Gajdulewicz, Anna Magdalena

Childminder

Unique reference number (URN): 2836766 Registered with Ofsted: 08/05/2025 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 achieve well and are prepared for their move on to school. They develop the skills they need to concentrate and complete tasks independently. Children who face barriers to their learning receive effective support. Careful monitoring and tracking of children's progress helps to minimise any gaps in children's learning and means that children receive swift support when required.

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Achievement Expected standard

Children build on their prior knowledge and learning successfully. They fully participate in the activities on offer, which are planned based on children's interests and needs. Children who speak English as an additional language learn to communicate their needs and speak in English. This is not always consistently supported as effectively as possible, and therefore, the progress children make in their communication skills is not as rapid as other areas of their learning. Despite this, all children are well prepared for their move to school and their future learning.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children behave well. They learn to share with their friends, such as passing out their water bottles at snack time. The childminder and those who work with her swiftly address any occasions where the children struggle to manage their emotions and behaviour. They use consistent rules and have high expectations for all children's behaviour. Children do not always understand the rules and expectations of adults who work with them. There is more work for the childminder and those who work with her to do to consistently promote this.

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Behaviour, attitudes and establishing routines Expected standard

The childminder helps parents to ensure that their children attend regularly. Children enjoy attending and demonstrate high levels of focus. They remain at the activities they choose for some time, supported well by the adults who work with them. The childminder and those she works with use their concrete knowledge of the children in their care to adapt their interactions to meet children's different ages and stages of development. This is done sympathetically, while maintaining high standards and expectations for all children. Relationships between the children and adults are positive, and children turn to them for support and encouragement. They delight in the praise they receive from the adults, and this encourages them to persevere and continue to develop their skills further.

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Children's welfare and wellbeing Expected standard

Children demonstrate that they feel safe and secure in the childminder's home. Children who face barriers to their learning are fully included. The childminder and those who work with her demonstrate a firm understanding of the importance of forging strong bonds with children to help them thrive. Children respond positively to these bonds, turning to them for cuddles and reassurance when they need to. Hygiene routines are fully embedded, and children learn the importance of washing their hands. Children enjoy learning indoors and outdoors. The childminder wants to develop the outdoor learning opportunities further so that children will benefit from their time outside even more. Adults closely observe children as they eat, encouraging manners and helping children understand how to keep themselves healthy. Children eagerly sit together at mealtimes and develop their social interactions with one another.

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Children's welfare and wellbeing Expected standard

Children's overall welfare and wellbeing is a high priority to the childminder and those who work with her. Routines are embedded, and the children know what to expect next. They follow guidance and instructions without hesitation. Sleeping children are consistently monitored and gently reassured as they begin to wake.

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Curriculum and teaching Expected standard

The childminder and those who work with her recognise the importance of repetition and how this helps children to fully embed the skills and knowledge they need for the next stage in their learning. There is an inclusive curriculum, tailored for all children's individual needs. There is a focus on building children's language and communication skills in English. If children respond using their native language, adults working with children acknowledge what they have said and repeat back to them in English. The childminder needs to provide further support to strengthen all children's use of English, as this is not currently done consistently. For instance, the childminder does not fully promote children's abilities to share their ideas and thoughts.

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Curriculum and teaching Expected standard

The childminder provides opportunities for children to develop their physical skills in a variety of ways, helping to keep them engaged. For instance, she recognises that some children enjoy spreading out as they draw on paper. This promotes concentration and also helps to strengthen the smaller muscles in their hands. The childminder's robust knowledge of the children who attend ensures that all children's individual needs and stages of development are supported.

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Curriculum and teaching Expected standard

Mathematics is embedded in the curriculum. The childminder provides a wealth of opportunities for children to count and develop their mathematical problem-solving skills. For instance, they build a tower using blocks, and the childminder encourages them to compare the height of the tower to the height of their friends.

