Guieu, Fabrice Aime Roger

Childminder

Unique reference number (URN): 2825412 Registered with Ofsted: 04/03/2025 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 achieve highly across all areas of their development, particularly in communication and language. They eagerly point and babble with excitement when they spot birds in the garden, learning that they are called magpies and developing their vocabulary and understanding of the natural world.

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Achievement Strong standard

Children have abundant opportunities to develop physical skills and confidence outdoors. They ride trikes to strengthen their legs and develop coordination. They use pipettes to collect and release water and paintbrushes to make marks on water-activated drawing mats, watching with delight as the mats change colour and developing their understanding of cause and effect. Children confidently climb ladders and navigate slides, counting in French as they climb and responding to a countdown before sliding.

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Achievement Strong standard

All children, including those facing barriers to learning, make consistent progress from their individual starting points. They develop the knowledge, skills and confidence they need to succeed and are fully prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a deep understanding of each child's unique character, which helps him build secure and trusting relationships. He promotes positive behaviour and highly respectful relationships through positive role modelling, showing children how to take turns, share and treat others kindly. He takes time to talk to children about the impact of their behaviour on others and actively supports them to develop positive relationships with their peers.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate highly positive attitudes towards their learning. They are confident and eager to participate. For example, children are fascinated as they use a pump to inflate balloons. They watch with delight as the balloons gradually fill with air and eagerly take their turn. The childminder encourages children to operate the pump independently, and they show clear pride and excitement when they successfully inflate the balloons themselves.

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Behaviour, attitudes and establishing routines Strong standard

Routines are deeply embedded, with even the youngest children knowing to take their shoes off before entering the setting. Children willingly help to tidy away instruments and props, developing independence and responsibility for their environment.

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Behaviour, attitudes and establishing routines Strong standard

The childminder maintains accurate attendance records and discusses the importance of regular attendance with parents from the beginning. This supports predictable routines and promotes children's wellbeing and engagement in learning.

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Curriculum and teaching Strong standard

The childminder designs a highly purposeful curriculum that builds the skills children need for their next stage of education. He uses detailed observations and assessments to establish clear starting points and identify focused next steps, supporting sustained progress in learning and development. The childminder places a clear focus on communication and language. He sings with children every morning in French and English, introducing another language in an enjoyable and memorable way. Children show genuine enjoyment of books, eagerly turning pages and pointing to pictures as he reads with enthusiasm and animation. He skilfully models language, repeating and introducing new words, such as 'star' in both English and French. He extends learning through thoughtful commentary and questioning, encouraging children to notice changes in the tone and pace of music and understand concepts, such as fast and

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Curriculum and teaching Strong standard

Purposeful experiences develop learning across other areas. Children giggle as they explore balloons of different sizes, shapes and colours, throwing and catching them to develop coordination and physical control. The childminder skilfully extends this learning with mathematical language such as 'bigger' and 'smaller'. Children see their cultures reflected through resources, such as Chinese crockery in the play kitchen and culturally diverse dressing-up clothes, helping every child to feel valued, represented and included.

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Inclusion Strong standard

The childminder places inclusion at the heart of his practice. He has a deep understanding of children's individual needs, circumstances and experiences and gathers detailed information from families when children start. He uses this knowledge to identify potential barriers and make timely adaptations to support children's transitions, participation and ongoing development.

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Inclusion Strong standard

The childminder provides highly individualised support for children facing barriers to their learning. He works closely with families and relevant professionals to identify needs, implement appropriate strategies and review their effectiveness. He adapts experiences to enable children with developmental delays to participate fully and provides targeted opportunities. For example, he provides targeted physical development opportunities for children, enabling them to build strength, confidence and independence in their walking. He also responds promptly to children's health and nutritional needs and maintains regular communication with families and professionals to ensure support remains consistently appropriate and effective.

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Inclusion Strong standard

The childminder recognises when families may benefit from additional support and sensitively signposts them to appropriate early-help services and community resources. Children who hear languages other than English at home are fully supported. The childminder uses dual-language books and consistently weaves different languages in his interactions to promote inclusion and belonging. His responsive approach consistently reduces barriers, enabling children to participate fully and make sustained progress from their individual starting points.

