Why, Cleopatra Isabella Simone

Childminder

Unique reference number (URN): EY483900 Registered with Ofsted: 10/12/2014 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 effective progress with their learning and development. They are gaining confidence and engage in frequent conversations with others. Children express their needs and ideas clearly. On occasion, children are not encouraged or reminded to listen to what their friends want to say. This does not support children to gain conversational skills.

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Achievement Expected standard

All children know the routine and what is expected of them. Adaptations are made to ensure children with barriers to their learning develop their knowledge of the routine. For example, children who speak English as an additional language have visual timetables to support their understanding of what is happening next. Children typically play well alongside and with each other, and with support, they decide how to share resources.

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Achievement Expected standard

Children develop their physical skills and achieve a good level of independence. They develop their knowledge of how to complete practical tasks for themselves, such as putting on their outside shoes, attempting to fasten the zips on their coats and managing their hygiene and toileting. These skills ensure that they are well prepared for the next stage of their learning, including the move to school. Additionally, children help to tidy away toys before meals, showing care for their environment. They are resilient learners and show great pride in their achievements. For example, children make passports for their theme on journeys. They proudly show these to each other and adults. Children show a love of books and singing. They join in enthusiastically with action songs, jumping around and moving in different ways.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created a safe and welcoming environment where children are confident to explore. Children understand the routines and feel secure as they know what comes next in their day. Visual timetables are available for all children, including those who face barriers to their learning, to secure their understanding. The childminder is a positive role model and works collaboratively with parents to support children's good behaviour. Clear expectations for children's behaviour help them to understand what is expected of them. Children play and explore the environment, generally getting along with each other well. The childminder encourages children to resolve conflicts by using their words and discussing how they can share resources. There are occasions, particularly during story times, where the childminder does not support children to develop their social skills, as children talk over each other. This does not support all children's attitudes towards learning

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Behaviour, attitudes and establishing routines Expected standard

during this time and means that all children do not gain the full benefit of the learning intent.

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Behaviour, attitudes and establishing routines Expected standard

Children develop the confidence to ask for help when they need it. The childminder supports children who are toilet training to manage their own care needs appropriately. Children have positive attitudes towards their learning. They show confidence as they take part in new activities and persevere when learning new skills. The childminder provides lots of praise for children, and they show pride in their achievements. For example, children jump up and down with excitement when they find the next clue for the treasure hunt. The childminder supports parents to understand the importance of punctuality and regular attendance in supporting children's development.

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Children's welfare and wellbeing Expected standard

The childminder places children's welfare and wellbeing at the heart of her practice. She provides a kind and nurturing home environment, where children feel safe, valued and emotionally secure. Warm and responsive relationships help children to settle quickly and develop trust. Children typically seek reassurance when needed and are comforted sensitively. The childminder responds promptly to children's cues, offering physical comfort, verbal reassurance or a quiet space as appropriate. This strengthens children's emotional wellbeing and encourages them to explore and play happily.

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Children's welfare and wellbeing Expected standard

The childminder generally promotes healthy routines throughout the day. Children learn effective hygiene practices, such as washing their hands before meals. They are supervised closely at mealtimes. The childminder works in partnership with parents and carers to meet children's individual dietary needs. She encourages children to try a range of different fruits to include in their diet. These approaches help children to be comfortable, fully involved in daily routines and understand how to be healthy. The childminder is keen to continue to support children to build on their independence skills.

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Children's welfare and wellbeing Expected standard

Care practices are typically effective and meet children's individual needs. The childminder uses information from parents to follow routines for sleeping and feeding. Nappy changes are carried out discreetly and respectfully, with calm explanations to support understanding. Hygiene routines promote children's dignity and health. Children spend time outdoors every day, and this supports their physical development.

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Curriculum and teaching Expected standard

The childminder plans a broad curriculum that covers the 7 areas of learning. Since the last inspection, she has undertaken training and knows her intentions for children's learning. The childminder observes the children and uses this information to identify what she wants them to learn next. She regularly reviews children's next steps to ensure they are progressing and reviews what learning needs to be planned for next. The childminder demonstrates an understanding of how children develop and what they need to learn in preparation for their move on to school.

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Curriculum and teaching Expected standard

The childminder recognises the importance of developing communication and language skills for all children, including children who speak English as an additional language. She introduces the children to new words as they play and builds on children's sentences. During group times, children talk over each other. The childminder does not remind children to take turns talking and to listen to their friends' opinions. During these times, children do not build essential conversation skills.

