Lytvynchuk, Lesia

Childminder

Unique reference number (URN): 2818938 Registered with Ofsted: 16/12/2024 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 make expected progress from their individual starting points. The childminder provides opportunities to develop communication and language through songs, rhymes and books. Children increasingly express their needs through gestures, babbling and emerging words, and show that they understand familiar language, following instructions and routines. They build physical skills and coordination through indoor and outdoor play. They have planned opportunities to develop their fine motor skills, for example threading and craft activities. Daily routines also help children become more independent, for example they collect their shoes and attempt to put them on and use cutlery at mealtimes. The childminder provides sensitive support for children who may face barriers to learning or wellbeing, including those with special educational needs and/or disabilities or previous involvement with children's social care. This helps children participate and develop

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Achievement Expected standard

confidence. To strengthen achievement further, the childminder should use assessment more rigorously to identify precise next steps and share these consistently with parents and adapt experiences so that children are increasingly challenged and prepared for the next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a positive and welcoming environment where children understand familiar routines and expectations. Her warm, attentive relationships help children feel secure and ready to learn. She models kind behaviour, praises children when they help one another and responds calmly to minor disagreements. Children are supported to play alongside each other, share resources and begin taking turns, with expectations adapted appropriately to their young age and stage of development. Children show positive attitudes to learning. They concentrate during threading and craft activities, join in songs and rhymes and confidently choose resources during indoor and outdoor play. Consistent routines for meals, sleep, handwashing and preparing to go outside promote security and independence. Children follow simple instructions, for example they collect their shoes and seek help when negotiating steps. The childminder shares useful guidance with parents,

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Behaviour, attitudes and establishing routines Expected standard

including advice about sleep routines, which promotes continuity between home and the setting. She understands the importance of regular attendance and supports families whose funded hours limit the child's attendance. She follows up on unexplained absence where necessary.

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Children's welfare and wellbeing Expected standard

The childminder provides attentive care that responds to children's individual routines, health needs and emotional security. Warm, consistent interactions help children form secure attachments, feel a strong sense of belonging and seek reassurance when needed. She knows each child well and balances her attention sensitively, including when children experience changes in family circumstances or require additional emotional support. Children learn about kindness and respect through her calm modelling and praise. The childminder promotes healthy lifestyles by offering varied, nutritious meals and snacks, accommodating agreed dietary preferences and encouraging daily physical activity indoors and outside. Handwashing, toothbrushing and personal care routines help children begin to understand hygiene and self-care. Sleep arrangements are adapted to individual needs and follow safe sleep guidance, helping children remain settled and well rested. Parents value

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Children's welfare and wellbeing Expected standard

the advice the childminder provides about routines and use this successfully at home.

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Curriculum and teaching Expected standard

The childminder has designed a broad curriculum that meets the learning and development requirements of the early years foundation stage and reflects the ages, interests and needs of the children attending. She gives suitable priority to the prime areas while providing experiences across all 7 areas of learning. Her teaching is purposeful and responsive. She models language and uses songs, rhymes, books, Makaton signs and children's home languages to extend communication and vocabulary. Mathematical language is woven into the daily routine, for example at snack time. Children benefit from regular opportunities to develop coordination and balance through indoor soft play and outdoor opportunities. The childminder supports the development of fine motor skills throughout the day. For example, children thread wooden fruit onto string using a wooden needle; they also skilfully use cutlery at mealtimes. The childminder promotes children's personal, social and emotional

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Curriculum and teaching Expected standard

development through warm interactions, familiar routines and support with sharing and taking turns. She observes children and identifies areas of focus, including communication and language. However, she should use assessment more systematically to identify precise next steps, plan increasing challenge and evaluate the impact of teaching. Sharing these next steps and developmental information consistently with parents will help strengthen continuity between the setting and home and ensure that the curriculum remains ambitious for every child.

