Suker, Alice Beatrice

Childminder

Unique reference number (URN): 2748059 Registered with Ofsted: 12/04/2024 Registers: EYR

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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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Behaviour, attitudes and establishing routines Strong standard

Children develop warm, secure, and trusting relationships with the childminder, who establishes clear, consistent, and age-appropriate expectations and boundaries. As a result, children behave exceptionally well and confidently follow daily routines with increasing independence.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model. She consistently promotes kindness, respect, and positive behaviour through her interactions with children. She thoughtfully encourages children to be considerate of one another, share resources, and take turns during play. For example, she supports children to actively engage in imaginative play while pretending to make and sell ice creams. Through skilful guidance, children learn to cooperate, share ideas, and include others in their play. This approach strengthens children's social skills, fosters positive relationships, and nurtures a strong sense of belonging. As a result, children develop positive attitudes towards learning and show great enthusiasm for playing and learning alongside their peers.

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Behaviour, attitudes and establishing routines Strong standard

The childminder recognises the importance of regular attendance and punctuality in supporting children's learning and development. She has effective systems in place to monitor attendance and works closely with parents to promote consistent routines and positive habits. This collaborative approach supports children's emotional wellbeing, helps them settle confidently into the setting, and ensures they do not miss valuable learning opportunities.

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Children's welfare and wellbeing Strong standard

The childminder creates a warm, nurturing, and inspiring environment where children feel happy, safe, and genuinely valued. She establishes clear, inclusive routines that children understand and follow with confidence. For example, before mealtimes, children independently wash their hands, helping them to develop good hygiene habits and growing independence. Children are also actively involved in preparing healthy snacks, such as cutting fruit and making their own fruit kebabs while discussing their favourite fruits and healthy eating choices. This supports their understanding of healthy lifestyles and promotes their independence and practical skills.

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Children's welfare and wellbeing Strong standard

The childminder encourages an active lifestyle and provides children with frequent opportunities to move freely and explore both the indoor and outdoor environments. For example, when children show an interest in playing in the outdoor playhouse, the nurturing childminder teaches them how to use the equipment safely. She encourages them to hold the handrail when climbing the steps and to be mindful of their peers by maintaining a safe distance. Children are then supported to confidently use the slide, helping them to develop their gross motor skills, balance, and coordination. These experiences promote children's awareness of personal safety while fostering confidence and independence.

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Children's welfare and wellbeing Strong standard

The childminder consistently celebrates children's efforts and achievements through meaningful praise and encouragement. She sensitively supports younger children to express and manage their feelings and emotions, while guiding older children to identify,

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Expected standard

understand, and talk about how they feel. As a result, children develop strong emotional wellbeing, increasing self-confidence, and the skills needed to recognise and regulate their emotions effectively.

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Achievement Expected standard

Generally, children make steady progress from their individual starting points, and gaps in learning are closing over time. However, at times, children's learning is not extended further. As a result, some children are not consistently challenged to sustain their engagement, concentration, and participation for longer periods during activities.

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Achievement Expected standard

Children develop a broad range of skills across all areas of learning, helping to prepare them well for the next stage of their education. They are introduced to and confidently use new vocabulary, such as 'treasure' and 'squeeze', which supports the development of their communication and language skills. Children strengthen their small muscle control through activities, such as mark making and creating structures, using sand and moulds. They also benefit from meaningful opportunities to develop their understanding of the world, for example by matching and identifying their favourite fruits and learning about their characteristics.

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Achievement Expected standard

Children's creativity and imagination are nurtured effectively through opportunities for imaginative and pretend play. The caring childminder supports children to engage in role- play experiences alongside their peers, encouraging them to share ideas, negotiate roles, and build on one another's contributions. As a result, children develop positive social skills, cooperation, and meaningful interactions with others.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of what she wants children to learn and achieve. She has developed an inclusive and well-sequenced curriculum that supports all areas of learning and development. Her ambition is for children to become confident, independent, and expressive learners who are well prepared for the next stage of their education.

