Gildroy, Lucia

Childminder

Unique reference number (URN): 2768992 Registered with Ofsted: 16/01/2024 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 make steady progress from their starting points because the childminder knows them well and carefully considers their next steps in learning. Assessment systems are thorough and help identify areas where children require further support. Children develop important skills that prepare them for future learning. They gain confidence, independence and increasing social awareness. They solve problems, participate in imaginative play and follow routines successfully. Children demonstrate curiosity and persistence when faced with challenge and take pride in their achievements. Children who require targeted support benefit from carefully considered intervention and close partnership working with parents.

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Achievement Expected standard

Children have a positive attitude towards their learning. Children confidently choose which activities they would like to do. They love to sing nursery rhymes and they communicate to the childminder which song they want to sing. Children enjoy learning about cause and effect as they squirt water and paint from bottles outside. They are confident and independent because the childminder allows children to spend time exploring and perfecting self-care routines, such as putting on coats and shoes. Generally, they concentrate for extended periods at activities. This helps to prepare children for later learning. Overall, children are prepared for their next stage of education.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and demonstrate positive attitudes towards learning. They are engaged, eager to participate and show enthusiasm for activities. The childminder has high expectations and consistently promotes kindness, respect and good manners. Relationships are warm and respectful. The childminder supports children to understand their feelings, regulate their emotions and resolve minor conflicts positively. She uses praise effectively and provides clear explanations about expected behaviour. The childminders kind and caring nature creates an environment in which children feel safe to make mistakes and learn from them. Consequently, children generally cooperate well, learn to share resources and begin to consider the needs of others.

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Behaviour, attitudes and establishing routines Expected standard

Routines are established and help children feel secure. Children understand what is expected of them and respond positively to guidance. The childminder carefully manages transitions throughout the day as children move between activities and supports children through changes in a calm and reassuring manner.

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Behaviour, attitudes and establishing routines Expected standard

Children are developing skills in turn-taking and cooperation. The childminder recognises this as an area for ongoing development for some children and incorporates opportunities throughout the day for children to practise these skills. Some younger children are still developing the ability to communicate their needs effectively during social interactions. The childminder recognises this and is working with those children to increase vocabulary range as well as confidence in expressing emotions.

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Children's welfare and wellbeing Expected standard

Children's welfare is promoted effectively. The childminder provides a caring and welcoming environment where children feel emotionally secure and valued. Strong relationships support children's confidence and well-being. Children learn about healthy lifestyles through daily routines and practical experiences. They wash their hands regularly, talk about healthy foods, enjoy nutritious snacks and learn how to care for themselves. The childminder encourages independence while ensuring children remain safe.

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Children's welfare and wellbeing Expected standard

Children have regular opportunities for physical activity. They use outdoor spaces, take part in community outings and develop physical skills through climbing, balancing, water play and fine motor activities. Sleep arrangements and hygiene practices support children's health and comfort. The childminder discusses healthy lifestyles with families and provides information to support children's wellbeing at home. This helps establish consistency between home and the setting. Risk assessments help to keep children safe. The childminder carefully considers potential hazards within the home and when children are on outings. She adapts her practice when circumstances change, such as during periods of hot weather, to ensure children remain safe and comfortable. Security arrangements for the home are effective, and required documentation, including vehicle insurance and safety records, is maintained appropriately. The childminder promotes children's understanding of

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Children's welfare and wellbeing Expected standard

safety through everyday routines and discussion. Children learn about road safety, sun safety and how to behave responsibly when out in the community.

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Curriculum and teaching Expected standard

The childminder has established a curriculum that reflects her intention for children to learn through play, exploration and meaningful experiences. Children's interests are used effectively to shape learning opportunities, while regular outings help broaden experiences and develop knowledge of the wider world. Learning is sequenced thoughtfully. The childminder builds on what children already know and can do, revisiting experiences and extending learning through carefully planned activities. Mathematical ideas are woven throughout daily routines, with children regularly counting, comparing quantities, singing number rhymes and exploring shape and number through play. The childminder adapts activities to suit children's individual stages of development and balances adult guidance with opportunities for child-led exploration. As a result, children remain highly engaged and motivated throughout the day.

