Gautier, Anne Severine

Childminder

Unique reference number (URN): EY396307 Registered with Ofsted: 11/08/2009 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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Children's welfare and wellbeing Strong standard

Children's emotional wellbeing is at the heart of the childminder's practice. This helps them to thrive and feel happy. They form secure and trusting relationships with her and demonstrate that they feel safe and valued. The childminder responds sensitively to children's individual emotional needs, helping them develop confidence and resilience. Children know that their feelings and achievements matter. They confidently seek reassurance, proudly share their successes with the childminder and receive sensitive encouragement that helps them persevere when trying something new. For example, when children hesitate before climbing higher on outdoor equipment, the childminder offers calm reassurance and encouragement. Her sensitive support gives children the confidence to persevere. The childminder skilfully supports children's growing willingness to embrace new challenges. These sensitive interactions help children develop emotional security alongside

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Children's welfare and wellbeing Strong standard

Respect for children is embedded in everyday practice. The childminder values children's views, supports them to make choices and promotes independence through familiar routines. The childminder ensures that mealtimes are relaxed social occasions. Children develop good manners and healthy habits while enjoying conversations with adults and one another. Hygiene routines are well established, and children confidently manage aspects of their own self-care appropriate to their age. Children enjoy frequent opportunities to play outdoors and develop physically. They confidently explore, climb, paint using large movements and use wheeled toys safely under the childminder's attentive supervision. These experiences promote healthy lifestyles while supporting children's physical confidence and overall wellbeing.

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Achievement Expected standard

Children make secure progress from their individual starting points. They confidently engage in experiences that build on their strengths, interests and emerging needs. Younger children develop a growing interest in books, strengthening their listening and communication skills. Children learn and use new vocabulary through everyday conversations, stories and play, enabling them to broaden their language skills in meaningful situations. Children communicate with increasing confidence in both English and French.

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Achievement Expected standard

Children apply early mathematical thinking as they count, compare quantities and recognise simple patterns during purposeful play and daily routines. Children benefit from participating in creative experiences and imaginative play that further strengthen their coordination, curiosity and confidence as learners. Overall, children enjoy learning and demonstrate curiosity and perseverance. Although children make secure progress overall, during some adult-led experiences, teaching does not always enable them to develop a sufficiently deep understanding of new concepts before additional learning is introduced.

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Behaviour, attitudes and establishing routines Expected standard

The childminder carefully monitors children's attendance and evaluates its impact on their learning and development. Children demonstrate positive attitudes towards learning. They behave very well. The childminder models kindness, respect and consideration for others. Children understand familiar routines and settle quickly. Throughout the day, children confidently choose activities, persevere with challenges and show pride in their achievements. Children learn important social skills through everyday experiences. They cooperate successfully during imaginative play, sharing resources and negotiating roles as they work together in the mud kitchen. When minor disagreements arise, the childminder responds calmly, explaining expectations clearly and helping children understand how their actions affect others.

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Behaviour, attitudes and establishing routines Expected standard

Children develop an understanding of keeping themselves safe. For example, when children wanted to use the climbing equipment at the same time, the childminder calmly supported them to take turns while explaining how to use climbing equipment safely. This helped children understand both behavioural expectations and personal safety without interrupting the enjoyment of their play.

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Behaviour, attitudes and establishing routines Expected standard

Children generally remain engaged and interested in adult-led learning. However, during some planned activities, the childminder does not always respond quickly enough as children's engagement changes. Consequently, opportunities to adapt teaching and sustain children's involvement are occasionally missed.

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Curriculum and teaching Expected standard

The childminder has developed a broad and thoughtfully sequenced curriculum that reflects children's interests, stages of development and individual needs. She has a secure understanding of how young children learn and uses ongoing assessment to identify appropriate next steps. This helps her provide experiences that build progressively on what children already know and can do. The childminder's teaching is purposeful and rooted in children's interests. The childminder skilfully models language in both English and French, extending children's vocabulary through conversations, stories and play. She makes effective use of creative resources to encourage children to communicate, ask questions and make connections in their learning. Parents speak positively about these experiences and appreciate the ideas they receive to continue learning at home. As children's interests develop, the childminder adapts the curriculum appropriately. For example, she is placing

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Curriculum and teaching Expected standard

greater emphasis on shared story experiences to further strengthen children's listening, attention and communication skills.