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Curriculum and teaching Expected standard

The childminder regularly assesses children's progress to identify what they know, understand, and can do. She uses this information effectively to plan engaging and stimulating experiences that build on children's interests and developmental needs. For example, while children explore the water tray, the nurturing childminder encourages them to soak a sponge with water and then squeeze it to fill a container. Children become fully engaged in exploring the cause and effect of their actions, helping to develop their critical- thinking, problem-solving, and physical skills. However, on occasions, the childminder does not extend children's learning further. As a result, some children lose interest and move quickly between activities before their learning is deepened. The childminder effectively promotes children's early mathematical development. She encourages children to count during play, helping them to develop their understanding of

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Curriculum and teaching Expected standard

number and build confidence in using mathematical language. She also engages children in games such as bingo, which support colour recognition, matching, listening, and attention skills. Furthermore, the childminder sensitively helps children to recognise, name, and talk about their feelings and emotions. This supports their emotional literacy and resilience, enabling them to better understand and manage their emotions as they grow.

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Inclusion Expected standard

The childminder has high expectations for all children and is committed to ensuring that every child can achieve their full potential. She promptly identifies emerging needs and implements targeted adaptations to support children's individual learning and development. The childminder demonstrates a secure understanding of how to support children with special educational needs and/or disabilities, as well as those who face other barriers to learning. She recognises the value of using visual prompts, tailored interventions, and individualised strategies to enhance children's engagement and progress. However, the childminder has not consistently further refined and evaluated her practice to ensure that these have a measurable impact on the learning experiences and outcomes of children who face barriers to learning.

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Inclusion Expected standard

The childminder works closely with her co-childminder and assistants to provide a supportive approach to children's care and education. She has also established effective partnerships with parents, carers, and other professionals, enabling her to access relevant advice and guidance to support children's individual needs. The childminder carefully tracks and monitors children's progress, paying particular attention to those who require additional support. For example, she has provided focused support for children with emerging speech and language delays, helping them to make progress in both their verbal and non-verbal communication skills. As a result, children feel well supported, included, and valued in this nurturing and inclusive setting.

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Leadership and governance Expected standard

The childminder is reflective. She is ambitious for children and is committed to providing high-quality care and education that supports their learning, development, and wellbeing.

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Leadership and governance Expected standard

The childminder has established positive and effective working relationships with her co- childminder, assistants, and a range of professionals, including inclusion partners and speech and language therapists. She values developing her professional knowledge and seeks regular collaboration, professional discussions, and targeted training opportunities. However, she has not yet implemented this professional development into practice to further strengthen the quality of provision, drive continuous improvement, and maximise all children's learning outcomes.

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Leadership and governance Expected standard

The childminder has developed positive and trusting partnerships with parents and carers. They speak highly of the quality of care and education provided and value the open and effective communication they receive. Parents particularly appreciate the progress their children make at the setting, especially in developing their confidence and independence. The childminder actively encourages parents to support their children's learning at home. For example, she promotes daily reading and the sharing of stories to help strengthen children's communication, language, and early literacy skills. As a result, children benefit from a consistent approach to learning and development between home and the setting.

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

Children are happy, settled, and eager to attend this setting. They benefit from a stimulating and meaningful learning environment that supports all areas of development that the childminder created based on their interests, needs and abilities. Children attend regularly, and the childminder has robust systems in place to monitor attendance and ensure they do not miss out on valuable opportunities to learn, thrive, and develop.

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

Children feel well supported in this nurturing environment to make informed choices about their learning and confidently explore both the indoor and outdoor environments. For example, when children show an interest in mark making on the chalkboard, they are guided in their learning and quickly identify shapes, such as a starfish, and create recognisable drawings while talking about their meanings. These interactions help children strengthen their fine motor skills, while also fostering their imagination and creativity.

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

Children develop fond and positive relationships with the childminder, who is highly attentive and responsive to their individual needs. They develop their confidence and emotional resilience through encouragement and sensitive guidance from the nurturing childminder. Children eagerly engage in conversations and discussions with both their peers and the childminder about their experiences and activities. These meaningful interactions enrich their vocabulary and support the development of effective communication and language skills. Through consistent praise, positive reinforcement, and recognition of their achievements, children learn to be kind, respectful, and confident individuals. As a result, they feel valued, secure, and appreciated throughout their time in the setting.

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Next steps

The childminder should enrich her daily interactions to extend and challenge all children's learning so that they can sustain their focus for extended periods.

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About this setting

Operating hours: Monday,Tuesday,Thursday : 07:30 - 18:30,Wednesday,Friday : 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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Age range of children at the time of inspection

The childminder should continue to engage in professional development and promptly implement this into practice to improve all children's outcomes, including those who may face barriers to learning.

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About this inspection

The inspector spoke with the childminders 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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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