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Curriculum and teaching Expected standard

Overall, children benefit from a language-rich environment. The childminder narrates play, sings frequently and engages children in conversation. The childminder has accurately identified communication and language as an area for further development and has undertaken additional training, including Makaton, to strengthen her practice. However, some areas for development remain. There are occasions when the childminder asks lots of questions in rapid succession, which limits how well children can build and use their own language. At times, children communicate through gestures and sounds when they could be supported further to use spoken language. These children would benefit from more- consistent encouragement to use and extend spoken language throughout the day so that their communication skills develop even further.

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Inclusion Expected standard

The childminder has a secure understanding of children's individual needs and works closely with parents to identify and address potential barriers to learning at an early stage. Information gathered from observations, assessments and discussions with families informs planning and support for children. Where concerns arise regarding children's development, the childminder acts promptly. She uses assessment tools appropriately, shares information with parents and seeks advice from health professionals when necessary. Children benefit from targeted support within everyday play and routines, helping them make progress from their starting points.

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Inclusion Expected standard

The childminder has a clear approach to supporting children who may require additional help. She demonstrates knowledge of how to work with external agencies and how specialist support would be sought if required. Children are included fully in all aspects of the provision. The childminder adapts activities according to age, stage of development and individual interests. Consequently, children access a broad range of experiences and participate successfully in learning alongside their peers.

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Leadership and governance Expected standard

The childminder is committed to providing high-quality education and care. She reflects regularly on her practice and uses professional development opportunities to improve outcomes for children. Training, research and engagement with other childminders inform her decision-making and contribute to ongoing improvement. The childminder understands her provision well and accurately identifies priorities for development. Her recent focus on communication and language reflects the needs of children currently attending. Additional training, including Makaton and approaches to supporting children to slow down and engage deeply in learning experiences, demonstrates her commitment to improving children's experiences.

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Leadership and governance Expected standard

Partnerships with parents are strong. Families speak positively about the support they receive and comment on the regular communication, clear planning and care provided. Parents report that children are happy, settled and make progress in their learning. They value the way their children's interests are incorporated into activities and appreciate the wide range of outings and community experiences offered. The childminder seeks support appropriately from local authority advisers and professional networks. This contributes to a culture of continuous improvement and helps her evaluate how effectively the setting meets children's needs. However, arrangements for sharing information with other early years providers and schools children attend are not yet embedded. This limits the capacity for a more coordinated approach when supporting children's learning and development. More direct communication with other providers would strengthen continuity in children's learning

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Leadership and governance Expected standard

and support transitions more effectively.

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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 thrive in this warm, nurturing and welcoming childminding setting. They arrive confidently, settle quickly and demonstrate strong emotional security. Children have affectionate and trusting relationships with the childminder, seeking cuddles, reassurance and support when needed. They clearly feel safe, valued and respected. Children happily engage in imaginative play, pretending to be doctors, caring for others, checking heart rates and applying bandages. They laugh together, pretend to be dinosaurs and eagerly share their ideas and discoveries.

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About this setting

Children benefit from a curriculum that is largely shaped by their interests and experiences. The childminder uses outings, seasonal events and children's fascinations to create meaningful learning opportunities that build over time. For example, children's interest in bugs and ladybirds is extended through creative activities that combined fine motor development, mathematical learning and communication. Parents report that children continue their learning at home, such as taking magnifying glasses outdoors to look for insects after participating in similar activities at the setting.

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About this setting

Children develop independence well. They help prepare snacks, pour drinks, put on their own shoes and take increasing responsibility for everyday tasks. They learn how to stay healthy and safe through practical experiences, including discussions about sun safety, healthy eating and hygiene routines. Children demonstrate positive attitudes towards learning. They are curious, motivated and willing to try new experiences. They persevere with challenging activities, such as using scissors, developing fine motor skills and practising turn-taking. The childminder knows the children very well and plans experiences that support their next stages of development. Children benefit from opportunities to access their local community regularly. Visits to local amenities, outdoor spaces and community activities broaden their understanding of the world around them and provide rich experiences that enhance their learning.

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Next steps

The childminder should strengthen strategies that encourage children to use and extend their spoken language so that all children consistently develop the communication skills they need for future learning. The childminder should strengthen systems for sharing information with other providers to ensure greater continuity in children's learning, development and transitions.

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About this inspection

The inspector spoke with the childminder 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. Unique reference number (URN): 2768992

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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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