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Curriculum and teaching Expected standard

Children benefit from meaningful experiences that promote learning across different areas of development. For example, they develop mathematical understanding as they count and compare quantities, language skills through discussions and imaginative play, and creativity while exploring different materials outdoors. The childminder is ambitious for all children. She introduces important concepts through meaningful experiences. For example, children learn about one another's cultural backgrounds as they explore similarities and celebrate differences, helping them develop respect for others from an early age. However, at times, the childminder attempts to introduce too many learning points within a single activity. Consequently, teaching does not always remain precisely focused on helping children develop a secure understanding of the key concept before additional learning is introduced.

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Inclusion Expected standard

The childminder creates an inclusive environment where every child is welcomed, respected and encouraged to participate fully. She has a detailed understanding of each child's background, interests and development, enabling her to identify emerging needs early and provide appropriate support. The childminder makes accurate assessments that inform children's next steps and helps ensure they continue to make secure progress. The childminder understands that children develop at different rates and carefully adapts her support to reflect their individual needs. She uses English and French naturally throughout the day, helping children broaden their vocabulary while respecting their home languages and stages of language development.

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Inclusion Expected standard

The childminder adapts resources, communication and learning experiences appropriately to support children's differing stages of development. Positive relationships and thoughtful interactions ensure children feel included and develop a strong sense of belonging. Overall, barriers to learning are identified and addressed effectively. However, during some adult-led experiences, teaching is not always adapted promptly enough to sustain every child's engagement. This means some opportunities to maximise learning for all children are missed.

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Leadership and governance Expected standard

The childminder demonstrates a commitment to providing high-quality education and care. She has a detailed understanding of children's development, interests and individual next steps. She confidently explains how assessment informs future planning and how she adapts experiences to support children's communication, personal development and growing independence. This secure knowledge helps ensure children continue to make good progress from their individual starting points.

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Leadership and governance Expected standard

The childminder is reflective and committed to improving her practice. Her positive attitude towards professional dialogue demonstrates a genuine commitment to continuous improvement. Parents speak highly of the childminder and value the warm relationships she develops with their children. They appreciate the regular communication about children's progress, the practical ideas shared to support learning at home and the guidance she provides as children develop. These positive partnerships contribute to continuity in children's learning and wellbeing.

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Leadership and governance Expected standard

The childminder has created a caring, inclusive environment where children feel safe and respected and make secure progress. She reflects thoughtfully on her practice and demonstrates a genuine commitment to improvement. The childminder actively seeks out training opportunities and values professional engagements. However, self-evaluation has not yet secured consistently precise implementation of adult-led teaching. As a result, opportunities to deepen children's understanding are not always maximised across all learning experiences.

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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 are happy, settled and enjoy spending time in this welcoming and nurturing setting. They separate from their parents with confidence and quickly become absorbed in their chosen play, demonstrating the secure relationships they have developed with the childminder. The childminder's warm, respectful interactions help children feel valued and listened to. As a result, they confidently explore their surroundings, make independent choices and approach new experiences with enthusiasm.

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Inspector:

Agnes Wink Children benefit from a curriculum that reflects their interests and encourages them to learn through meaningful experiences. They eagerly work together in the mud kitchen, assigning roles as they prepare pretend meals and discussing how the warm weather means they need to make ice cubes. The childminder joins their play naturally, introducing new vocabulary in both English and French and encouraging children to notice and talk about changes in the world around them. These conversations help children broaden their vocabulary, share ideas and solve problems together. Children understand that their opinions are valued. The childminder creates regular opportunities for them to make choices and express their views. For example, children enthusiastically participate in a voting activity where they compare results and discuss why everyone has the opportunity to choose. The childminder skilfully links this to familiar experiences, such as choosing the story they would

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Inspector:

like to hear later in the day, helping children begin to understand that their voices matter.

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Inspector:

Children develop positive relationships with one another. They cooperate well, negotiate during play and are learning to share resources and take turns. Daily routines help children become increasingly independent as they manage their belongings, develop self-care skills and make healthy choices. Children enjoy regular outdoor play where they confidently climb, balance and explore, knowing the childminder is nearby to offer reassurance and encouragement when needed.

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Inspector:

Children make secure progress because the childminder knows them very well and plans experiences that reflect their individual stages of development. They enjoy learning and develop a broad range of knowledge and skills.

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Next steps

The childminder should strengthen adult-led teaching and focus precisely on intended learning so that children develop a deeper understanding of new concepts. The childminder should respond more effectively to children's engagement during focused activities to maximise their learning.

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About this inspection

The inspector spoke with the childminder, children, parents and carers 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: Tuesday,Thursday : 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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