Uweru, Stella

Childminder

Unique reference number (URN): EY464442 Registered with Ofsted: 16/08/2013 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 typically make progress from their individual starting points across the areas of learning. This includes children who speak English as an additional language. They become increasingly confident communicators through everyday conversations and play. For example, children identify small world animals, copy the sounds they make and begin to use language such as 'too big' as they compare different pasta shapes with the animals. This helps children develop their communication skills while introducing early mathematical concepts, such as size and comparison.

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Achievement Expected standard

Children listen carefully, follow simple instructions and show increasing confidence when joining activities. They strengthen their hand control as they use a range of tools to paint and make marks on paper. This helps prepare them for early writing. Typically, children develop the knowledge, skills and confidence they need for the next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive behaviour through clear and consistent expectations. She speaks to children respectfully and explains what is expected of them throughout the day. Children understand what is expected of them and generally behave well. They listen carefully, take turns and remain engaged in activities. For example, during a baking activity, children follow instructions, wait patiently for their turn and eagerly participate in each stage of the activity. The childminder offers praise and encouragement, helping children persevere when tasks are unfamiliar. This helps children develop concentration, self-control and positive attitudes towards learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes familiar routines that help children understand what is happening next. She prepares children for changes in the day through gentle reminders, such as letting them know snack will soon be ready before the next activity. However, opportunities to consistently encourage younger children to complete age-appropriate tasks independently during everyday routines are not always fully maximised. For example, For example, the childminder does not always encourage younger children to complete age- appropriate tasks independently during everyday routines. This means children do not always fully develop the independence they need as they prepare for their next stage in learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance and follows up any changes in attendance patterns with parents. She works flexibly with families to support regular attendance and understands the importance of maintaining continuity in children's care and learning. This helps children establish familiar routines and benefit from consistent experiences.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's health and wellbeing through consistent everyday routines and meaningful discussions. She helps children develop an understanding of healthy lifestyles during everyday experiences. For example, while decorating pancakes with fruit, children compare them to pizzas and explain that fruit is a healthy topping, while pizzas are usually topped with vegetables. These discussions help children develop their understanding of healthy food choices and the importance of a balanced diet. The childminder works closely with parents to promote healthy eating. She supports children to develop healthier eating habits and establish a balanced, nutritious diet.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's safety during everyday routines. She supervises children closely at mealtimes and uses discussions to help them understand how to keep themselves safe. For example, children explain why grapes need to be cut for younger children to reduce the risk of choking. These discussions help children begin to recognise risks for themselves and understand how everyday choices can support their own safety and wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder supports children's individual care needs well. She follows children's care routines and discusses safer sleep practices with parents where appropriate. Hygiene routines are generally well established, and children understand the importance of washing their hands at appropriate times. Typically, children develop the knowledge and understanding they need to make healthy choices and help keep themselves safe.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that reflects children's interests and individual stages of development. She uses observations and her knowledge of what children know and can do to provide experiences that build on their learning. She reflects on children's engagement and adapts experiences to support their next steps. Teaching generally builds on what children already know and can do, helping them make progress across the areas of learning.

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Curriculum and teaching Expected standard

Communication and language are a key focus throughout the day. The childminder models language during children's play and introduces new vocabulary through everyday experiences. For example, while preparing fruit for snack, children count the pieces of orange. The childminder then introduces words such as 'segments' and encourages children to repeat the new vocabulary. This helps children develop their communication skills while introducing simple mathematical concepts through everyday experiences.

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Curriculum and teaching Expected standard

The childminder gives high priority to children's physical development. During a painting activity, children explore paint using a range of different tools and develop increasing control as they make different marks on paper. This helps children develop the hand strength and control they need as they prepare for early writing. However, at times, teaching does not consistently maximise opportunities for younger children to practise and develop their skills independently before adults provide support. This means children do not always fully benefit from opportunities to further develop their independence and skills.

