Witkowska Ichtoutel, Ewa

Childminder

Unique reference number (URN): 2825760 Registered with Ofsted: 04/03/2025 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

Generally, all children make secure progress in their learning and development across all areas of learning. This includes children with special educational needs and/or disabilities(SEND), and other vulnerable children. Children learn how to count securely. They match shapes as they place them in toy sorters. Babies babble enthusiastically and learn single words. Children with SEND use and understand sign language to communicate their needs. They learn how to take responsibility for small tasks, such as tidying up after play. Babies learn how to stand unsupported and children with SEND strengthen their muscles through walking and running in the park. All children gain valuable skills in preparation for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder manages children's behaviour successfully using a calm and fair approach. She talks about any unacceptable behaviour with children and helps them to find more positive ways to behave. The childminder uses praise effectively to encourage children to act in positive ways. She makes suitable adaptations for children with special educational needs and/or disabilities, and other vulnerable children. Children show high levels of concentration as they scoop and fill water containers. They engage well in play and watch with awe and wonder as water cascades down from a colander held by the childminder.

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Behaviour, attitudes and establishing routines Expected standard

Children show perseverance as they use forks to pick up small dough balls. Children are keen learners and have positive attitudes to learning. They choose toys and resources for themselves and remain engaged in tasks. Children learn how to get along well with each other and learn how to play cooperatively. For instance, the childminder teaches children how to share tools and materials as they take part in creative activities. The childminder has close, warm relationships with the children who go to her for reassuring cuddles. The childminder talks to parents about the importance of regular attendance on childr en's progress and readiness for school.

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Curriculum and teaching Expected standard

The curriculum is linked well to children's interests and stages of development and generally covers areas of learning effectively. The childminder ensures that she uses effective strategies and adjusts activities to meet the needs of children with special educational needs and/or disabilities (SEND), and other vulnerable children. For example, she uses sign language to support the communication skills of children with SEND. The childminder reads a wide variety of interesting stories to children, including books that have different textures. This helps children to interact well with stories and she teaches them new words, such as rough and smooth. She sings songs and rhymes which children enjoy as they learn new words and follow actions carefully.

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Curriculum and teaching Expected standard

The childminder helps children to gain effective early mathematical skills. For example, children listen attentively as the childminder teaches them names of different play dough shapes. The childminder encourages children to count the number of dough balls and she

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Needs attention

uses words like 'big and small'. This helps children's counting skills and understanding of size. The childminder helps children to learn how to do things for themselves. For instance, they confidently feed themselves at meal times and learn how to wash their hands. The childminder ensures that children have a range of opportunities to develop their physical skills. For example, she take them to a soft play centre regularly where children practice a range of skilful movements, such as climbing and rolling. The childminder takes children to the local park each day where they practise their walking, running and balancing skills.

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Inclusion Expected standard

The childminder identifies and supports children who are falling behind in their learning effectively. She observes children and carries out the two-year-old progress to identify any gaps in learning. The childminder advises parents to contact their local doctor or health visitor for further guidance. She readily adapts the curriculum to meet the needs of children with special educational needs and/or disabilities (SEND), and other vulnerable children. For example, the childminder includes a lot of walking activities in her routine to support children with low muscle tone. She works closely with parents and health professionals involved in the life and care of children with SEND, and other vulnerable children. For instance, the childminder follows the advice from health professionals on strategies to support children's development. She has attended various courses in special needs and has completed a

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Inclusion Expected standard

course in Makaton sign language. This training is used effectively in her practice to promote best outcomes for children with SEND, and other vulnerable children.

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Leadership and governance Expected standard

The childminder works successfully with parents and provides useful daily feedback on children's progress and activities. She works closely with parents to support children's development in areas, such as potty-training. Written comments from parents seen during the inspection describe the childminder as patient and kind. They feel that children make secure progress in a warm, caring and supportive environment. The childminder ensures that children develop links with the wider community, for instance by attending local playgroups regularly.

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Leadership and governance Expected standard

The childminder is committed to the continual development of her skills and knowledge. She has completed a wide range of courses, including supporting children's wellbeing . This has led to improved awareness in this area. The childminder considers all aspects of her work and identifies areas for improvement. She sets suitable goals to promote best outcomes for children. The childminder promotes her wellbeing, for instance she engages in regular exercise outside of her work.

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Children's welfare and wellbeing Needs attention

At times, the childminder is not consistent in checking the size of fruit proportions. This means that the childminder is not fully promoting children's welfare. The childminder ensures that children's packed lunches are stored appropriately. She ensures that children are closely supervised and seated securely at meal times. The childminder helps children to gain understanding of the value of eating well. For example, she talks to children about the health benefits of eating fruit and vegetables and ensures that children have access to fresh drinking water at all times. The childminder ensures that sleeping arrangements are suitable and safe for children. She closely supervises children as they sleep to protect them from harm. The childminder makes any necessary adaptations to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children.

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Children's welfare and wellbeing Needs attention

From a young age, the childminder teaches children how to regulate their emotions. For example, children go to the book corner to relax quietly with a book when they feel tired from the heat of the day. The childminder has begun to promote children's awareness of oral hygiene, for instance by talking with them about ways to keep their teeth and gums healthy. However, this has not been wholly developed to fully promote children's understanding in this area.

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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

At times, the childminder does not consistently ensure that fruit is suitably prepared for children. This means that children's welfare is not consistently promoted. Children play happily and thrive well in this warm, homely environment. They have trusting attachments to the childminder who values each child highly. Children form positive relationships with each other and play well together. Children and their families are welcomed warmly by the childminder who values the contribution they make to their child's development. Overall, children are well-cared for and develop positive attitudes to learning. They eagerly select toys and resources of their choice and engage fully in play. Children smile and enjoy warm interactions with the childminder who engages them gently in activities. The childminder helps children to gain understanding of the value of eating well. For example, she talks to children about the health benefits of eating fruit and vegetables and ensures that children

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

have access to fresh drinking water at all times. The childminder ensures that sleeping arrangements are suitable and safe for children. She closely supervises children as they sleep to protect them from harm. The childminder makes any necessary adaptations to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children.

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

Children make secure progress in their learning and development, whatever their starting points. Effective adjustments are made to the curriculum to support children with special educational needs and/or disabilities, and other vulnerable children. Children enjoy using play dough to make three-dimensional models. Children handle the dough skilfully by rolling and squeezing it. They use tools confidently, such as cutters and rolling pins, to create different objects and concentrate well. Children use brightly-coloured chalk to draw pictures on boards. This supports their creative development effectively. Babies learn to pull themselves and the childminder provides space and support to help them to learn to stand alone. Children gain secure understanding of the world. They learn about nature as the childminder teaches about trees, flowers and birds on trips to the local park. Children learn

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

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About this setting

Local authority: Sutton about features of the local area and develop links with the wider community. For instance, they go on shopping trips with the childminder and have regular trips to a soft play centre. Children are keen to arrive each morning and attend regularly and punctually. They gain secure skills to support them in their next stage of 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 action by the assigned date:

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Action Completion Date

ensure that food is consistently prepared in a suitable way by fully following safer eating guidelines. 07/08/2026

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About this inspection

The inspector spoke with leaders, staff and children , She considered comments from parents 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.

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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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