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Inclusion Expected standard

The childminder and those who work with her identify children's emerging needs quickly, such as children who face barriers to their learning. They use their initial observations of children to highlight any areas of concern, engaging with other professionals swiftly to seek additional support and advice. Parents are actively involved in this process and included and informed throughout. The childminder and those who work with her research about children's emerging needs. However, the research and training they complete is not focused enough to enable children to make even more rapid progress.

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Inclusion Expected standard

The childminder and those who work with her provide a fully inclusive setting. Children's home languages are valued at the childminder's home. Adults adapt what they are doing to incorporate children's individual backgrounds. For example, they sing familiar songs together in various different languages. The childminder recognises the importance of helping children to develop their English language skills. Those who work with children respectfully incorporate both English and home languages into discussions and learning opportunities. At times, the English that adults teach children is not always consistently accurate, and they do not fully encourage children to explain and describe what they are doing in more depth. This limits how children who are learning to speak English as an additional language build their communication skills in English.

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Leadership and governance Expected standard

The childminder holds regular discussions with those who work with her. They are constantly communicating with one another about the learning opportunities on offer for children. This helps to keep their workload manageable. The childminder and those who work with her do not always identify highly focused professional development based on the needs of the children who attend. This will help them to support children's learning and development even more effectively.

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Leadership and governance Expected standard

Parents and carers feel well informed about their children's progress. They speak highly about the inclusive practice at the childminder's setting and can see the progress the children make in the childminder's care. The childminder has a secure understanding of the current cohort of children she cares for and how their needs differ. She is constantly reflecting on what works well and what more she can do to improve further. She has exciting plans in place to develop the outdoor provision further to provide even more learning opportunities outdoors.

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Leadership and governance Expected standard

Professional relationships are in place with other agencies to support children who face barriers to their learning. The childminder and those who work with her recognise the benefits that this has to children's development. They recognise how to work collaboratively with staff at other settings to support children who are transitioning on to the next stage of their education elsewhere.

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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

All children achieve well because the childminder and those who work with her have a secure knowledge of all children who attend. Children's progress and attendance are regularly and carefully monitored. Their interests form the basis for learning opportunities and activities on offer. This helps children to remain motivated and focused throughout the day, with children often concentrating for lengthy periods of time. Adults respond to children's requests, promptly providing different opportunities that the children clearly enjoy.

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

Children develop confidence and independence. They complete tasks, such as handing out water bottles at mealtimes to their friends. Older children offer to perform songs and play instruments to those present. They confidently stand up in front of everyone and recite their favourite songs. In the main, children who are learning to speak English as an additional language learn to communicate in English in preparation for moving on to school. There is a fully inclusive atmosphere at the childminder's home. Children's cultures and individual needs are prioritised and celebrated.

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

Children form meaningful bonds with the childminder and those she works with, and are safe in their care. They respond positively to adults' interactions and enjoy the time they spend with both adults and children, forming good friendships. They learn about the importance of hygiene and enjoy sitting together at mealtimes.

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

Activities are stimulating and enjoyable for all children, who spend a great deal of time focusing on the activities they complete, constantly learning as they play. Children enjoy drawing and making marks on large rolls of paper on the floor. They observe the adults who work with them, and then incorporate their own creations and ideas into the picture they create together. Children delight in the praise and encouragement the adults provide them

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 with. The childminder repeats activities to help children to secure the knowledge they need before moving on to the next area of learning.

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Next steps

The childminder should further support children who are learning to speak English as an additional language, and provide them with consistently high-quality opportunities to extend their knowledge and understanding of how to communicate using English effectively. The childminder should continue to support children to securely understand the rules in place to enable them to have consistently positive interactions with one another. The childminder should identify focused professional development opportunities to develop the knowledge of the adults working with children to provide them with even more effective support.

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About this inspection

The inspector spoke to the childminder and those who work with her, parents, carers 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. Local authority: Central Bedfordshire

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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. 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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