Ellis, Amy Susan-Rose

Ellis, Amy Susan-Rose

Unique reference number (URN): 2741320 Address: 102 New Romney Crescent, Leicester, LE5 1NH Type: Childminder Registered with Ofsted: 22/08/2023 Registers: EYR, CCR, VCR Registered person: Ellis, Amy Susan-Rose

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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

The childminder places deliberate emphasis on children's welfare and wellbeing, creating a highly organised, calm and harmonious environment. Children feel secure and confident to ask for help. They express their needs and engage fully in activities, knowing they are consistently supported. Trusting relationships enable children to explore safely, take appropriate risks and enjoy rich, meaningful play. Children with special educational needs and/or disabilities benefit from highly tailored support, including adapted resources, visual aids and personalised strategies. This ensures that they can participate fully and make excellent progress alongside their peers. Parents report high levels of satisfaction about the care, communication and guidance they receive.

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Children's welfare and wellbeing Strong standard

Children develop secure habits for health and personal safety through carefully embedded routines. Hygiene is reinforced through consistent handwashing and self-care practices. Nutritious snacks and discussion about healthy eating promote lifelong understanding of wellbeing. Physical development is supported through climbing, balancing and whole-body movement. Emotional wellbeing is nurtured through sensitive, responsive interactions and opportunities to express feelings. Children are kept safe through vigilant supervision, clear boundaries and guidance, enabling them to thrive in a secure and supportive environment.

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Achievement Expected standard

Children are well prepared for their next stage of learning. They show independence by dressing themselves and managing self-care tasks. This helps build confidence and supports readiness for school. Children describe how they put their coat on by putting it on the floor and flipping it over their head. Children develop their communication and early understanding of concepts such as size and quantity. Activities are adapted so that all children can participate and make progress at their own pace. Children are encouraged to try new experiences while receiving appropriate support, helping to develop curiosity and resilience. Children with special educational needs and/or disabilities benefit from tailored strategies, such as communication aids and adapted activities. These help to ensure that they can participate fully and achieve well. Children develop the skills, confidence and independence they need to succeed.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive behaviour and confidence in their interactions. The childminder addresses unsafe or challenging behaviour promptly and explains reasoning clearly to help children understand consequences. For example, when asking a child to sit safely, she explains that they may fall, supporting children's understanding and responsibility. Children are encouraged to be kind and take turns. The childminder models positive social behaviour and reinforces empathy and respect. Children respond well, showing patience and their ability to follow instructions.

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Behaviour, attitudes and establishing routines Expected standard

Daily routines are clear and consistent, supporting children's independence and sense of security. Children know what to expect during activities, such as snack time, handwashing and tidying up. This helps them feel confident and settled. The calm and welcoming environment supports engagement and participation. The childminder creates a positive and supportive atmosphere where children feel secure, develop self-control and build the skills and attitudes needed for future learning. Attendance is monitored effectively, and the childminder supports families to attend sessions on time.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of the curriculum and uses assessment to identify what children know and can do. Teaching is adapted to meet individual needs so that all children can take part and make progress. Adaptations support all children to engage safely in creative activities, while resources are chosen carefully to promote learning, independence and self-care. Children are encouraged to develop practical skills, such as dressing and undressing. Opportunities such as for climbing and movement through dance help to develop coordination and confidence. Support for children's communication and language skills is a clear strength.

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Curriculum and teaching Expected standard

The childminder purposefully extends vocabulary, models correct speech and encourages back-and-forth conversation. She asks open-ended questions, draws out responses and provides prompts to support children's speaking and listening skills. Creative activities, such as drawing and colouring, encourage children to describe what they are doing. This supports early language development and confidence in communication.

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Curriculum and teaching Expected standard

The sequence of activities does not consistently support children to make connections across their learning. For example, during sensory activities, opportunities to reinforce concepts through related books, songs or visual prompts are limited, which hinders children's ability to consolidate their understanding. Additionally, although the childminder knows children well, the areas of learning that they need to develop most are not consistently identified or used to shape planning.

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Inclusion Expected standard

The childminder demonstrates a proactive approach to inclusion, identifying children's individual needs promptly, including those with special educational needs and/or disabilities. Appropriate adaptations and strategies are put in place to support children's development. For example, communication is supported through signing and object reference, following advice from external professionals. These approaches are effective and help ensure that children make progress, reducing barriers to their learning. Parents and carers value the support and communication provided.

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Inclusion Expected standard

The childminder actively seeks professional guidance and integrates recommended strategies seamlessly into her daily practice. This demonstrates sound partnership working and ensures that targeted support is purposeful and consistently applied. She also places high priority on professional development, using training to enhance her practice. For example, training in caring for babies enables her to adapt activities and routines to meet their specific needs, ensuring that all children receive appropriately tailored support.

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Inclusion Expected standard

Children's progress is monitored through timely progress reviews, which are shared with parents. Support strategies are reviewed regularly to ensure that they remain appropriate, allowing the childminder to adapt provision as children's needs change. Inclusive practice promotes equality and positive outcomes, enabling all children to participate, progress and thrive.

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Leadership and governance Expected standard

The childminder demonstrates effective leadership through reflective practice. She regularly evaluates her provision, identifying strengths and areas for development. This enables her to adapt activities and approaches to meet the needs of all children and supports ongoing professional development. High expectations are set for every child. Learning opportunities are planned to provide appropriate challenges alongside support, ensuring that all children are encouraged to develop independence and reach their potential. For example, during play activities, the childminder adapts her questioning to extend children's thinking. This encourages them to solve simple problems and explain their ideas, while providing reassurance and prompts when needed.

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Leadership and governance Expected standard

The childminder works closely with parents and carers, sharing information and providing regular updates on children's progress. Parents value this support and communication. Transitions on to school are managed thoughtfully. The childminder shares detailed information about children's development and works with schools to support continuity. This helps to ensure that children experience smooth and positive transitions.

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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 feel genuinely welcomed, safe and valued. They form secure, trusting relationships with the childminder. She knows each child well and responds sensitively to their individual needs. This creates a secure environment where children feel confident to explore, communicate and take part in activities. The childminder creates a playful and engaging atmosphere, with inviting activities. Children access resources independently. For example, during a snow-themed activity, children explore using small tools, showing focus and curiosity. The childminder introduces mathematical and descriptive language such as 'big' and 'small'. She encourages sharing, turn-taking and communication. Children are fully engaged and enjoy hands-on, practical experiences.

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Inspector:

Betty Ekberg Children show confidence and independence. They ask for help, initiate conversations and express their ideas, demonstrating that they feel heard and respected. Behaviour is consistently positive and supported by calm, predictable routines. The childminder is inclusive, making appropriate adaptations and helping to reduce barriers to learning to support children with special educational needs and/or disabilities. All children participate fully and feel a secure sense of belonging. Children thrive and build their social and communication skills. The nurturing and stimulating environment supports their learning and prepares them well for the next stage of their education and for life.

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Next steps

The childminder should identify the areas of learning that children need to develop most to inform more focused next steps effectively. The childminder should plan activities with clear sequencing to enhance engagement and support children to make connections in their learning.

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About this inspection

The inspector spoke with the childminder and the 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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Address:

102 New Romney Crescent Leicester LE5 1NH

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Address:

Registered person: Ellis, Amy Susan-Rose

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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

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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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