Szikszai, Reka

Childminder

Unique reference number (URN): 2828178 Registered with Ofsted: 12/03/2025 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

The childminder supports children's positive behaviour through well-established routines and by promoting regular attendance, while considering children's individual needs. Children stay consistently motivated to learn. The childminder knows her children very well. She builds secure and trusting relationships that give children the confidence to explore. Children ask for support when needed and enjoy snuggling up for stories.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently supports children's best possible behaviour. Children follow routines confidently from a young age. The childminder has clear embedded routines and boundaries. She considers children's age and stages of development very well to support children to know what is expected of them. The childminder gives praise and encouragement for children's attempts and achievements. This promotes their self-esteem effectively.

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Behaviour, attitudes and establishing routines Strong standard

Children show great excitement when the childminder reads a chosen story for them to listen to, such as 'Each Peach Pear Plum'. They pay close attention as they are interested and anticipate what will come next.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high standards that children understand. This helps them to behave consistently well and listen attentively. Children are kind and gentle with each other's feelings. They demonstrate an understanding of respect for one another. This approach enables children to deepen their knowledge of empathy and manage their emotions. The childminder is highly responsive to the changing circumstances of individual children and families. Relationships are calm and harmonious. Punctuality and attendance are high because parents and carers value the childminder's service greatly.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of everything the childminder does. She gives warm and caring support in a place where children feel safe, secure and valued. The childminder is very responsive to children's needs and notices small changes in their emotions. Secure attachments enable children to demonstrate a sense of belonging. These secure attachments with the childminder give children the confidence to explore and learn.

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Children's welfare and wellbeing Strong standard

Calm spaces, sensory resources and gentle support help children to understand and manage their emotions, build confidence and develop emotional security. For example, children receive encouragement to wash their hands by themselves after painting, or brush their teeth after meals. They all recognise their toothbrushes and towels by their colours. This builds up children's understanding of looking after their bodies. Children can then relax, refocus and join in the next activities confidently. This forges children's independence, self- control and positive relationships. The childminder maintains a proactive and personalised approach to supporting children with special educational needs and/or disabilities. She is very sensitive to each child's needs as she supports them in feeding, toileting and self-care.

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Children's welfare and wellbeing Strong standard

The childminder consistently promotes healthy choices and encourages physical activity. For example, she plans enriching experiences, including to the local park and woodlands. The

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Expected standard

childminder uses these activities to support children's physical development and resilience. She works with parents and carers to establish consistent routines between her care and each child's home. The childminder gives advice to parents on toilet training, healthy eating and screen time.

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Achievement Expected standard

Children typically develop the skills ready for their next stage of learning, supported by the childminder's understanding of child development and the individualised curriculum. They acquire independence skills to help them manage their own self-care. Children learn how to converse and interact with others, developing their socialisation abilities. They are motivated and develop a love of learning facilitated by interesting experiences.

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Achievement Expected standard

Children generally achieve well through practical and sensory activities. They show increasing confidence as they investigate, create and experiment with sand, water and paint. This supports children's physical, cognitive, social and emotional development. Children receive support by the childminder using guidance and encouragement to make steady progress across all areas of the curriculum.

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Achievement Expected standard

Children develop their physical skills through a range of activities that promote their development, such as running and moving confidently in their environment. They strengthen their fine motor skills through feeding themselves and using hand–eye coordination with stacking toys and dough manipulation.

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Curriculum and teaching Expected standard

Regular observations enable the childminder to know what children can do and inform her teaching. She adapts activities as required. Generally, children are making typical progress from their starting points, and teaching is effective.

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Curriculum and teaching Expected standard

Children's communication and language are promoted through ongoing narrative and explanations. The childminder builds on children's single-word vocabulary. For example, she uses fuller sentences and encourages repetition, such as when children learn the names of colours, including the use of visual cues and signing.

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Curriculum and teaching Expected standard

Literacy is embedded across all activities, fostering children's love of books. Children constantly reach out to the book corner, bringing their favourites to the childminder and asking for stories to be read and shared together. This is reinforced by regular visits to the local library, where children take part in a 'reading challenge'. The childminder promotes children's mathematical development through counting during daily routines, the use of rhymes and the exploration of shapes and size. For example, children explore a range of shapes in puzzle and sorting games.

