerns with parents. The childminder knows to seek guidance when needed and, overall, makes appropriate use of support. She works with her local authority mentor to understand how to access additional services, ensuring she is not working in isolation.

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Inclusion Expected standard

The childminder generally takes appropriate steps to reduce barriers to children's learning and wellbeing. Babies are supported through tailored settling routines, and older children benefit from activities that are adapted to reflect their interests and stage of development. The environment is organised so that children, including the youngest, can access resources and take part in shared experiences.

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Inclusion Expected standard

Daily routines are flexible and, on the whole, thoughtfully adapted so that all children can participate, whether at home or during regular outings to libraries, playgroups and local spaces. These experiences support children to develop confidence, social skills and a sense of belonging within the wider community.

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Leadership and governance Expected standard

The childminder is committed to providing a warm, nurturing environment where children feel safe, valued and ready to learn. She has established clear routines that support children's wellbeing and has created an organised, thoughtfully arranged home that enables children to explore independently while remaining well supervised. Parents speak highly of her communication and the positive relationships she builds with families, which strengthens continuity of care. The childminder understands the strengths of her practice, particularly in relation to children's emotional security, daily routines and the range of experiences she provides through regular outings. She reflects informally on what is working well and seeks out training in areas she identifies for development. However, professional development is not yet sufficiently focused or systematic to secure consistently strong practice across all areas

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Leadership and governance Expected standard

of the early years foundation stage. As a result, knowledge of the curriculum and statutory requirements is less securely embedded in some aspects of practice.

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Leadership and governance Expected standard

The childminder engages with other childminders and her local authority mentor to share ideas and access guidance. While this supports her ongoing development, learning from this is not always translated into consistently confident practice across all areas of learning.

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Leadership and governance Expected standard

The childminder's commitment to children's wellbeing is evident, and she takes decisions with their best interests in mind. However, variations in the depth of her professional knowledge mean that, over time, children's learning is not always supported with the same level of precision across the full curriculum.

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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 feel safe, settled and deeply cared for because the childminder is consistently warm, attentive and responsive to their needs. Babies benefit from sensitive, individualised care; the childminder adapts how she settles them, trying the cot, cuddles, milk or the buggy until they are calm and comfortable. As a result, even very young children develop secure attachments and are confident to explore.

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

Children enjoy a calm, predictable rhythm to the day. Routines such as snack, story time and outdoor play run smoothly and help them understand what happens next. Children follow instructions confidently and show patience and cooperation during transitions. The childminder's calm presence and clear expectations help children feel secure and ready to engage.

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

Children learn and play in a well-organised, inviting environment where resources are accessible and thoughtfully arranged. Children move freely between the indoor space and garden, choosing from labelled boxes, small-world play, books and sensory toys. This supports independence and sustained engagement. The childminder's home-from-home environment, with open doors to the garden and cosy spaces indoors, gives children a strong sense of belonging.

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

Children develop positive social skills because the childminder models respectful interactions and helps them navigate friendships and emotions. She explains feelings, supports turn-taking and encourages children to join in at their own pace. Her gentle guidance helps children understand how their actions affect others.

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

Children enjoy their learning. Activities reflect their interests, such as vehicles, colours or sensory exploration, and the childminder extends language and understanding through rich talk and shared stories. She uses everyday moments, including outings to libraries, galleries and local playgroups, to broaden children's experiences and deepen their curiosity.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

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Facts and figures used on inspection

Children thrive in this nurturing setting. They feel included in all aspects of the day and develop the confidence, independence and early skills they need for their next steps.

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Next steps

The childminder should strengthen the way the curriculum is organised and reviewed so that teaching follows a clear sequence and children's learning develops progressively. The childminder should access further professional development opportunities to embed knowledge and provide consistently strong practice in all areas of learning within the early years foundation stage.

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About this inspection

The inspector spoke with the childminder 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. 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. 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 .

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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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