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Curriculum and teaching Expected standard

The childminder embeds mathematics into daily routines and play, introducing counting, quantities, shapes and measure. This supports children's early mathematics development. The childminder promotes physical development through outdoor play. This helps strengthen children's large muscles through climbing, balancing and active play. The childminder understands the importance of learning the language of emotions. On occasion, she encourages children to be mindful of their friends' feelings and to resolve conflicts in an appropriate way. For example, when children want to use the same bowl for scooping beans, the childminder encourages them to find a solution and the children agree to take turns. During other times, the childminder is quick to solve problems for children and does not provide them with the time needed to find a solution. This does not support children to develop their critical thinking skills.

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Inclusion Expected standard

The childminder helps children to develop a secure understanding of how everyone has different abilities. She supports children with special educational needs and/or disabilities effectively. Children play together and learn to accept and celebrate their differences and similarities. The childminder adapts her provision well to help all children feel included. She maintains oversight of adaptations and makes changes as needed to provide ongoing support for children's individual needs.

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Inclusion Expected standard

Emotional literacy work ensures that children can name and manage feelings confidently. Communication skills and physical development are embedded in everyday play. The childminder's calm, nurturing approach supports children to regulate emotions and build confidence alongside their peers. Progress is monitored through continuous observation and reflection, with next steps shared openly with parents. The childminder engages positively with local childminding forums and external professionals, including the local authority, to stay informed about good practice.

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Inclusion Expected standard

The childminder works well with parents of children who speak English as an additional language. For example, she takes key words from their home language, uses a range of visual props and has access to an application to translate, if necessary. These strategies enable her to reduce barriers to learning and help children who require more support to communicate to develop their language skills. The childminder is keen to continue to access training to help further develop her knowledge of supporting disadvantaged children. She has knowledge of how to use any additional funding children receive.

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Leadership and governance Expected standard

The childminder has worked hard since her last inspection to bring about change and meet the previous actions and recommendations set. She has worked with her local authority to support her to improve her practice. For example, even though she is not working with any assistants at the moment, she has processes in place to undertake regular supervisions and coaching for them in the future. In addition, to help respect children's privacy, the childminder has improved their intimate care routines.

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Leadership and governance Expected standard

Recent training has focused on the areas identified at the last inspection. For example, the childminder has undertaken training to further her understanding of how to support children's learning and to develop clear intentions for their learning. She continues to undertake mandatory training. This enables her to enhance her knowledge and skills. In addition, the childminder attends a range of local authority webinars and shares practice on childminding forums. This prioritises her wellbeing by engaging with professional discussions on online forums. The childminder is keen to enhance her knowledge and further improve her practice through accessing training and completing research. The childminder knows that if she starts to work with any assistants in the future, they must also have regular access to training.

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Leadership and governance Expected standard

The childminder helps children who face barriers in their learning to make secure progress. For example, when children show delay in their language and communication, she works closely with parents and outside professionals. She uses targeted support plans and adapts her practice. This enables children to receive the specific support they need to progress well. In addition, the childminder provides parents with ideas on how they can support their children's learning at home.

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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 are happy and settled in this welcoming environment. They show great excitement in the activities they take part in. The childminder's careful planning provides children with new learning experiences. For example, children excitedly board the 'plane' for their journey. They are keen to show passports and boarding cards they have made. They chatter happily about where they are going and what they will do when they get there. The childminder extends children's learning further by reading related stories and encouraging children to recall previous learning. She is clear about the intent of activities and what she wants children to learn and achieve. Consequently, children make effective progress in their learning from their starting points.

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

The childminder provides effective care for children. Children are familiar with the routines of the day and cooperate happily with them. For example, they know they have to wash their hands before snack and know where to sit. Children are confident to help themselves to toys and resources. They behave typically for their age and receive clear guidance from the childminder as they learn to share and consider the needs of others. The childminder understands how to keep children safe and works with parents in building on children's behavioural expectations. She is a positive role model to children and encourages them to resolve conflicts.

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

Children who face barriers to their learning experience an inclusive and welcoming environment. They enjoy songs and stories with the childminder, and toddlers enjoy exploring the environment and the plentiful resources. All children settle well and develop a sense of belonging. They learn key skills in readiness for the next stage of their education, including their move to school. For example, children learn to dress and undress themselves and begin to manage their own personal care needs independently.

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Next steps

The childminder should further support children to develop effective conversation skills. The childminder should further enrich children's problem-solving and critical thinking skills.

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About this inspection

The inspector spoke with the childminder and the 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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About this setting

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

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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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The inspection started on 25 February 2026. Inspectors returned on 3 July 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

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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. 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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