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Curriculum and teaching Expected standard

The childminder supports children's physical development through a range of indoor and outdoor experiences, with daily visits around the local community. Younger children are encouraged to develop their walking skills using push-along toys, eventually progressing to riding on them.

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Inclusion Expected standard

Through regular observations, the childminder is able to identify any concerns about children's progress and address any gaps in their development. She understands the need to work with parents and carers and other professionals to support children and ensure that they can reach their full potential. The childminder is familiar with the processes to follow should she have concerns about any emerging needs of the children. This knowledge allows her to access the appropriate support and interventions for children.

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Inclusion Expected standard

The childminder understands the things that may create a barrier to children's learning. The childminder meets the individual needs of children, taking into account any additional support they may require, such as when new siblings arrive. Parents often choose her setting because of her additional language skills in both Italian and Hungarian. However, children who speak other languages at home would benefit from the childminder's professional learning being more focused on developing their English language skills even further.

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Inclusion Expected standard

The childminder ensures that the activities provided are accessible to all children. She understands how to fully support children's individual needs through a varied curriculum.

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Leadership and governance Expected standard

The childminder has reflected on her provision. She acknowledges the strengths she has regarding her knowledge of child development. The childminder provides consistent routines and a caring environment, establishing a firm basis for children's wellbeing, learning and development. However, she has not yet fully developed a culture of reflection to create a more detailed and accurate evaluation of the setting's areas for development to further benefit children. For example, she has not yet considered how to extend her support and enhance her knowledge for children who speak other languages at home to acquire their English language skills.

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Leadership and governance Expected standard

The childminder has undertaken training since her registration and is keen to continue her professional learning. Where policies and procedures were not fully adhered to, she has immediately rectified this, showing aspirations for improvement to give the children the best experiences in all areas.

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Leadership and governance Expected standard

The childminder engages with parents and carers positively. She has developed partnerships to contribute to children's ongoing learning and development. However, the childminder has not fully considered how she might seek feedback regularly from others to contribute to her self-reflections and overall evaluation of the provision.

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

Children are happy in this welcoming and homely setting. From the moment they arrive, children settle quickly into familiar routines that help them to feel secure. Children interact confidently with the childminder. They move around the environment with ease. Children explore activities that interest them. They demonstrate that they feel safe, secure and valued. The childminder knows children really well. She builds warm and positive relationships with them and their families that help children feel a deep sense of belonging.

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

Children benefit from an engaging environment that reflects their interests and offers opportunities to develop their confidence, independence and early skills. They listen well during stories, showing patience and respect for others. Children learn to care for one another, and are beginning to understand the importance of healthy lifestyles. Calm and supportive interactions and access to quiet spaces help children to manage their feelings. They ask for comfort when needed and develop emotional awareness. Learning is enjoyable, purposeful and matched to what children are interested in and what they need. Children explore natural materials outdoors and use sensory resources. They develop early mathematics by counting, matching and comparing objects during stories and play. Children benefit from their physical development being supported through activities. For example, they ride tricycles and use fine motor skills during crafts, such as threading coloured pasta

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

to make necklaces. Children are confidently beginning to use language to describe what they see, talk about their experiences and share their thoughts and feelings.

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

Mealtimes and tidy-up times are used as purposeful learning opportunities. They build children's independence, confidence and social skills. Even young children pour their own water and feed and dress themselves confidently. There are regular trips to the community, such as the city farm and and forest school. Celebrations take place of different traditions and cultures, such as Hungarian day, where the childminder reads stories in Hungarian, cooks Hungarian food and everyone dresses up. British traditions and holidays are also enjoyed and children learn about their neighbours. Children are extremely kind, respectful of each other and highly motivated to learn. The childminder ensures that partnerships with parents and carers are positive. She works collaboratively with families to support their children's learning at home.

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Next steps

The childminder should focus her professional development training to provide more precise support for children who speak other languages at home.

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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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Age range of children at the time of inspection

The childminder should review the provision as a whole with more detailed reflection and precise evaluation to consistently focus on improvement, taking into account feedback from others.

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About this inspection

The inspector spoke with the childminder, children and 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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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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