Mircheva, Dona Peteva

Childminder

Unique reference number (URN): 2796352 Registered with Ofsted: 31/07/2024 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 develop age- and stage-appropriate knowledge and skills across all areas of learning. In general, they use mathematical language confidently in their play and daily routines, such as counting steps as they climb the stairs. They compare quantities during activities. Children build on their physical skills through daily outdoor experiences and sensory play opportunities. They develop a love of books through regular storytelling and weekly visits to the library. Children also learn about the world around them through a variety of multicultural books and celebrations, helping them develop awareness of different cultures and communities.

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Achievement Expected standard

Overall, children achieve well and make steady progress from their starting points. They show curiosity and confidence when exploring both indoors and outdoors, investigating natural materials, small-world scenes and a range of sensory resources. From the time they start in the childminder's care, children make progress from their starting points. Children of all ages, including those who face barriers to learning, remain engaged and focused for extended periods during stimulating activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for the children in her setting. Children generally behave well and respond positively to her clear and consistent instructions. They understand simple rules, such as using 'kind hands', which the childminder adapts appropriately as they grow older. She acts as a positive role model, using encouraging language such as 'well done'. Children respond with smiles and eagerly join in, showing pride in their achievements. They behave well for their age and stage of development and adhere to the high behavioural expectations the childminder consistently promotes.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sensitively supports young children to understand and manage their emotions safely. Through calm interactions, stories and purposeful activities, she helps them recognise different feelings and learn how to express themselves appropriately. She maintains a harmonious and nurturing environment where children feel secure and respected. As a result, children build trusting relationships with the childminder, which contribute to their increasing confidence and growing ability to share and take turns during play.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children remain engaged in activities through the childminder's effective questioning and warm participation. They form secure relationships with her and seek reassurance when needed. Transitions between activities are smooth and calm, helping maintain a purposeful learning environment. The childminder understands the importance of children's attendance from when they first start with her. She ensures that this is continually promoted, which encourages appropriate routines for children's education.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm, welcoming home-from-home environment where children feel secure and valued. She works closely with parents and carers to ensure that all children's personal care routines and individual needs are respected and met appropriately. When children move on to nursery or school, the childminder shares information with parents to support a smooth transition. However, she does not consistently share information about children's development with other professionals who care for children. This means that transitions are not consistent for children.

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Children's welfare and wellbeing Expected standard

The childminder creates a calm and relaxing environment as she gently soothes children as they quickly fall asleep. Children who require a sleep are provided with fresh clean sheets and a sleep mat. She observes the children sleeping to monitor their safety. All children, including those with emerging barriers to their learning, benefit from opportunities at local playgroups and visiting the park to support their social development. Children enjoy playing with the childminder and happily give and receive cuddles with the childminder. Overall, children feel safe, cared for and emotionally supported.

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Children's welfare and wellbeing Expected standard

In general, the childminder promotes children's welfare well. She gathers detailed information about each child's routines and dietary needs, ensuring that care is tailored appropriately and consistently. The childminder has improved her menu over time to offer a wider range of healthy options. During mealtimes, she talks to children about the foods they are eating, naming ingredients and explaining their benefits for health. This helps children develop an early understanding of healthy lifestyles. Routines for nappy changing, handwashing and mealtimes are well embedded in daily practice. Children know what to expect and follow these routines with increasing independence, which helps them feel safe, secure and confident.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that is typically engaging, well sequenced and developmentally appropriate. She reflects carefully on the needs and interests of the children attending. This ensures that children experience a broad range of learning opportunities that support steady progress. Regular assessments enable her to identify gaps in learning and plan purposeful next steps. This helps children build knowledge and skills across all areas.

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Curriculum and teaching Expected standard

Children, including those who may be at a disadvantage, benefit from a varied range of activities that take account of their individual next steps. Physical development is promoted well, and the childminder adapts resources thoughtfully to meet different ages and abilities. For example, younger children are offered different sized balls to support early grasp and coordination. These ensure all children can access learning successfully and develop confidence in their emerging skills. However, the childminder does not yet fully build on daily activities to extend children's creativity. For example, she does not consistently use natural and open-ended resources to enrich children's imaginative thinking and extend their learning further.

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Curriculum and teaching Expected standard

In general, teaching is purposeful and responsive. The childminder skilfully models language throughout planned and spontaneous activities. Children learn how to count during activities and sing number songs. They also learn about the world around them through regular visits to local parks and weekly group sessions at the library, where they enjoy stories and rhymes. Personal, social and emotional development is prioritised through daily stories, discussions and carefully chosen activities. This helps children feel safe, confident and ready to learn.

