SAGAY, ANTHONIA

Childminder

Unique reference number (URN): 2849048 Registered with Ofsted: 28/08/2025 Registers: EYR, CCR

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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 demonstrate a range of age-appropriate foundational knowledge and skills. They count, name colours and animals, reproduce sounds, communicate their choices and follow multi-step instructions. They engage confidently in conversations, songs and play, showing developing understanding and expressive language.

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Achievement Expected standard

Children use toys and resources successfully and join enthusiastically in physical activities. They share, take turns and help one another, developing social skills that support future learning. The childminder is establishing children's starting points so that she can evaluate their progress and identify what they need to learn next.

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Achievement Expected standard

The childminder understands that children who are disadvantaged, have special educational needs and/or disabilities, receive support from social care or face other barriers may progress at different rates. She understands the importance of monitoring their progress and adapting teaching accordingly. Her emphasis on communication, independence, physical development and positive relationships prepares children appropriately for their next stage of learning and development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a positive environment with clear, age-appropriate expectations for behaviour. She notices and praises kindness, sharing and attentive listening. Children respond readily to her guidance and explore the environment with confidence.

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Behaviour, attitudes and establishing routines Expected standard

Relationships are warm and respectful. Children seek the childminder for comfort, involve her in their play and respond positively to her instructions. She understands their personalities and adjusts her approach when they are tired, hungry or unsettled. This helps children feel secure and begin to regulate their emotions and behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children learn how to collaborate and get along with others. They share resources, take turns and help one another during play. When minor disagreements occur, the childminder responds calmly and helps children understand how their actions affect others. Her guidance supports them to resolve difficulties, repair relationships and develop empathy.

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Behaviour, attitudes and establishing routines Expected standard

Children recognise familiar routines for eating, personal care and sleeping. The childminder considers their individual circumstances and works with parents to provide consistency. Attendance is promoted through the prompt follow-up of absences, clear communication with parents and checks on children's welfare. This supports children's safety, wellbeing and readiness to learn.

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Children's welfare and wellbeing Expected standard

The childminder provides responsive care that meets children's individual physical and emotional needs. Secure attachments are evident as children seek reassurance and settle confidently into familiar routines. She notices subtle changes in their behaviour and offers comfort, food or rest. This helps children communicate and begin to manage their emotions.

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Children's welfare and wellbeing Expected standard

Children benefit from hygienic nappy-changing and handwashing routines. The childminder prepares balanced meals and supervises children closely while they eat. She prepares food to reduce choking risks, and children eat while safely seated with the childminder facing them. Individual sleeping spaces are arranged safely. The childminder monitors sleeping children closely and maintains familiar routines in partnership with parents.

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Children's welfare and wellbeing Expected standard

Children develop their physical health through movement, outdoor activities and energetic play. They learn about healthy choices and everyday safety through routines, guidance and discussions about people who help them. The childminder tailors care to children's different circumstances and understands the importance of reviewing any adaptations with families and professionals.

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Curriculum and teaching Expected standard

The childminder plans a broad curriculum that reflects the areas of learning in the early years foundation stage. She prioritises communication and language, physical development and personal, social and emotional development. She evaluates children's engagement and is developing her planning and assessment arrangements so that teaching builds even more precisely on what children know and can do.

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Curriculum and teaching Expected standard

Teaching is shaped by children's interests, information from parents and the childminder's observations. She introduces mathematical language through counting and colour-matching, and extends vocabulary through conversations, songs and discussions about animals and people who help others. Sensory play, movement and opportunities to investigate provide purposeful experiences across the curriculum.

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Curriculum and teaching Expected standard

The childminder adapts her interactions according to children's personalities, needs and stages of development. She understands that teaching may require further adaptation for children who are disadvantaged, have special educational needs and/or disabilities, receive support from social care or face other barriers.

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Curriculum and teaching Expected standard

Screen-based songs have a clear educational purpose. The childminder sings, counts and moves with children rather than expecting them to watch passively. However, leaving the screen on after the planned activity may distract children from active play and interaction.

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Inclusion Expected standard

The childminder creates an inclusive environment in which children's identities, cultures and family experiences are valued. She gathers information from parents and observes children to understand their needs and starting points. Her interactions are sensitively adapted to children's personalities, interests and ways of communicating. This helps them feel included and participate confidently.

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Inclusion Expected standard

The childminder recognises that changes in children's behaviour, communication or development may indicate an emerging need. She knows how to involve families and seek advice from relevant professionals to reduce barriers to children's learning and wellbeing. She understands that adjustments should reflect individual needs and be reviewed to determine whether they are helping.

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Inclusion Expected standard

The childminder understands that children's circumstances and previous experiences can create barriers. She understands how additional funding and external support should be used when needed, ensuring that decisions reflect each child's circumstances. Her arrangements for recording and reviewing the impact of any additional support are still developing.

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Inclusion Expected standard

Children's experiences are broadened through different foods, festivals, cultures and planned community visits. This helps them appreciate different backgrounds and understand that everyone is equally valued.

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Leadership and governance Expected standard

The childminder is developing her provision for younger children and strengthening her approach to planning, assessment and the progress check at age 2. She evaluates activities through children's engagement, gathers feedback from parents and adapts provision throughout the day. Her decisions place children's interests at the centre.

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Leadership and governance Expected standard

The childminder understands the setting's strengths and accurately identifies organisation and planning as priorities for improvement. She knows how to seek specialist advice and support children who may face barriers to their learning or wellbeing.

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Leadership and governance Expected standard

Professional development strengthens the childminder's knowledge and informs the care that children receive. Secure online systems support record-keeping, assessment and communication with parents while helping the childminder manage her workload. Partnership with another childminder broadens children's social and cultural experiences.

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Leadership and governance Expected standard

The childminder does not yet fully use her developing planning and assessment arrangements consistently to shape teaching and evaluate children's progress. As a result, she does not always identify precisely what children need to learn next.

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

Children experience warm, attentive care from a childminder who values their personalities, cultures and family experiences. They form secure relationships, seek reassurance when needed and respond confidently to familiar routines. The childminder notices subtle changes in their behaviour and responds sensitively. This helps children feel safe, welcomed and that they belong.

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

Children enjoy their learning. They explore coloured rice, transport blocks, investigate vehicles and join enthusiastically in songs and movement. They count, name colours and animals, copy sounds and follow multi-step instructions. They show adults how toys work, make choices and manage everyday care routines. Through active exploration, children develop their fine and gross motor skills and increasing independence.

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

Children learn successfully alongside one another. They share resources, take turns, help one another and show concern when someone is upset. The childminder supports them to express and manage their feelings. Her thoughtful responses enable each child to participate and thrive. She understands that children's circumstances and experiences may create barriers, and works with families to identify their individual needs. Attendance is promoted through the prompt follow-up of absences and checks on children's welfare.

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

Screen-based songs support children's learning, although leaving the screen on afterwards may distract from sustained play and interaction. The childminder is refining her assessment arrangements so that future experiences build more consistently on what children know and can do.

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Next steps

The childminder should embed planning and assessment arrangements so that teaching consistently builds on children's individual starting points and evaluates the progress children make over time. The childminder should refine the use of screens so that they are used briefly for planned educational purposes and switched off afterwards to prevent distraction from play and interaction.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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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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