Milner, Rebecca

Milner, Rebecca

Unique reference number (URN): EY255930 Address: 47 Hamilton Road, FELTHAM, Middlesex, TW13 4PR Type: Childminder Registered with Ofsted: 19/03/2003 Registers: EYR, CCR, VCR Registered person: Milner, Rebecca Lizbeth

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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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Children's welfare and wellbeing Strong standard

Children receive warm, consistent care that supports their welfare and emotional wellbeing. The childminder helps children to establish familiar routines and provides clear expectations and calm reminders around safe play and appropriate use of resources. During activities such as water or sand play, the childminder reinforces safe behaviour and guides children to make thoughtful choices. This helps children feel secure and supports their developing ability to regulate emotions confidently.

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Children's welfare and wellbeing Strong standard

Children with special educational needs and/or disabilities benefit from highly individualised reassurance and structured routines that enable full participation. The childminder's sensitive responses to children help them anticipate what will happen next, building trust and emotional stability. Parents describe the childminder's support as highly impactful, noting that her communication and practical guidance reduce barriers to their child's wellbeing.

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Children's welfare and wellbeing Strong standard

Safe eating practices are embedded throughout the day. The childminder supervises mealtimes closely, encourages healthy choices and supports children to eat safely and independently. Mealtimes are calm, sociable and developmentally appropriate. The childminder carefully monitors children's attendance patterns and absences. This helps her to identify any potential concerns around children's welfare so she can swiftly intervene and provide support early on where needed.

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Children's welfare and wellbeing Strong standard

Across the day, children experience a nurturing, well-organised environment where their needs are recognised and met with care. As a result, they develop strong foundations for positive relationships, resilience and self-confidence. This enables them to thrive socially, emotionally and physically.

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Inclusion Strong standard

The childminder consistently provides highly effective inclusive practice that enables every child, including those with special educational needs and/or disabilities and those with emerging barriers to learning, to achieve, belong and thrive in her setting. The childminder carefully adapts teaching so that each child can participate meaningfully. For example, she uses sensory materials and simplified steps and clearly models language. This personalised

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Expected standard

approach enables children to confidently and independently engage in play, activities and routines and make secure progress across all areas of learning.

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Expected standard

The childminder thoughtfully considers any barriers to children's learning and makes necessary adjustments to her provision and daily routines to ensure they are inclusive. Through her calm, responsive interactions, the childminder helps children develop early social skills such as sharing, taking turns and responding appropriately to others. These everyday experiences strengthen children's emotional development and promote their confidence when playing alongside peers.

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Expected standard

The childminder completes the statutory progress check for children aged 2 with precision, using it to identify children's achievements, highlight any emerging needs and plan targeted support where needed. When concerns arise, prompt action is taken, including seeking external advice where appropriate, to ensure that interventions remain well matched to children's needs. Parents consistently report that the childminder's nurturing approach, clear communication and familiar routines help their children settle, feel secure and make meaningful progress. Through strong partnerships and responsive assessment, every child is valued, understood and supported to flourish.

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Achievement Expected standard

Children typically make secure progress from their individual starting points through taking part in experiences that positively influence their learning and development. They develop their confidence, independence and curiosity. Children with special educational needs and/or disabilities typically achieve well. They make meaningful progress in communication, self-regulation and social interaction in particular.

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Achievement Expected standard

Children develop strong early language skills through joining in with songs, stories and daily conversations. Physical development is promoted through children's outdoor play, local community visits and hands-on exploration. Children show positive attitudes to learning, follow routines and increasingly manage their emotions. As a result, they achieve, belong and thrive within a setting where their needs are understood and met. Children are well prepared for their next stage of learning and development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes calm, familiar routines that help children feel secure and ready to engage, resulting in positive attitudes to learning. She uses a warm, nurturing approach that supports children to behave well, respond positively to others and manage everyday challenges. Younger children are guided to understand their emotions through simple language, modelling and reassurance. For example, if children become upset during tidy-up time, the childminder gently models turn-taking by suggesting they tidy the cars away together, helping the children feel involved rather than overwhelmed. The childminder supports older children to develop confidence as they independently make choices, share resources and follow instructions. She promotes cooperative play by highlighting positive behaviours, such as using 'kind hands' and helping others. During group activities, including singing nursery rhymes, clear and consistent expectations help

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Behaviour, attitudes and establishing routines Expected standard

children remain focused, enthusiastic and able to wait for their turn. The childminder also builds children's sense of responsibility through outdoor routines, where they help tidy toys, wash hands independently and prepare for lunch. Her consistent encouragement enables children to develop resilience, self-regulation and the confidence needed for future learning.

