Kadluczka, Paulina Ewa

Childminder

Unique reference number (URN): 2836561 Registered with Ofsted: 23/05/2025 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 across all areas of learning from their starting point. Children name a wide range of animals with confidence and discuss the sounds they make and their features. They engage in sustained conversations with adults and peers and remember familiar songs and rhymes during play. Children listen attentively to one another during conversations and build on their peers' ideas, demonstrating early skills in building up their play.

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Achievement Expected standard

Children show good mathematical understanding. They match flat shapes to their solid shapes representations and name them with confidence. Children also show an awareness of size and fit, testing objects in different spaces and noticing when something is too large or too small.

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Achievement Expected standard

Children are independent, creative and confident learners. They choose and access their own activities, explore ideas together and lead their own play with motivation. Children love playing outdoors, enjoy music and movement sessions, and use the tools and materials that develop their hand strength and coordination.

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Behaviour, attitudes and establishing routines Expected standard

Children display positive manners. They listen to each other, learn and take turns without conflict and show genuine interest in what their peers are doing. The childminder's calm and gentle approach creates a positive and relaxed atmosphere. Children are kind to one another and collaborate during play. The childminder supports children to develop patience and self-control. During the music and movement activity, children wait for instructions and stop and start at the appropriate times.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets high expectations for children's behaviour. When children struggle with sharing, she responds calmly and skilfully redirects them to alternative resources, which helps prevent conflicts escalating. However, she has not yet provided children with support in learning emotional regulation strategies to help them understand and manage their feelings more effectively. This would encourage children to begin regulating their own emotions more independently.

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Behaviour, attitudes and establishing routines Expected standard

The childminder applies her calm and consistent approach to all children, helping every child feel included and supported. She also encourages positive attitudes to learning in all children, praising their efforts and persistence so that every child develops confidence and motivation to try new things. The childminder promotes the importance of punctuality and regular attendance with families. She explains that she plans activities for the start of the session and encourages parents to arrive on time, so that children do not miss the beginning of planned experiences.

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Children's welfare and wellbeing Expected standard

The childminder creates a genuinely nurturing environment where children's confidence and sense of belonging are evident throughout the day. She establishes routines that are predictable and unhurried, which helps children feel secure and aware of what will happen next. Children benefit from a healthy and balanced diet. The childminder uses mealtimes to engage the children in conversations about making healthy choices, using natural and engaging language. As a result, children respond positively and learn to make healthy decisions. They wash their hands before eating, participate in outdoor play, and enjoy various physical activities that promote a healthy lifestyle.

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Children's welfare and wellbeing Expected standard

Children who face additional barriers to their learning and wellbeing settle and thrive at this setting. The childminder takes time to understand each child's circumstances, history and individual needs before they start, using information gathered from families to shape the care she provides from day one. She adapts interactions accordingly, ensuring every child is treated as an individual. The childminder also teaches children how to stay safe and use outdoor equipment properly. The children are beginning to develop their own awareness of risks. For example, they pause on the climbing frame to observe where they place their feet before moving.

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Curriculum and teaching Expected standard

The childminder plans a purposeful and broad curriculum. She confidently identifies what she wants children to learn before going to school. These include physical skills, communication and language skills, shape recognition, mathematics, social skills, creativity, independence and an understanding of the world. The childminder provides a wide range of activities and ensures children can choose and access resources independently.

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Curriculum and teaching Expected standard

The childminder builds children's knowledge over time. For example, children begin with free exploration of the resources, then are introduced to stamps and tools, and move on to more structured activities, such as making shapes and progressively building their skills. The childminder identifies children's next steps through observation and deliberately plans activities to address their developmental priorities and any potential barriers to their learning and development. The childminder narrates children's play, reinforcing vocabulary and introducing language throughout the session. For example, during the dinosaur-sorting activity, the childminder names animals, introduces simple mathematical language and comments on children's actions.

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Curriculum and teaching Expected standard

The childminder uses songs and rhymes effectively to support language and memory. Children spontaneously make their own links between activities and earlier learning, demonstrating that the curriculum builds on what children already know and invites them to apply it creatively. The childminder is yet to extend children's thinking and promote problem- solving. For example, when children encounter difficulty during a play-dough activity, the childminder confirms the observation rather than encouraging children to investigate. This does not support children in deepening their thinking and elaborating on their ideas to solve problems.