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Inclusion Expected standard

The childminder typically provides an inclusive environment where children's individuality is celebrated and valued. She knows children well and holds appropriately high expectations for their learning. This enables them to make steady progress from their starting points. The progress checks at age 2 are completed effectively. This allows her to identify emerging needs, highlight strengths and recognise where additional support may be required. The childminder adapts her practice sensitively to meet the needs of all children, including those who may be disadvantaged. For example, when children show signs of tiredness or hunger, she recognises their cues quickly and responds with calm, appropriate support. This ensures children's needs are met promptly and that they remain comfortable, settled and ready to learn.

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Inclusion Expected standard

In general, the childminder supports children facing barriers to learning and wellbeing. Calm reassurance, familiar routines and responsive interactions support settling in and transitions. This helps children feel safe, secure and engage positively in play and learning. The childminder understands the needs of children who speak English as an additional language. She skilfully supports their communication and language development through stories and visual cues. Although no children with special educational needs and/or disabilities currently attend, the childminder demonstrates secure knowledge of how to identify emerging needs and access appropriate support. She understands how to work with external agencies and is confident in implementing strategies that promote children's progress.

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Leadership and governance Expected standard

The childminder has a clear understanding of the setting's context, strengths and priorities for development. She engages actively in professional development and draws on support from the local authority and childminding networks to strengthen her practice. The childminder reflects on the impact of training and evaluates how new knowledge influences her daily provision and children's experiences. She speaks confidently about further training she wishes to undertake, such as children's mental health. This will enhance her provision and deepen the support she can offer to children and families.

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Leadership and governance Expected standard

Overall, the childminder has a clear understanding of her curriculum and regularly reflects on her practice, adapting activities based on children's interests and daily routines. Children benefit from rich community experiences, including visits to parks and storytelling sessions. However, the childminder does not yet fully build on daily activities to extend children's imagination. For example, she does not consistently use natural and open-ended resources to enrich children's creativity through daily activities. This means that opportunities for extend are limited at times. The childminder has built positive and trusting partnerships with parents and carers. She shares developmental updates on a daily basis and provides a clear progress check for children between the ages of 2 and 3. This helps parents understand how their children are developing and what their next steps are. However, she does not yet consistently share

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Leadership and governance Expected standard

information about children's development with other professionals involved in their care. As a result, transitions are not always consistent. This means that transitions are not constantly embedded to support children's learning and development.

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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 arrive happily and settle quickly into this warm, welcoming home environment. They form trusting relationships with the childminder, who knows them well and understands their routines and individual needs. Throughout the day, the childminder responds positively to all children, offering praise, encouragement and gentle reassurance during daily tasks. This helps children feel safe, valued and emotionally secure. Children who speak English as an additional language are included well and participate with confidence in all daily experiences. This shows that they feel fully understood and develop a sense of belonging in the setting.

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

Children enjoy a varied range of activities that encourage exploration and curiosity. They eagerly engage with stories and often choose to look at books independently, pointing to different animals and confidently sharing what they notice. The childminder supports this interest by modelling new animal sounds. This helps children's emerging language development in meaningful ways. Early mathematical concepts are woven through daily routines and planned activities. For example, the childminder counts objects with the children or sings number songs. This enables all children to develop early mathematical understanding through repetition and purposeful play. These experiences support children's early learning securely and help them build foundations for future learning.

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

Children enjoy a variety of healthy snacks and learn about healthy lifestyles through daily discussions and routines. They benefit from regular outdoor play, which improves their physical skills and supports their overall wellbeing. Children, including those who face barriers to learning, behave well and respond positively to the childminder's clear expectations. She supports them sensitively to understand and manage their feelings. She uses books and resources to help them recognise different emotions. As a result, children are enthusiastic about attending and demonstrate a highly positive attitude towards learning. They attend regularly, and the nurturing childminder has robust systems in place to ensure they do not miss out on valuable learning experiences. Parents and carers value children's experiences in the setting.

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Next steps

The childminder should continue to develop partnership working with other settings, including schools that children move on to, to develop an even stronger transition process. The childminder should develop the quality of her teaching to help extend children's learning further, such as expressing arts and design through everyday interactions and play.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,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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About this inspection

The inspector spoke with the childminder 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

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 .

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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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