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Leadership and governance Strong standard

The childminder provides purposeful leadership and regularly reflects on how to further enhance the quality of care and education. The childminder who works alongside him, shares responsibilities, discusses children's learning and development, and they routinely reflect together on their practice. This collaborative approach promotes sustained

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Expected standard

consistency and enables them to draw on each other's knowledge, skills and expertise to continually improve children's experiences.

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Expected standard

The childminder works collaboratively to ensure that responsibilities are manageable and the setting operates effectively. He actively engages with local authority support and maintains valuable professional relationships with other childminders, creating opportunities to exchange ideas, share expertise and learn from others.

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Expected standard

He demonstrates a clear commitment to professional learning and undertakes a wide range of training to deepen his knowledge of childcare and child development. He applies new learning to practice, including developing mathematical opportunities through shape, patterns and number songs. He reflects effectively on the impact of his learning and considers how this can further benefit children.

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Expected standard

The childminder develops positive partnerships with parents and the wider community. He provides detailed daily updates and weekly next steps, enabling parents to understand and extend their children's learning at home. The childminder responds positively to parental feedback, and parents report that their children have made significant progress and speak very highly of the care their children receive. His collaborative and reflective leadership ensures that children receive high-quality childcare and achieve the very best outcomes.

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Children's welfare and wellbeing Expected standard

The childminder provides nurturing care that supports children's welfare, wellbeing and growing independence. He carefully plans settling-in sessions with parents to gather detailed information about children's care routines, likes and dislikes. A clear key-person system helps children develop secure relationships and seek reassurance when needed. Children confidently manage self-care routines, accessing tissues independently and using a mirror to see where they are wiping. He respects children's dignity by asking permission before providing support and ensures that nappy changing takes place privately.

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Children's welfare and wellbeing Expected standard

Children develop a clear understanding of healthy habits. Handwashing routines are well embedded, and children understand that washing their hands removes germs and helps to prevent illness. At mealtimes, they independently pour milk from a jug into open cups, developing coordination and confidence. They enjoy nutritious fruits and vegetables, while the childminder talks to them about how foods support their growth, including explaining that milk helps to make their bones strong. Children also learn about oral health and the importance of brushing their teeth. The childminder works closely with parents, sharing healthy-eating guidance.

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Children's welfare and wellbeing Expected standard

The childminder has been developing sleep routines. However, these are not yet fully embedded. Children sometimes become upset as they move to sleep, and the routine can feel rushed. Further time and support are needed to help children make this transition calmly.

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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 thrive in this warm, nurturing and highly responsive setting. They readily seek the childminder for reassurance when they feel unsure, and he responds with warmth and affection, helping children feel safe, secure and valued. Predictable routines and high expectations, carefully adapted to each child, enable children to explore with confidence, make choices and flourish.

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Inspector:

Emily Woodhead Children demonstrate genuine enthusiasm for learning. They confidently explore the inviting environment and independently select from a wide range of purposeful, well-organised resources. The childminder skilfully follows children's interests while providing carefully planned experiences that extend their individual learning. For example, children eagerly use spray bottles to practise squeezing and controlling the trigger. They make marks on the fence with water and discover that these gradually disappear as the sun dries them, developing their curiosity and understanding of cause and effect.

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Inspector:

Children benefit from consistently thoughtful interactions that build on and deepen their learning. They eagerly select drums, tambourines and xylophones, while the childminder introduces language about colours and sounds. Children delight in singing in both English and French, using actions to connect words with movement. They enthusiastically join in with 'Frère Jacques', copying the actions and becoming familiar with French words, before confidently singing 'Twinkle, Twinkle, Little Star'. They explore star props and notice how they sparkle, further extending their curiosity and understanding.

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Inspector:

Children's experiences are enriched through daily opportunities to explore their local community. Visits to playgrounds, playgroups and the library provide varied opportunities to develop confidence and communication. At rhyme time, children develop listening, attention and language skills, while playgroups encourage them to interact with others. These experiences, alongside daily outdoor play, help children become increasingly confident, independent and curious learners who are well prepared for their next stage of their education.

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Next steps

The childminder should continue to develop and embed transitions to sleep, allowing children sufficient time to move calmly from play to rest, supporting their wellbeing during this part of the day.

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About this inspection

The inspector spoke with the childminder, co-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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About this setting

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

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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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