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Inclusion Expected standard

The childminder identifies children's individual needs through observations, ongoing discussions with parents and regular monitoring of their development. She uses this information to identify where children may require additional support and adapts her practice to help reduce barriers to their learning and wellbeing. She reviews the impact of support and adapts her practice where needed to help reduce barriers to children's learning and wellbeing.

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Inclusion Expected standard

There are currently no children on roll with special educational needs and/or disabilities, in receipt of additional funding or known to children's social care. The childminder demonstrates a secure understanding of how she would respond should children's needs change. She explains she would work closely with parents, review the impact of agreed strategies and, where appropriate, seek advice from other professionals to further support children's learning and development. She understands how additional funding could be used to provide targeted resources or experiences to meet children's individual needs and shares information from the local authority with parents about funding they may be eligible to receive.

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Inclusion Expected standard

The childminder creates an inclusive environment where children learn about different people, communities and traditions. For example, children decorate eggs before taking part in an Easter egg hunt while learning about Christianity in an age-appropriate way. Regular visits in the local community further broaden children's understanding of the world around them. Typically, children receive the support they need to help reduce barriers to learning and make progress.

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Leadership and governance Expected standard

The childminder establishes positive relationships with children and their families. She shares information with parents to support children's health, safety and wellbeing, including information from the local authority about additional funding they may be entitled to receive. She works closely with families to help meet children's individual needs and understands the importance of working with other professionals where additional support is required. The childminder regularly meets with other childminders to share ideas, discuss practice and learn from one another. This supports the continued development of her practice.

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Leadership and governance Expected standard

The childminder reflects on her practice and demonstrates a clear understanding of the strengths of her provision. She uses observations and children's engagement to review the experiences she provides and identify where improvements can be made. She keeps her knowledge up to date by researching areas such as safer sleep and safer eating and adapts her practice when guidance changes. The childminder maintains positive relationships with the local authority and values the advice and guidance available to support ongoing improvement.

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Leadership and governance Expected standard

The childminder recognises the importance of ongoing professional development for herself and any assistants working in the setting. However, systems to monitor practice, provide coaching and identify precisely targeted professional development for the childminder and any assistants are not yet fully established. This means opportunities to further develop teaching and practice to meet individual development needs are not consistently maximised.

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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 enjoy attending this welcoming childminding setting where they feel safe and valued. Children warmly welcome visitors into the setting, confidently introducing themselves and proudly sharing information such as their age. This reflects the secure relationships they develop with the childminder and one another. New children settle quickly because the childminder works closely with parents before they start. She gets to know children's routines, interests, starting points and individual needs. Children typically make progress from their individual starting points.

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Inspector:

Kelly Little Children enjoy making choices about their play and extend their own ideas. They choose resources, revisit favourite activities and remain engaged as they develop their own ideas. For example, they return to a pasta activity during free play and introduce small world animals into their play. The childminder joins children in their play, introducing new vocabulary and encouraging them to describe what they notice. Children eagerly share their ideas, ask questions and enjoy exploring new experiences. They become increasingly confident communicators through everyday conversations and meaningful interactions.

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Inspector:

Children develop caring relationships with children of different ages. They learn to take turns, share resources and celebrate each other's achievements. They typically develop increasing independence through familiar daily routines. Regular visits to the library and community story sessions help children become familiar with new places and build positive relationships with others. The childminder encourages children to choose books from her lending library to enjoy with their families at home. This extends children's enjoyment of stories and promotes a shared love of reading beyond the setting. Children enjoy sharing their achievements with one another and proudly celebrate what they have learned each day. These opportunities help children develop curiosity, broaden their understanding of the world around them and foster a love of learning. Children typically develop the knowledge, skills and confidence they need for the next stage in their learning.

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Next steps

The childminder should consistently encourage younger children to complete age- appropriate tasks independently during everyday routines, helping them further develop the skills they need for their next stage of learning. The childminder should establish effective systems for coaching, monitoring practice and identifying precisely targeted professional development for themselves and any assistants to further improve the quality of teaching.

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About this inspection

The inspector spoke with the childminder 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.

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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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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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