Przedwolska, Katarzyna Weronika

Childminder

Unique reference number (URN): 2829189 Registered with Ofsted: 25/04/2025 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 typically make secure progress from their individual starting points. Children make steady progress in their communication and generally speak confidently. They enjoy talking with their friends as they play, share their ideas and listen to what others have to say. However, the support to further enhance their thinking skills and language is not always consistent. Children build their mathematical knowledge through their play and everyday experiences. They use numbers and counting naturally during activities.

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Achievement Expected standard

Children typically develop important social skills. They learn to wait patiently and take turns and enjoy playing alongside children of different ages. Children are becoming increasingly independent in managing their own personal care. For example, they wash their hands and use tissues when needed. Even the youngest children have a go at using cutlery for themselves. Children develop skills that prepare them well for the next stage of their learning, including starting school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a welcoming and caring environment. Kindness and respect are central to her approach, and children feel comfortable exploring and building positive relationships. The childminder sensitively helps children understand what is expected of their behaviour. For example, she gives children time and encouragement to tidy up, ready for a change in activity. She reminds children not to run inside and explains why. The childminder maintains regular communication with families to promote regular attendance and punctuality. This helps to provide consistency in children's routines and ongoing progress.

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Behaviour, attitudes and establishing routines Expected standard

Children have developed secure and trusting relationships with the childminder. Her calm and reassuring manner encourages them to confidently seek support, communicate their needs and become familiar with daily routines. This supports a positive attitude towards learning. The childminder supports children to develop their social skills well overall. She models language that is appropriate to their age and understanding to help children learn how to share and take turns with their friends. Children of different ages play well together. They engage happily in small-world play, share their ideas and show kindness towards one another. The childminder is generally responsive to children's needs and wishes when routines change. For example, she carefully puts their flower garden models to one side so that they can return to their play after their sleep. This helps children feel valued while supporting them to manage transitions during their day.

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Children's welfare and wellbeing Expected standard

Typically, the childminder makes sure the support she provides reflects each child's particular welfare needs. She remains attentive to children and understands that changes within the family or differences in development can sometimes affect a child's learning or emotional wellbeing. Care is adjusted appropriately to reflect children's ages, stages of development and individual circumstances. This supports children's emotional wellbeing. Children benefit from warm and positive relationships with the childminder. They are comfortable approaching her for reassurance, involve her in their play, and share their thoughts and ideas. The childminder encourages children to recognise and name their feelings. She provides calm reassurance when they need support to manage their emotions. Familiar and consistent routines help children to feel secure and understand what to expect throughout the day.

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Children's welfare and wellbeing Expected standard

The childminder works closely with families and gives them support when needed, such as when children are toilet training. She ensures sleep routines, for example, take into account parents' preferences alongside each child's needs. This helps to provide consistency, while ensuring children remain comfortable and safe. The childminder typically supports children to develop healthy habits and to learn how to keep themselves safe. She makes use of everyday routines and experiences, such as mealtimes, handwashing and regular walks, to promote children's physical development and awareness of personal safety. The childminder regularly reviews and updates risk assessments for outings to ensure that potential hazards are identified and children remain safe.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of what she would like children to achieve while in her care. Her curriculum typically provides children with experiences across all areas of learning and development. She uses assessment and tracking effectively to identify children's individual needs and adapts activities and support accordingly.

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Curriculum and teaching Expected standard

Supporting children's communication is an important part of the provision. The childminder engages positively with children during their play. She joins in with activities, models appropriate language and provides a running commentary to help extend children's vocabulary. The childminder listens to children's interests and views and responds to these positively. However, at times, the childminder is a little directive when speaking to children. She does not consistently give children enough time to respond to questions. This limits their ability to express their thoughts and ideas and slightly hinders their language development.

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Curriculum and teaching Expected standard

There are varied opportunities for children to develop their physical skills. The childminder supports children in developing their core strength as they climb and use age-appropriate apparatus at local play areas, for example. Through a range of creative and practical experiences, she provides activities that help children build the muscles in their hands and fingers. For instance, children squish play dough in their hands and practise using different tools. As children manipulate the dough into balls, she supports them in thinking about shape and size.

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Inclusion Expected standard

The childminder recognises and values each child as an individual. Before children start at the setting, she works closely with parents and carers to find out about their interests, development, dietary requirements and individual care needs. She uses this information to help children settle quickly and to provide experiences that reflect their needs and starting points. The childminder incorporates children's home languages into everyday experiences, including conversations and story times. This helps children to feel comfortable and supports a sense of belonging at the setting. She uses strategies such as introducing simple signs and visual cues to reinforce daily routines, which helps children settle into her care.

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Inclusion Expected standard

Through ongoing observations and assessments and close partnership working with parents, the childminder swiftly identifies where a child may need additional support. She seeks further advice or works with other professionals, such as the local authority early years specialists, to ensure that children receive appropriate support. There are currently no children attending who have identified special educational needs and/or disabilities or known barriers to their learning. The childminder plans to complete training to build on her skills and knowledge should she care for children with special educational needs and/or disabilities in the future. The childminder is aware that some children may be eligible for additional funding. She understands the importance of working in partnership with parents to consider how this funding could be used effectively to address any identified gaps in learning.

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Leadership and governance Expected standard

The childminder is clear about the strengths of her provision. She knows what she wants the children in her care to learn and typically provides experiences to support this. The childminder reflects on and shares effective practice with other adults she works with. She generally has an overall understanding of what she does well and what she wants to work towards. For example, she reflects on the changing needs of children and adapts her provision accordingly. The childminder attends local authority briefings, which support her in keeping up to date with safeguarding requirements and the latest legislation. However, she does not consistently seek to enhance her professional development to help build on her knowledge and skills and further improve the quality of her practice.

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Leadership and governance Expected standard

The childminder has clear policies and procedures in place to support children's care, wellbeing and safety. She updates these as required and shares them with parents and carers. This helps them to understand the expectations of her setting. The childminder carries out regular risk assessments of her home and for outings. She keeps appropriate records as required. Parents are very happy with the care the childminder provides. They value the communication they receive and the caring and supportive environment she offers their children.

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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 spends time getting to know children well and treats each child as a unique individual. Children enjoy their learning. They thrive in the happy, home-from-home environment that the childminder creates. Children develop their personal, social and emotional skills well. Throughout the day, they build their independence by practising self- help skills and managing aspects of their own personal care. They learn to take on small responsibilities, such as helping to tidy away toys. This supports future life skills. Children

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About this setting

Unique reference number (URN): 2829189 confidently approach the childminder for attention and invite her to become involved in their play. They show that they feel secure and have developed trusting relationships with her.

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About this setting

Children benefit from regular experiences to explore their local community. For example, they visit the library, local parks and stay-and-play groups. They explore local woods and look for 'fairy gardens' with their friends. These experiences help to develop children's social confidence and their understanding that people, families and communities can be different from their own. Children also learn how to care for living things, such as by helping to feed the childminder's guinea pigs. This helps to develop their understanding of the world around them.

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About this setting

Regular opportunities for singing and sharing stories also contribute positively to children's learning. Children enjoy a variety of number songs and rhymes, confidently copying the actions and joining in. They delight in practising their jumping and hopping skills and learn how to move their bodies in different ways. Children learn to enjoy books and to recognise and use numbers in their play. They gain a secure range of skills and knowledge that prepares them well for the next stage of their learning.

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Next steps

The childminder should strengthen interactions with children to further support their developing thinking and language. The childminder should focus professional development more precisely to increase its impact on outcomes for 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 16:30

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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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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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