Roca Vazquez, Patricia

Childminder

Unique reference number (URN): 2775320 Registered with Ofsted: 12/02/2024 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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Children's welfare and wellbeing Strong standard

The childminder has extremely high regard for children's welfare and wellbeing. She ensures the space is consistently safe and welcoming. She knows children incredibly well and ensures that their needs are met effectively. For instance, personal needs of babies are met with diligent hygiene practices. Other children are made aware, sensitively, that this time is private for that child. The childminder reviews procedures and amends practice according to the differing needs of children. Parents and carers appreciate updates and adhere to all procedures happily.

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Children's welfare and wellbeing Strong standard

Children are sensitively taught how to manage their feelings and emotions at age- and stage-appropriate levels. The childminder checks in with children frequently and adapts her practice accordingly. For instance, when children explain they have not slept well, she enquires why that might be and does the child have any worries at all at the moment? Children feel heard and cared for. The childminder teaches children about the nutritional benefits of the healthy food that she provides and the importance of being outside and physically active. Children gain a sound understanding of taking safe personal risks and how to live a healthy lifestyle.

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Achievement Expected standard

Children typically make solid progress across all 7 areas of learning from their starting points. They develop early skills that help to support their next stage of development, including secure communication and language skills. This enables them to build relationships and begin to learn to work and play collaboratively. However, although children achieve well over time, occasionally they can lack enthusiasm during certain times of the day and become disengaged with their learning.

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Achievement Expected standard

Children enjoy taking on responsibility for small tasks, such as clearing their plates after mealtimes, and are growing in confidence and independence. Children who have experienced barriers, such as speech and language delay, are well supported and make steady progress. As a result, all children experience smooth transitions on to the next stage of their learning journey.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm and nurturing environment. Children arrive happy, ready to explore the array of activities on offer. Children benefit from the familiar routines that they happily engage with, such as removing their shoes when entering and setting the table for meals. This helps them gain a sense of belonging and achievement while supporting their social and emotional needs. Children generally demonstrate positive attitudes towards the childminder's expectations of behaviour. The childminder helps children learn skills to resolve issues for themselves. For instance, when children argue over resources, she calmly asks how many there are and helps them to consider if there are enough for more than one person. Children begin to realise that sharing would be fair, with minimal adult intervention required.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children who may face barriers to their learning through adapting her practice and activities. For instance, at times she uses simple sign language to help children with speech delay. However, at times children can become disengaged and lack involvement in their learning and play.

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Behaviour, attitudes and establishing routines Expected standard

Attendance and punctuality are promoted through regular communication with parents. The childminder is flexible to support family's circumstances while maintaining that regular attendance promotes children's wellbeing and progress.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that reflects children's ages and stages of development. Regular assessments support her to tailor planning for individual children, promoting all areas of learning. Physical development is prioritised particularly well outside. For instance, children gain the ability to skilfully navigate climbing apparatus, safely assessing risk as they go. Mathematical development is integral to the childminder's day-to- day routines. She encourages children to think about and use positional language when moving around during play, frequently counting with children at opportune moments. Although children make solid progress, at times, the childminder does not fully support them to maintain high levels of engagement, for example through modelling and high-quality interactions.

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Curriculum and teaching Expected standard

The childminder models ambitious language for children. For example, when looking at books on display, children notice a new one. The childminder explains that this was a 'donation', which means being given for free. The childminder reflects on her practice and adapts her teaching to the varying needs of the children in her care. For example, she holds blocks still for children gaining motor control, when using bolts, screws and tools, while older or more skilled children are offered encouragement to persevere and praise for their successes.

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Inclusion Expected standard

The childminder has high expectations for all children, including those with special educational needs and/or disabilities. The well-structured curriculum considers the individual needs, interests and stages of development of the children in her care. She carefully adapts her practice to support children who may face barriers to learning. For instance, she has different-sized mark-making resources to help children develop a good pincer grip over time. The childminder monitors children's progress through regular observations to identify gaps in knowledge or skills and to help plan for next steps. The childminder works closely with parents and carers, sharing this information while offering advice and support on a regular basis. The childminder understands the importance of working closely with other professionals, such as speech and language therapists. She understands that a collaborative approach best supports children who may face barriers to learning. She is clear about how to use

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Inclusion Expected standard

additional funding for specific children and how to monitor the impact that this is having.

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Inclusion Expected standard

The childminder supports children to make their own choices and helps them identify what makes them unique. Children who speak other languages at home are celebrated. The childminder shares bilingual books and celebrates their cultural diversity in her menu choices.

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Leadership and governance Expected standard

The childminder is dedicated to delivering the ambitious vision she has for her setting. She understands the setting's context, strengths and priorities for development. She is reflective and draws on previous experience and practice, seeking advice and training when she identifies areas for improvement. She engages in professional development and support from the local authority and childminding groups. The childminder evaluates the impact of training on her practice, setting and children's experiences. This reflective approach ensures that any adaptations to provision or practice are purposeful to the children in her care.

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Leadership and governance Expected standard

The childminder has a clear understanding of the curriculum that she plans. Her frequent observations and assessments provide her with a sound understanding of each child's achievements. However, at times her interactions with children can be somewhat limited, reducing children's levels of engagement in play and learning.

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Leadership and governance Expected standard

The childminder is committed to providing an inclusive environment. She is clear about how to identify additional needs and support children and their families. She understands the importance of working in partnership with other professionals to best support children's needs. The childminder has built secure and positive relationships with parents and carers. Open communication ensures parents feel informed, involved and supported.

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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 benefit from the calm and nurturing environment the childminder provides. She gets to know children well, and they separate from their parents and carers with ease, enthusiastic about starting their day. Children form secure bonds with the childminder and their peers, happily playing alongside one another. They freely explore the wide range of resources and activities that capture their interest. Children have a clear sense of belonging, and their emotional security and wellbeing are prioritised. For example, children openly speak about their feelings and emotions, such as being tired or 'a bit cross'. The childminder skilfully supports children to manage these with positivity.

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

Children enjoy their time at the setting and typically achieve well. Their interests and stages of development are considered appropriately. For example, children showing an interest in babies and dolls are offered washing and bathing stations outside, to extend their learning and play further. This helps children to be curious and deepen their understanding in areas that they are curious about. Children's independence skills are promoted during daily routines. For instance, they delight in organising their own chairs for mealtimes and helping to tidy up afterwards. Children are clear about the childminder's expectations of behaviour and generally behave well.

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

The childminder gets to know families well, and they feel supported and valued. She is clear about the importance of regular attendance and explains this to parents before children start. Positive partnerships with parents help children to deepen a sense of security and belonging within the setting.

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

The childminder is inclusive in her practice. For example, activities, such as those promoting coordination and control, are adapted to support children's individual needs and those facing

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. barriers to learning. This allows all children to fully access what the provision has to offer, helping them thrive.

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Next steps

The childminder should develop interactions further to consistently promote children's engagement and involvement in their learning throughout the day.

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About this inspection

The inspector spoke to 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. This data is from 16 June 2026

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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. 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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