Ceausu, Claudia Isabella Maria

Childminder

Unique reference number (URN): EY467361 Registered with Ofsted: 23/09/2013 Registers: EYR, CCR, VCR

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Safeguarding standards not met

The childminder has not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. Recruitment procedures are not consistently robust, and the childminder does not fully understand safer recruitment requirements before assistants begin working within the setting. The childminder relies heavily on personal knowledge of individuals and does not routinely obtain references or ensure all suitability checks are completed before assistants start working with children. This means systems do not consistently ensure that adults working within the setting are checked rigorously enough to safeguard children.

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Safeguarding standards not met

However, the childminder undertakes safeguarding training and maintains knowledge of child protection procedures. She identifies possible indicators of abuse, including changes in behaviour, withdrawal, and disclosures, and understands the importance of seeking advice from external agencies where appropriate. The childminder also understands how to manage allegations against adults. This supports a shared understanding of day-to-day safeguarding responsibilities within the setting.

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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 knowledge and skills across the areas of learning through experiences that build on their interests and everyday routines. They develop an early mathematical understanding as they count objects and compare sizes and shapes in meaningful contexts. This helps children make progress from their starting points and develop knowledge that supports future learning. Children are encouraged to develop independence through routine tasks such as tidying resources, selecting activities and managing aspects of their self-care with adult support. These experiences help children begin to understand expectations similar to those they will encounter in school, such as taking responsibility for their belongings and following simple routines. This supports children in building confidence, independence and the ability to manage everyday tasks with increasing control.

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Curriculum and teaching Expected standard

The childminder builds children's learning through a focus on embedding and extending key concepts during play and daily routines. She uses ongoing observation to identify what children know and can do, then reinforces and extends this learning through repeated

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Needs attention

opportunities in different contexts. For example, children move from singing number rhymes to counting objects during routines such as tidying or setting the table. This helps children revisit core ideas so that understanding becomes more secure over time.

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Needs attention

The childminder uses questioning, repetition and modelling to extend children's vocabulary. For example, she encourages children to describe their actions in role play or name objects during shared book reading. Adults repeat and expand upon children's responses to support clearer speech and understanding of new vocabulary. This helps children communicate with increasing confidence.

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Needs attention

Early mathematical development is promoted through practical experiences linked to children's interests and daily routines. The childminder introduces language linked to size, shape and quantity during play. For example, children compare objects using 'big' and 'small' in construction play and recognise simple shapes in books and the environment. This supports children to develop early number sense through repeated experiences.

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Inclusion Expected standard

The childminder identifies potential special educational needs and/or disabilities through observation, discussion with parents and by monitoring children's engagement and behaviour. She describes previous experiences of implementing advice from speech and language professionals and adapting support in response to children's needs. The childminder works with parents to identify concerns and considers when additional support or external advice may be needed. This helps children receive support that reflects their individual developmental needs.

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Inclusion Expected standard

The childminder generally supports children who speak English as an additional language by gathering key words from parents and using repetition, visual prompts and simple language throughout daily routines and play. Children hear familiar words acknowledged in their home language before adults model the English equivalent, and books reflecting different cultures and languages are available within the setting. This supports children's developing communication skills and helps them begin to understand and use English within the setting.

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Behaviour, attitudes and establishing routines Needs attention

Children's attendance is not consistently monitored or followed up, with limited awareness of changes in patterns or punctuality. Information about attendance is mainly shared informally with parents, and there is no structured approach to tracking or responding to variation over time. This means emerging patterns in attendance may not always be identified, including those that could indicate potential welfare or safety concerns, and opportunities to support children's continuity of care and learning are not fully secured.

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Behaviour, attitudes and establishing routines Needs attention

The childminder promotes positive behaviour through calm reminders, modelling and consistent expectations. Children are supported to share resources, take turns and engage

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Urgent improvement

appropriately with others during play. Adults provide clear guidance and reassurance to help children understand expectations and manage interactions with peers. This supports children in developing an understanding of boundaries and appropriate behaviour.

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Urgent improvement

The childminder promotes children's manners as part of her daily interactions with them. Children are regularly encouraged to use polite language such as 'please' and 'thank you', and adults model this consistently during conversations and activities. Children are praised when they use manners independently, helping them to develop respectful communication and an awareness of social expectations.

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Children's welfare and wellbeing Urgent improvement

The childminder does not consistently maintain secure premises or effective risk assessment procedures. At times, the front door is left unsecured during arrivals and collections, which reduces control over access to the setting. This means children are not always fully protected from potential risks when entering or leaving the home environment, including the risk of unknown individuals accessing the setting.