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Inclusion Expected standard

The childminder promotes an inclusive culture in which children's individual circumstances, development and wellbeing are considered carefully. She uses observations, assessment and regular communication with parents to identify emerging needs and barriers to learning. She adapts experiences to support children's participation, including children's home language, Makaton signs, suitable books and consistent routines. This helps children feel secure, communicate their needs and engage in learning.

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Inclusion Expected standard

The childminder has relevant experience of supporting children known to social care and children with special educational needs and/or disabilities (SEND). She has worked constructively with carers, social workers and other professionals to seek advice and coordinate support. She understands how children's experiences, including changes within families, can affect children's emotional security, and provides responsive reassurance and appropriate resources. Children currently make expected progress from their starting points. The childminder records daily experiences and shares information with parents; however, developmental tracking and agreed next steps are not always shared systematically. She should strengthen her use of the graduated approach by documenting concerns, planned adaptations, professional advice and review points more rigorously. She should then evaluate the impact of support and adjust it promptly. Further SEND training will help

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Inclusion Expected standard

deepen her professional knowledge and strengthen consistently inclusive practice.

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Leadership and governance Expected standard

The childminder demonstrates a clear commitment to providing a safe, inclusive and improving provision. She understands the setting's strengths, including warm relationships, a broad curriculum and responsive support for families. She reflects on practice and identifies relevant priorities, such as extending outdoor resources and developing her special educational needs and/or disabilities knowledge. She maintains current paediatric first-aid, safeguarding and food hygiene training and engages with local authority support and professional learning. Decisions are made in children's best interests, including adapting routines, food choices and emotional support to individual circumstances. The childminder works positively with parents, gathering information when children start and sharing daily experiences through journals and handovers. Parents value her advice about routines, funding and learning at home. She also uses community opportunities, including

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Leadership and governance Expected standard

library visits, to broaden children's experiences. As a lone worker, she manages her workload appropriately and identifies personal support when needed. Her oversight of children's development is less systematic. Developmental records and agreed learning priorities are not consistently shared with parents, which limits their understanding of progress. More rigorous self-evaluation, assessment and target setting would enable her to measure the impact of improvements, prioritise actions and sustain increasingly high-quality provision for every child.

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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 welcomed into a calm, homely environment where they form secure relationships with the childminder and settle readily. Parents say that their children run to greet her, and observations show that children confidently seek reassurance, make choices and explore familiar resources. Warm interactions, praise and sensitive responses help children feel safe, valued and included. Children's individual circumstances, including family changes, dietary preferences and home language, are taken into consideration and care is adapted appropriately.

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

Children achieve through a broad range of experiences across the 7 areas of learning, with suitable emphasis on the prime areas. Songs, rhymes, books, Makaton signs and the use of children's home language support communication and emerging vocabulary. Mathematical language is woven into routines, including counting food, shoes and objects. Children strengthen coordination through climbing, outdoor play and ride-on equipment, while threading, craft and using cutlery develop fine motor control. They follow simple instructions, concentrate on activities and gain confidence in managing everyday tasks.

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

Children have a sense of belonging because routines are predictable and relationships are attentive. They learn kindness, sharing and turn-taking through calm modelling and praise. Children's emotional security is supported through sharing relevant books and stories as well as reassurance that reflects their experiences. Daily journals and unhurried handovers help parents remain informed and reinforce routines at home.

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

Children thrive in appropriate safeguarding, health and welfare arrangements. The premises are secure, safe sleep guidance is followed and children benefit from nutritious food, water, hygiene routines and daily physical activity. Overall, children are happy and settled and making expected progress from their starting points.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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About this setting

Local authority: East Riding of Yorkshire

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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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Next steps

The childminder should improve self-evaluation and strengthen partnership working with parents to support children's progress and next steps. The childminder should strengthen monitoring of children's progress to identify needs early and adapt support to improve learning and development. The childminder should develop knowledge of inclusive practice to identify needs early.

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About this inspection

The inspector spoke with the childminder 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. This data is from 19 August 2026

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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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