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Inclusion Expected standard

The childminder adapts her setting to reflect the interests, developmental stages and individual needs of the children in her care. She recognises potential barriers to children's learning and makes adjustments to the activities she offers to ensure all children can meet their developmental goals. The childminder adjusts the balance of activities in response to the current group, reviewing what children engage with most and shifting the balance of activities accordingly to keep the offer relevant and interesting. She keeps a record of children's needs and reviews her resources regularly to ensure the curriculum continues to reflect the needs of her current group of children.

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Inclusion Expected standard

The childminder plans purposefully for individual children's needs. She identifies that some children need to strengthen their manipulative skills and plans activities specifically to address this. For example, she provides tweezers, stamps, and play knives in play dough to give children repeated, purposeful opportunities to develop grip and hand strength.

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Inclusion Expected standard

The childminder builds her knowledge of special educational needs and/or disabilities. She has identified training she wants to undertake to strengthen her professional knowledge and her ability to support children and families more effectively. She talks confidently about why this is a priority for her at this stage of her practice. The childminder demonstrates confident knowledge of the processes for referring children for assessment and knows how to work alongside families to improve outcomes for all children in her care. She also knows where to seek expert advice and support if she cares for a child known to social care.

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Leadership and governance Expected standard

The childminder embodies a clear vision for her home setting, cultivating a home-from-home environment where children can feel safe, secure and truly cared for. She conveys her passion for working with young children with warmth, emphasising her main goal to provide a consistent foundation that allows them to explore and grow.

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Leadership and governance Expected standard

The childminder sets a gentle tone throughout the day and fosters a calming atmosphere, encouraging children to express themselves freely. Parents liaise with the childminder to ask questions about their children's development, and she draws on her expert knowledge to support them. Families regularly share positive feedback about the warm and attentive care their children receive, and the childminder uses this feedback to inform and enhance the activities she offers.

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Leadership and governance Expected standard

The childminder is committed to making improvements and regularly engages in both mandatory and additional training. She focuses on continually improving her teaching methods and ensuring she stays up to date on current policies and regulations. The childminder is mindful of her assistant's workload and wellbeing, ensuring she feels valued and well supported in her role.

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Leadership and governance Expected standard

The childminder actively seeks out local community events to enrich the children's experiences. By participating in playgroups, visiting the library, and embracing seasonal events, she exposes the children to diverse individuals, cultures and ideas. This helps children broaden their experiences and fosters curiosity and understanding of their world from an early age.

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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 arrive happy and immediately settle in the childminder's setting. From the moment they arrive, they move confidently around choosing activities that interest them and engage freely with the childminder and their peers. Children navigate a range of activities independently and with purpose. For example, they access construction, sensory play, art materials and books, as well as the outdoor space.

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

Children demonstrate that they feel content in the childminder's care. They share ideas enthusiastically, lead their own play and show real enjoyment throughout their time at her setting. Children develop warm and secure relationships with the childminder and benefit from the calm, home-like atmosphere that she creates. Children seek cuddles and reassurance when they want them and move around freely, accessing all the toys and resources with confidence.

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

Children explore activities and spontaneously connect what they experience to songs, ideas and knowledge from earlier learning, showing that their learning builds meaningfully over time. Children and adults hold lively and purposeful conversations, and children listen carefully to each other. Children follow instructions accurately and join in with actions during physical activities and dancing sessions.

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

Children enjoy a relaxed and sociable snack time. They sit comfortably together as a group, and the childminder talks with them about their food in a natural, engaging way that prompts social conversations. Outside, children access the garden activities and take full advantage of the physical provision on offer, including swings, a sand tray, a vegetable patch and a playhouse. They return indoors energised and ready to engage. Children move smoothly from one activity to the next without disruption.

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

The childminder knows how to support children who face barriers to their learning and adapts her approach accordingly. She also prepares children well for the next stage of their learning, identifying what she wants them to learn before they start school. The childminder promotes good attendance. She keeps parents regularly informed about the activities and learning opportunities on offer, which encourages them to ensure children attend consistently.

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Next steps

The childminder should enhance the quality of teaching to consistently build on children's ideas and extend their thinking and learning. The childminder should strengthen opportunities for children to recognise, understand and express their feelings, and develop positive strategies to manage their emotions and behaviour.

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About this inspection

The inspector spoke with the childminder and her assistant during the inspection, and carried out observations of activities, interactions and routines.

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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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About this setting

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

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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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