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Children's welfare and wellbeing Urgent improvement

The childminder does not consistently maintain effective hygiene practices to protect children's health. Changing mats used during personal care routines are not disinfected between uses and are instead cleaned using unsuitable methods that do not fully reduce the risk of germs spreading between children. This means hygiene procedures do not consistently keep children as safe as they should be during care routines.

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Children's welfare and wellbeing Urgent improvement

The childminder provides some opportunities for children to be physically active. However, children do not go outside every day, and these experiences are not always consistent. This means that children do not always get the fresh air and exercise that promote their healthy development, which limits their opportunities to build physical strength, coordination and stamina.

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Children's welfare and wellbeing Urgent improvement

The childminder supports children's emotional wellbeing through calm interactions and responsive care. Children form positive relationships with the childminder and become comfortable in the setting. This helps children feel safe, settled and emotionally supported.

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Leadership and governance Urgent improvement

The childminder does not consistently develop effective partnerships with parents to fully support children's learning and development. Information about children's learning priorities is not always clearly shared with parents, and systems for gathering parental feedback are not well established. This means parents are not always fully involved in understanding or contributing to their children's next steps in learning. The childminder does not routinely share information with other settings that children attend, and communication is limited. As a result, information about children's progress, behaviour and experiences in other settings is not consistently used to support continuity in learning. This means children do not always benefit from a fully joined-up approach across settings. The childminder has made some improvements since the previous inspection, including attending training in safeguarding, child development and safer sleep. However, she has not

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Leadership and governance Urgent improvement

consistently kept up to date with changes in requirements and guidance, which has led to gaps in compliance with some expectations. In some cases, the childminder follows parental preferences even when these do not align with good practice, for example reducing outdoor access due to parental requests. This means decisions are not always led by children's best interests or current requirements.

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Leadership and governance Urgent improvement

The childminder continues to engage in training to support her professional knowledge and practice. However, inconsistencies in updating knowledge and applying requirements mean leadership and governance arrangements are not yet consistently effective in driving secure and sustained improvement.

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Compulsory Childcare Register requirements

This setting has not 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 not 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 do not always experience consistently safe and well-organised care throughout the day. Children are cared for in a setting where the entrance door is left unsecured during arrivals and collections. Children are also cared for by adults whose suitability checks and references were not fully completed before they began working in the setting. This means arrangements to safeguard children are not consistently rigorous and do not fully promote children's safety and wellbeing.

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

Children do not benefit from regular daily outdoor play. Outdoor experiences are dependent on weather and parental preference, and children have not recently accessed outings beyond the home. This means children do not always benefit from the fresh air and time outdoors that support healthy development.

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

Children generally appear settled and comfortable in the setting and form caring relationships with the childminder and assistants. Children receive reassurance when upset and are encouraged to play alongside others, share toys, and use polite manners during routines and play. Younger children are comforted sensitively while older children confidently access familiar resources and routines. This helps children develop emotional security and supports positive social development.

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

Children enjoy imaginative and creative play experiences throughout the day. Children pretend to cook meals, organise picnics and care for dolls while adults introduce new vocabulary and ideas into their play. Children sing nursery rhymes, dance to music, and explore books independently and alongside adults. Children develop early communication and mathematical skills as adults encourage them to count objects, name colours, and compare shapes and sizes during play. This helps children build confidence in expressing their ideas and supports their readiness for future learning.

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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

ensure references are obtained before assistants begin working with children 19/06/2026

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Action Completion Date

implement effective procedures for monitoring children's attendance and maintain an attendance policy that supports children's welfare and safeguarding 19/06/2026

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Action Completion Date

ensure risk assessments are effective and that the premises remain secure at all times 19/06/2026

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Action Completion Date

provide children with daily opportunities to play outdoors to support their health and wellbeing 19/06/2026

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Action Completion Date

ensure hygiene procedures are effective, including disinfecting equipment and surfaces appropriately between uses to reduce the risk of cross-contamination 19/06/2026

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Action Completion Date

develop partnership working with parents by sharing children's next steps and strategies for learning, and gathering more detailed information about children's home lives and wellbeing 19/06/2026

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Action Completion Date

develop regular communication with other settings that children attend to support continuity in children's care, learning and development 19/06/2026

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About this inspection

The inspector spoke with the childminder, assistants, parents and the 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 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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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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