Federici, Roberto

Childminder

Unique reference number (URN): 2765268 Registered with Ofsted: 15/01/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Children benefit from a calm, respectful and harmonious environment where expectations for behaviour are consistently high. Relationships between adults and children are a real strength of the setting, built on kindness, trust and genuine respect. Children clearly enjoy being together, making each other laugh, holding hands and eagerly climbing into the wagon together ready for their daily adventures. They are proud to be part of the setting and demonstrate positive attitudes towards learning, particularly their curiosity, independence and willingness to have a go.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children become deeply engaged in their play and sustain their concentration for long periods as they search for raspberries, choose lettuce to feed the chickens, balance large blocks, investigate how to pour water through the guttering or decide which containers to fill. They confidently share ideas, solve problems together and show increasing resilience when things do not go to plan.

p.2

Behaviour, attitudes and establishing routines Strong standard

Clear routines are embedded throughout the day, with songs and gentle reminders helping children understand what is happening next and what is expected of them. As a result, transitions are seamless and children respond positively to instructions. Leaders promote the importance of regular attendance and punctuality through effective partnerships with parents and clear procedures that are followed consistently. Children arrive happy, settle quickly and confidently engage in the experiences planned for them, making the most of every opportunity to learn.

p.2

Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a real strength of the setting. Children benefit from warm, nurturing care where their individual needs are understood and thoughtfully met. Secure attachments are established from the very beginning through personalised settling-in arrangements, helping even children who initially find separation difficult to develop confidence and feel that they belong. Care routines are respectful and child centred, with adults routinely seeking children's consent during personal care and helping them understand their own welfare, privacy and personal boundaries.

p.2

Children's welfare and wellbeing Strong standard

Children with barriers to learning benefit from familiar routines, calm spaces and responsive support that helps them feel emotionally secure and included. Children are encouraged to recognise and talk about their feelings, while adults sensitively adapt routines, such as mealtimes and transitions, to meet individual needs and help children remain regulated. Sleeping, feeding and mealtime routines are carefully planned around each child's stage of development, helping children feel comfortable and secure throughout the day.

p.2

Children's welfare and wellbeing Strong standard

Children develop healthy lifestyles through meaningful everyday experiences. They make healthy choices, stay hydrated, learn about the food they grow and become increasingly independent as they wash their hands, manage their own self-care and prepare for their daily adventures. Children confidently take managed risks, learn how to keep themselves

p.2

Expected standard

safe on outings and develop the confidence and emotional security to explore the world around them.

p.3

Curriculum and teaching Strong standard

The childminder has a clear vision for the curriculum, rooted in helping children develop curiosity about nature and the world around them. Experiences follow the seasons and children's interests, allowing learning to develop naturally and at a pace that enables children to become deeply engaged. Adults are highly skilled role models for communication and language, creating meaningful conversations throughout the day and introducing new vocabulary in context. Children confidently use topic words, such as 'honey' and 'flowers', while learning about bees, and parents talk positively about hearing new language at home that children have learned in the setting.

p.3

Curriculum and teaching Strong standard

Children with language delays, and those learning more than one language, benefit from consistent strategies, including repetition, modelling, Makaton and giving choices, helping them make progress from their starting points.

p.3

Curriculum and teaching Strong standard

Adults continually adapt and extend learning in the moment. For example, when children became fascinated with pouring water, bamboo and guttering were introduced to create a cascading water run, encouraging sustained play, problem-solving and mathematical thinking as children judged when containers were full. Mathematical learning is woven naturally throughout the curriculum as children count eggs from the chickens, compare quantities and recognise patterns through everyday experiences. Children develop secure friendships, confidently initiate conversations with one another and delight in exploring, discovering and learning together.

p.3

Achievement Expected standard

Children make progress from their starting points and grow in confidence across all areas of their learning. Children become confident communicators who happily initiate conversations, use new vocabulary naturally in their play and express their ideas with increasing confidence. Children believe in themselves and take pride in what they achieve, often excitedly saying 'I did it' as they master new skills and overcome challenges they once found difficult. Most children with barriers to learning make progress because they are included in all aspects of the curriculum and benefit from experiences that are adapted to meet their individual needs.

p.3

Achievement Expected standard

Children confidently manage transitions because they feel safe, secure and prepared for what comes next. Overall, children develop secure friendships, become increasingly independent through everyday routines and show curiosity, resilience and a genuine enthusiasm for learning. Children are well prepared for the next stage of their learning because they have developed the confidence, communication skills and independence needed to embrace new experiences.

