Samuels, Kyra Faye

Childminder

Unique reference number (URN): 2840822 Registered with Ofsted: 25/07/2025 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 Strong standard

Children adore attending the setting due to the warmth and encouragement of the childminder. The childminder acts as a positive role model when introducing new language. Children grow increasingly confident in asking questions, making comments and joining conversations within the language-rich environment she provides. They are excited to see what happens next in a story and enjoy role playing the different characters. Children sing with confidence and cheer others on during turn-taking games, as they want their friends to succeed. They become confident, expressive learners. Children, therefore, build on what they know and can do through focused and meaningful experiences.

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Achievement Strong standard

Children develop essential skills that prepare them for future learning. This includes cutting fruit at snack time, pouring drinks, dressing and washing their hands. Children love taking on responsibilities such as carrying fruit from the kitchen to the snack table. They thrive on the challenges and praise from the childminder. Children are, therefore, prepared for their transition to school. This is true for all children, including children eligible for the early years pupil premium, children with special educational needs and/or disabilities, and children who may face other barriers to their learning and/or wellbeing, as these children are given the same opportunities for learning, and achieve the same levels of skills.

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Children's welfare and wellbeing Strong standard

The childminder knows the children and their families well. She builds close bonds with each child and uses this understanding to shape tailored learning experiences. She is passionate about supporting children's wellbeing and creates a safe, nurturing environment where children grow in confidence across all areas of learning. Within all activities, the childminder adapts her language and levels of challenge to enable children of all stages of development to engage and learn.

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Children's welfare and wellbeing Strong standard

The childminder adapts all activities and interactions to meet children's stages of development and to give children the best support possible. She consistently embeds clear routines for children, who generally behave well. The childminder acts as a positive role model and demonstrates kindness and care for others. She consistently promotes good hygiene for all children, as well as teaching children to develop healthy lifestyles. This includes serving themselves from a range of healthy food choices, chopping up their fruit, going on regular walks and outings into the local community and washing their hands regularly. The childminder also follows all guidance for supporting children's sleeping, weaning and feeding closely effectively. All children are, therefore, supported and encouraged to lead healthy lifestyles from a young age. This includes children who are eligible for the early years pupil premium, children with special educational needs and/or

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Children's welfare and wellbeing Strong standard

disabilities, and children who may face other barriers to their learning and/or wellbeing.

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Curriculum and teaching Strong standard

The childminder has an extensive knowledge of how children learn. She uses her excellent skills to embed learning across her ambitious curriculum. The childminder is quick to identify gaps caused by barriers to learning and swiftly puts support in place, setting achievable targets for learning. The childminder seamlessly adapts activities to support all stages of development by altering her language, questioning and levels of challenge. Older children's thinking is taken to high levels through problem-solving, making predictions and seeking answers themselves. Older children thrive on their achievements. They fast become confident and keen learners.

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Curriculum and teaching Strong standard

Children develop an early love of reading via interactive story times. The childminder encourages children to become the characters in the story. She then links the story to songs that children love. The childminder integrates maths into her curriculum. Children enjoy counting during activities, including fruit at snack time and the stairs to the bathroom. Children talk about the shapes and sizes of objects and begin to understand concepts such as big and little, and tall and short from a young age.

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Curriculum and teaching Strong standard

The childminder provides wonderful daily opportunities for children to develop their physical skills outdoors. They go on walks and trips to farms, the library, wildlife trails and other childminders and their children. This gives children chances to develop social skills, respect for nature and feelings of belonging in their community. Children, therefore, make excellent progress across all areas of learning. This includes children eligible for the early years pupil premium, children with special educational needs and/or disabilities, and children who may face other barriers to their learning and/or wellbeing.

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Inclusion Strong standard

The childminder uses her excellent settling-in processes to get to know children and families well. She uses information from parents, along with her strong knowledge of how children learn, to plan meaningful play experiences. The childminder adapts her language and questioning, so that children can access learning at their individual stage of development. She observes, assesses and monitors the progress children make and sets achievable targets. She then plans exciting activities to support children to develop the skills she has identified. Therefore, all children make superb progress from their starting points.

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Inclusion Strong standard

The childminder is sensitive and flexible to children's personal and family situations. She supports processes for identifying additional support and referrals by gathering information to share with families and professionals. The childminder is confident to ask for guidance from professionals, so that she can work towards shared goals. She plans to gain a qualification in supporting children with special educational needs and/or disabilities (SEND), so that she can improve her inclusive practice even further.