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Curriculum and teaching Expected standard

The childminder plans and delivers a curriculum that typically reflects children's interests. She uses daily observations to guide children's learning and ensures that activities are meaningful and connected to real experiences. For example, when children explore water, sand or messy play, the childminder introduces mathematical language such as full and empty and encourages early problem-solving. As children role play caring for babies with dolls, she extends their understanding of emotions and family relationships, strengthening their personal, social and emotional skills. This supports children's learning and helps them make progress across all areas of learning.

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Curriculum and teaching Expected standard

Children's language development is supported well through the childminder's clear modelling and use of open-ended questions and familiar nursery rhymes and counting songs. Children with special educational needs and/or disabilities are fully included, with tasks adjusted so they can participate at their own pace. The childminder uses repetition, structured routines and visual cues to reduce barriers to learning and ensure that all children can access the curriculum successfully. However, there are occasions where the curriculum is not precise enough for all children, and at times, they become disengaged from their learning. The childminder recognises that she needs to further refine planning so that activities are always closely matched to the different ages and developmental needs of children.

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Leadership and governance Expected standard

The childminder demonstrates purposeful and proactive leadership that positively influences the quality of care and education in her setting. Her effective leadership of her setting ensures that routines, expectations and learning opportunities are generally well organised and delivered with care. The childminder regularly reflects on the quality of her provision and acts on any identified areas for improvement. She regularly undertakes relevant training, including in topics such as safeguarding and provision for children with special educational needs and/or disabilities (SEND). This training strengthens the childminder's knowledge and keeps her practice current. This underpins a strong safeguarding culture where children's safety and welfare are consistently prioritised. The childminder remains vigilant to potential concerns, follows procedures accurately and ensures that families understand how

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Leadership and governance Expected standard

safeguarding is promoted in her setting.

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Leadership and governance Expected standard

The childminder builds strong, trusting partnerships with parents and carers. Families describe her support as highly impactful, particularly in supporting children with complex SEND. They value the childminder's clear communication, reliability and commitment to working closely with other settings children attend, external agencies and health professionals. These collaborative relationships ensure that support is well aligned and that children experience continuity in their care, learning and development.

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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 builds strong, trusting relationships with every child, supporting their confidence, emotional security and willingness to explore. Familiar routines help children to feel welcomed and cared for, and they settle quickly. Children experience a warm, nurturing and responsive environment where their individual needs and interests are consistently recognised and valued.

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

The childminder provides an ambitious curriculum that helps children achieve well. A wide range of experiences is offered, including messy play, water exploration, caring for dolls through role play, singing nursery rhymes and using natural materials. These experiences are adapted so that all children, including those with special educational needs and disabilities (SEND), can access learning at their own pace and in ways that reflect their abilities. However, activities are not always fully matched to the children's ages and stages of development. This means that, at times, some children lose interest quickly or become less engaged in their learning.

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

High-quality interactions remain a strong feature of the childminder's practice. She models language clearly to children and uses open-ended questions effectively, and familiar stories and songs, such as 'Five Little Ducks', are incorporated to deepen children's communication skills, early mathematical understanding and social development. These approaches have a positive impact on children's progress, particularly in early language, emotional regulation and social skills.

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

Children develop a strong sense of belonging because their interests, cultures and experiences are reflected in the curriculum and daily routines. They regularly visit the local community, take part in outdoor play and share social experiences such as mealtimes and tidy-up time. These opportunities help children feel connected, valued and part of a wider community.

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

The childminder's support for children with SEND is consistently highly impactful. These children make secure progress because the childminder has effective systems to identify and meet their diverse and sometimes complex needs. She works closely with parents, other settings children attend and external agencies involved with children. This ensures continuity and reduces barriers to children's learning, ensuring they are fully included. Parents describe the childminder's support as essential and deeply reassuring.

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Next steps

Further refine curriculum planning so activities consistently reflect children's ages and stages, helping them stay fully engaged in learning.

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Address:

47 Hamilton Road FELTHAM Middlesex TW13 4PR

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Address:

Registered person: Milner, Rebecca Lizbeth

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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About this inspection

The inspector spoke with the childminder and parents/carers 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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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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