Lemnrau, Dorina-Florentina

Childminder

Unique reference number (URN): 2725072 Registered with Ofsted: 11/04/2024 Registers: EYR, CCR

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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 make progress through the curriculum and develop important skills from their individual starting points. They build confidence in language and communication through songs, stories, conversations and play. Children enjoy sharing their ideas, listening to others and learning new words as they explore different experiences. They begin to use new vocabulary, respond to questions and express their thoughts and feelings with increasing confidence. Children, including those who may face barriers to learning or require additional support, are encouraged to take part fully and develop their skills at their own pace. They grow in confidence, independence and their ability to join in with everyday routines and experiences.

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Achievement Expected standard

Children develop the skills they need for the next stage of their learning. They learn to form relationships, manage their emotions, solve problems and become increasingly independent. These experiences help children build the confidence and resilience needed for future learning, including their eventual move on to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a positive and nurturing environment where children feel safe, valued and secure. Children develop strong relationships with the childminder and confidently seek her out for comfort, reassurance and support. Warm interactions, including frequent praise, encouragement and affection, help children develop a strong sense of belonging and emotional security. Children understand expectations for behaviour and respond positively to the calm routines within the setting. The childminder promotes kindness, care and respect through her interactions and supports children to develop positive relationships with others. Children are beginning to learn how to share, take turns and play cooperatively, with support when needed.

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Behaviour, attitudes and establishing routines Expected standard

The childminder considers children's individual ages, stages of development and circumstances when supporting behaviour. She recognises when children need additional reassurance or guidance and adapts her approach accordingly. This helps children develop confidence, independence and positive attitudes towards learning. The childminder models respectful behaviour and consistently reinforces positive choices. As a result, children are happy, confident and generally engaged in their play and learning. Where children require additional support, appropriate adjustments are made to help them participate fully and feel included.

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Children's welfare and wellbeing Expected standard

Children are typically supported to develop independence and understand the importance of caring for themselves. They are encouraged to feed themselves and develop confidence during mealtimes. The childminder promotes healthy lifestyles by providing balanced choices and being mindful of limiting children's sugar intake. Children are not provided with sugary drinks or desserts, supporting their understanding of healthy choices. The childminder sings songs while children wash their hands, helping them begin to understand the importance of washing away germs. However, the childminder does not consistently support children's independence during care routines. At times, she completes tasks such as washing children's hands or faces without first explaining what she is doing or seeking their agreement. This limits opportunities for children to feel involved in their own care and develop independence.

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Children's welfare and wellbeing Expected standard

Children are encouraged to recognise and talk about their emotions. The childminder has conversations with children about how they feel and supports them to express their emotions, helping them develop confidence and emotional wellbeing. Children's individual routines are respected and supported, including their feeding and care needs. The childminder adapts her approach to meet children's ages, stages of development and individual circumstances, ensuring children are cared for in a responsive and nurturing environment.

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Curriculum and teaching Expected standard

Children enjoy joining in with familiar songs and rhymes and develop their communication, confidence and listening skills through musical experiences. They explore musical instruments, developing their awareness of rhythm, sounds and self-expression. Children's work is valued and displayed, helping them develop a sense of pride and belonging.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language development effectively through her interactions. She introduces and reinforces new vocabulary during everyday experiences and uses mathematical language naturally in play and conversations. Children hear and use words such as 'big', 'little' and 'small', supporting their understanding of early mathematical concepts.

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Curriculum and teaching Expected standard

The childminder prioritises children's physical, personal, social and emotional development. Children are supported to develop confidence, independence and positive relationships through play and daily routines. The childminder knows children well and adapts her approach to meet their individual needs, including making appropriate adjustments for children who may require additional support or face barriers to learning and wellbeing.

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Curriculum and teaching Expected standard

The childminder uses her knowledge of children's development to provide experiences and interactions that help all children make progress from their starting points. However, the childminder does not consistently adapt activities or follow children's interests effectively. This means that, at times, children lose interest, move on quickly and do not benefit from deeper involvement in play and learning.

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Inclusion Expected standard

The childminder takes effective action to reduce any barriers to learning and wellbeing. She uses inclusive strategies to support children with different needs, including those who are learning English as an additional language. She uses effective techniques, such as repeating key words in children's home languages alongside English, helping children make connections between languages and develop confidence in communicating. The childminder monitors children's progress and reviews their development regularly to identify where further support may be needed. She uses her knowledge of children's individual progress to adapt experiences and ensure they continue to make progress from their starting points.

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Inclusion Expected standard

The childminder continues to develop her knowledge through relevant training and works with families and other professionals where appropriate to support children's individual needs. She uses information from these partnerships to provide suitable opportunities and experiences, ensuring children, including those who may face barriers to learning or wellbeing, receive the support they need to thrive.

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Leadership and governance Expected standard

The childminder is passionate about providing high-quality care and continually reflects on how she can improve her provision. She values feedback from parents and other professionals and uses this to inform her practice and make decisions that support children's learning, development and wellbeing.

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Leadership and governance Expected standard

The childminder understands the strengths of her setting and is committed to ongoing improvement. She has appropriate risk assessments in place to help keep children safe and regularly considers how to enhance children's experiences. She maintains positive relationships with families and communicates effectively with parents, ensuring they are kept informed and involved in their children's care. The childminder makes decisions that are focused on meeting children's individual needs, including those who may require additional support or face barriers to learning and wellbeing. She develops her knowledge through training and values professional development opportunities, using these to strengthen her practice.

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Leadership and governance Expected standard

As a sole childminder, she manages her workload effectively and prioritises children's needs. Her dedication and commitment are evident in the care she provides and in her desire to continually develop the setting.

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

Children arrive happy and eager to engage in the experiences available to them. They benefit from a welcoming and nurturing environment where they feel safe, secure and valued. Strong relationships with the childminder help children develop confidence and a sense of belonging. Children enjoy a broad range of play experiences that support their learning and development. They engage in imaginative play within the home corner, where they host tea parties and recreate familiar experiences from home. These opportunities help children develop their communication skills, creativity and understanding of the world around them.

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

Children benefit from regular opportunities to explore and investigate through sensory play. They enjoy water and sand play outdoors, developing their curiosity, concentration and physical skills. Children confidently explore resources and follow their own interests during play. The childminder uses everyday experiences to extend children's learning. For example, children enjoy looking out of the window and discussing what they can see, including identifying and talking about different-coloured cars. These conversations help children develop their language, observation and early mathematical skills.

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

Children benefit from regular outings within the local community, including visits to the park, local forest and farm. These experiences broaden children's knowledge and understanding of the world and provide opportunities for exploration and physical development. Children also enjoy dancing and moving to music, helping them develop coordination, confidence and self-expression.

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

Children typically develop the knowledge, skills and confidence needed for their next stage of learning while enjoying a rich variety of experiences both within the setting and the wider community.

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Next steps

The childminder should plan and provide activities that closely match children's interests, ages and stages of development to help children sustain their focus, become more deeply involved in their play and maximise opportunities to develop new skills. The childminder should further promote children's independence and self-care skills by involving them consistently in their own care routines, such as washing their hands and faces.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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About this inspection

The inspector spoke with the childminder, children and received feedback 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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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