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Inclusion Strong standard

The childminder closely monitors how she uses additional funding. She provides community experiences and outdoor resources when children have limited access. The childminder celebrates children's achievements, sharing these with parents, so they can celebrate too. Therefore, children feel valued and supported. This includes children eligible for the early years pupil premium, children with SEND, and children who may face other barriers to their learning and/or wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well. The childminder works hard to embed her expectations for behaviour into daily routines. She acts as a positive role model for being kind, using manners, sharing and turn-taking. Children tend to play well with others and form friendships. For example, they cheer each other on during group games. The childminder is quick to step in and support children when in conflict by offering suggestions or redirecting play. The childminder does not always teach children about the emotions felt in different situations. Children, therefore, do not consistently develop a deep understanding of their own emotions or how others may be feeling.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is clear on the routines for the day and explains these clearly. Children tend to understand what is happening now and next. They look forward to each activity, as they know they will have fun. Children generally help to tidy up between activities, and transitions run smoothly.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of children attending the setting. She actively promotes children's participation by sharing the activities and outings that she plans for children with parents. The childminder sets clear guidelines on timings for sessions, as well as expectations for attendance. This includes for children eligible for the early years pupil premium, children with special educational needs and/or disabilities, and children who may face other barriers to their learning and/or wellbeing.

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Leadership and governance Expected standard

The childminder is reflective and has improvement plans in place, including developing aspects of her indoor and outdoor spaces. She has identified training opportunities to strengthen her support for children with special educational needs and/or disabilities, helping her better support the families she works with, and has put plans into motion for this.

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Leadership and governance Expected standard

The childminder closely monitors how she spends any additional funding that children receive. She uses it to increase opportunities for children that they may otherwise not experience. This includes access to outdoor learning and the community. The childminder has high expectations for herself, ensuring that she has support in place for her wellbeing. She has a strong support network of local childminders who offer support, advice and guidance, as well as sharing good practice. The childminder also builds partnerships with local health visitors, schools and other professionals involved in supporting the children and families that she works with. She is a proactive addition to these teams, sharing her observations and assessments that she makes from knowing the children well.

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Leadership and governance Expected standard

The childminder has built strong partnerships with parents. They praise her for how settled their children become in a short amount of time. The childminder provides feedback on what children have been enjoying and learning each day. Parents appreciate these exciting opportunities for children. Parents feel knowledgeable about their children's development across all areas of learning. The childminder ensures that parents have a voice and feel heard. They praise her for her flexibility and approachable nature. Parents recognise substantial progress in their children's learning, especially in confidence, independence and communication.

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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 enjoy attending this supportive setting. They come in happily and settle quickly into the exciting play experiences. Children form close bonds with the warm and encouraging childminder. They know that they are valued and develop a sense of belonging because the

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About this setting

environment is safe and exciting. Children access resources with ease. For example, they love to explore the different areas and seek others out to share their play opportunities.

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About this setting

Children engage deeply with extended block-play. They start by constructing towers and structures, and this soon develops into imaginative role play, with children creating food and meals to share, strengthening social interaction and creativity. Children love talking about the different-coloured blocks they use and the foods that they create. The childminder seamlessly supports and challenges children to think deeper. They learn about the concepts of hot or cold food and compare sizes to extend their mathematical knowledge.

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About this setting

Children delight in story time, which captures their interest. They respond enthusiastically, using animal sounds and actions to bring the interactive stories to life. Children love to sing. They squeal in delight as they sing their favourite action songs with growing confidence. Children are motivated and engaged when creating with materials, such as play dough, making marks with paints, and role playing with dolls and prams. As a result, they fast become confident and expressive explorers. Children make excellent progress from their starting points across all areas of learning as a result of these meaningful and exciting learning opportunities. This includes children eligible for the early years pupil premium, children with special educational needs and/or disabilities, and children who may face other barriers to their learning and/or wellbeing, who make remarkable progress due to the tailored support and inclusive nature of all activities.

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Next steps

The childminder should strengthen teaching around emotional understanding, so children deepen their awareness of their own responses and those of others.

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About this inspection

The inspector spoke with the childminder and viewed written feedback from parents 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. Unique reference number (URN): 2840822

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About this inspection

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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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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