p.3

Inclusion Expected standard

The childminder knows children well and identifies barriers to learning at an early stage. He works closely with parents to understand children's individual needs and adapts routines and experiences so they can access the curriculum alongside their peers. Where concerns arise, he seeks advice from outside professionals, including speech and language therapists, and works in partnership with families to review children's progress and agree next steps.

p.4

Inclusion Expected standard

Children benefit from thoughtful adaptations that reduce barriers to learning. For example, staff use Makaton signs, repetition, modelling and choices to encourage communication, while mealtimes are adapted sensitively to help children feel comfortable and continue developing independence. Personalised settling-in approaches and familiar routines help children develop secure attachments and emotional wellbeing.

p.4

Inclusion Expected standard

The childminder monitors children's progress and generally adapts experiences as children's needs develop, helping children, including those in receipt of additional funding, make progress from their starting points. However, the childminder does not always plan and review targeted, systematic interventions consistently enough to ensure that children with emerging or more complex barriers to learning continue to build on their progress.

p.4

Leadership and governance Expected standard

Leaders have a clear vision for the setting, rooted in helping children develop a love of nature, curiosity and a sense of belonging. They regularly reflect on their practice and take action to improve children's experiences. Recent improvements, including the addition of an outdoor water cascade and decking area, demonstrate their commitment to continually enhancing the environment and broadening opportunities for sustained outdoor learning. Leaders make thoughtful decisions that are in the best interests of children, adapting experiences and routines to meet individual needs, particularly for children who face barriers to learning.

p.4

Leadership and governance Expected standard

Staff feel valued and work closely together with a shared understanding of the setting's ethos and what they want children to learn. Regular professional discussions create an open culture where practice is reflected on and improvements are identified. Safeguarding knowledge is secure, recruitment procedures are robust and effective monitoring systems ensure that children are cared for in a safe and well-organised environment.

p.4

Leadership and governance Expected standard

Parents speak highly of the warm, homely atmosphere and the nurturing relationships their children develop. They value the excellent communication, the way children's achievements are celebrated and the confidence, curiosity and independence children develop during their time at the setting. However, leaders do not yet seek out sufficiently targeted and precise professional development to further enhance their knowledge of early years practice and strategies to support children's differing needs. As a result, opportunities to further refine teaching, strengthen targeted support and maximise progress for all children, particularly those with emerging barriers to learning, are not always fully realised.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are welcomed into a calm, homely cabin where they quickly feel safe, valued and part of one little family. They learn to know themselves and others through warm, respectful relationships, meaningful conversations and everyday routines that help them feel secure and confident. Children develop close attachments with the childminder and his assistant, confidently seeking them out for reassurance, cuddles, shared play and to celebrate their achievements. Families are equally welcomed and supported, helping even children who initially find settling in difficult to quickly feel that they belong.

p.5

About this setting

Children are excited to learn and approach each day with curiosity and enthusiasm. They spend long periods deeply engaged in play, exploring nature, feeding the chickens, searching for shells in the sand, picking raspberries and creating their own ideas with carefully selected resources. Children confidently communicate their discoveries, ask questions and use new vocabulary naturally in their play. They are proud of what they achieve, celebrating their successes and encouraging one another as they learn together.

p.6

About this setting

Children are kind, respectful and genuinely enjoy one another's company. They hold hands, make each other laugh, sing together and work collaboratively, learning how to wait, take turns and care for one another through calm, consistent routines. Children become increasingly independent as they wash their hands, manage their own self-care, make healthy choices and prepare for their daily adventures. They feel listened to because adults genuinely value what they have to say, giving them time to think, respond and express their own ideas. As a result, children make good progress from their starting points and develop the confidence, resilience and curiosity they need for the next stage of their learning.

p.6

Next steps

Leaders should further strengthen their inclusive practice by developing more targeted and systematic interventions for children who face barriers to learning, ensuring that support is reviewed regularly and continues to narrow gaps in children's learning and development. Leaders should continue to seek out targeted professional development opportunities that enhance their knowledge and skills, enabling them to continually reflect on and develop their practice so that all children benefit from the best possible experiences and outcomes.

p.6

About this inspection

The Inspector spoke to the childminder, assistants and parents/carers.

p.6

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): 2765268

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8