Michalska, Emilia Dorota

Childminder

Unique reference number (URN): 2868899 Registered with Ofsted: 04/03/2026 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

Typically, all children make progress across all areas of learning and have a positive attitude towards their learning. Children love to read books and sing nursery rhymes. They confidently select their own stories and choose the songs they want to sing. Children develop their attention span and concentrate for extended periods as they play. This helps to prepare them for later learning. Children willingly share with their friends. They are polite and use words such as 'please' and 'thank you'. Children learn about cause and effect. They show an interest in pushing buttons on toys and express delight as they discover what happens next. Children demonstrate resilience and keep trying until they achieve their goals. They problem-solve alongside the childminder and their friends and show secure relationships with others. Overall, children are well prepared for the next stage of their education.

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Behaviour, attitudes and establishing routines Expected standard

Children typically benefit from a warm, settled and caring environment. The childminder provides consistent routines and sensitive reassurance, which help children to understand what happens throughout the day. Expectations for behaviour are generally realistic and take account of children's individual ages and stages of development. The childminder is alert to changes in children's behaviour and emotions and responds in a calm and reassuring manner. Children who are less confident when approaching new experiences are not rushed to participate. Instead, they are given opportunities to watch and become familiar with an activity before choosing to join in.

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Behaviour, attitudes and establishing routines Expected standard

Positive relationships underpin the childminder's approach to supporting children's behaviour. She models kindness and encourages children to treat others with care and consideration. This supports positive attitudes to learning. Children are beginning to develop important social skills. The childminder encourages them to play alongside one another, take turns and use resources together. For example, children build constructions alongside their friends and share what they need. The childminder maintains regular communication with parents and carers and encourages patterns of attendance and punctuality. At the same time, she takes account of individual family circumstances and children's differing needs, particularly when new children are settling in. This flexible approach helps children to become familiar with expectations and develop positive attitudes towards learning.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are a high priority and are generally embedded in daily activities and routines. Typically, the childminder works closely with parents and carers to gather relevant information about children's sleeping and personal care needs. This enables familiar routines to be maintained and helps children to feel safe and secure. For instance, children tidy away toys, make their way to the table at lunchtime and naturally get themselves ready for their afternoon nap. The childminder manages children's personal care sensitively. For example, she undertakes toileting and nappy changing respectfully and discreetly. The childminder builds close relationships with children. She notices children's cues and adapts her response accordingly. She offers reassurance, physical comfort or time in a quieter space, if needed. This consistent response helps children to build trusting relationships and develop confidence within the setting.

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Children's welfare and wellbeing Expected standard

The childminder typically supports children's health, safety and wellbeing effectively. During mealtimes and daily activities, she talks to children about the benefits of eating healthy food and regular exercise. She reminds children to sit still while eating and gives clear explanations of why. The childminder shares the latest guidance around screen time with parents to help them support their children's welfare at home. She incorporates this into her curriculum to help build on children's understanding of staying safe from a young age.

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Curriculum and teaching Expected standard

The childminder gathers information from parents and carers about their children's individual needs from the outset. This helps to support a smooth settling-in process. She has a clear understanding of what she wants children to learn during their time with her. The curriculum is inclusive and broadly covers all areas of learning. The childminder demonstrates an understanding of each child's stage of development and identifies appropriate next steps in their learning. She generally adapts activities, where appropriate, to extend children's knowledge and skills. The childminder typically builds on children's developing communication skills by modelling words and introducing new vocabulary as they engage in play. However, she does not plan precisely enough to consistently support children's developing speech and pronunciation. This has some impact on the progress they make in their language development.

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Curriculum and teaching Expected standard

The childminder introduces mathematical understanding naturally through activities and everyday routines. For example, as children compare different dinosaurs, she introduces concepts, such as 'longer' and 'shorter'. Through imaginative play, the childminder supports children in developing an understanding of feelings and considering how others might feel. The childminder promotes critical thinking and problem-solving through everyday play. For example, she encourages children to build tracks independently and persevere with their ideas.

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Inclusion Expected standard

The childminder knows the children in her care well and is committed to providing a nurturing environment and inclusive practice. She builds positive relationships with parents and carers right from the start. She regularly assesses children's learning. She shares information with parents to ensure they are kept informed about their child's experiences, learning and development. Typically, the childminder monitors children's progress closely. She knows where she can access any additional guidance should she identify any emerging gaps in children's development, such as from local authority early years specialists. The childminder generally provides practical guidance and knows where to signpost parents for further advice and support from other professionals if needed. However, she does not consistently develop her knowledge and understanding to enhance the support she provides for some individual children. This has a slight impact on the effectiveness of targeted

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Inclusion Expected standard

teaching, particularly in supporting children's developing language. The childminder has not had any children on roll who receive additional funding, but she demonstrates an awareness of how to support children should this be needed.

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Inclusion Expected standard

The childminder effectively supports children who are learning English as an additional language. She speaks and reads books in the home language of some children, which helps to promote a sense of belonging. The childminder also uses some basic sign language and visuals to help children become familiar with routines. This supports inclusive practice.

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Leadership and governance Expected standard

The childminder typically reflects regularly on her practice and generally identifies the strengths in her provision and areas where she can continue to develop. She is passionate about her roles and responsibilities and ensures that all mandatory training is kept fully up to date. The childminder attends local authority briefings. She works closely with other adults she works with and professionals in the community to share effective practice. This helps her to generally build on her developing knowledge and to keep up to date with the latest legislation. The childminder is typically reflective of the care and education she has to offer. However, she does not consistently seek professional development opportunities to precisely support the specific needs of all children in her care.

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Leadership and governance Expected standard

The childminder establishes positive and trusting relationships with parents and carers. She recognises the important role they play in their children's learning and works closely with them to support children's ongoing development. Parents receive regular information about their children's progress and achievements. This helps them to understand what their children are learning and how they are developing. Parents speak positively about the childminder's professional and nurturing approach. They value the warm, caring and supportive environment she provides and recognise the positive impact this has on their children's development and wellbeing.

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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

The childminder tailors settling-in sessions to suit the individual needs of children and their families. She spends time getting to know children well. Children feel safe, secure and valued. They form warm, trusting relationships with the childminder and their friends and develop a secure sense of belonging. Children confidently make independent choices in their play and actively participate in experiences that capture their interest. They develop their physical skills through everyday experiences, such as building constructions and engaging in sensory play.

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

Children celebrate the cultures and traditions of their friends and families. This helps them to develop an understanding of similarities and differences and increases their awareness of the wider world. Children develop positive social skills as they communicate with others, take turns and play cooperatively with their peers. They listen to the ideas of their friends and show respect for others. Children benefit from familiar routines that are consistent throughout the day. They understand what happens next and respond positively to daily expectations. Children become increasingly independent and confident in doing things for themselves. They learn to manage their own personal needs, such as washing their hands and blowing their noses.

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

Children benefit from fresh air and exercise each day. They delight in walking or using scooters and balance bikes when taking and collecting their friends from school, for example. They show an understanding of personal safety and know that wearing helmets helps to keep them safe. Children enjoy visits to the library and the garden centre, where they delight in seeing the fish and reptiles and develop their knowledge of the natural world. They also learn about road safety and how to keep themselves safe while on outings.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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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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Next steps

The childminder should plan more precisely to enhance teaching and further support children's speech and language development. The childminder should prioritise professional development to support the individual learning outcomes of all children in her care.

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About this inspection

The inspector spoke with the childminder, her co-childminder, parents 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. This data is from 11 September 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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