Hazell-Spring, Wendy Patricia

Hazell-Spring, Wendy Patricia

Unique reference number (URN): 160448 Address: 145 Golf Links Road, Ferndown, BH22 8BX Type: Childminder Registered with Ofsted: 08/11/1995 Registers: EYR, CCR, VCR Registered person: Hazell-Spring, Wendy Patricia

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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 make secure progress from their individual starting points, including those with special educational needs and/or disabilities. They develop excellent early communication skills through frequent interaction with the childminder, listening intently to stories and joining in with singing. Children use increasing numbers of words, gestures and sounds to express their needs and ideas. This is particularly evident for children who are learning English as an additional language. Children confidently engage with others to express their wants and needs.

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Achievement Strong standard

Children develop secure foundations that prepare them for their next stage of learning in all areas of the curriculum effectively. Children show high levels of independence and engagement from a young age. They become familiar with routines, show great curiosity about the world around them and begin to manage simple tasks for themselves. These experiences prepare children extremely well for transitions to other settings, such as nursery, when the time comes.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well and show positive attitudes to learning. The childminder establishes clear, consistent routines that help children to feel secure and understand what is expected of them throughout the day. Children respond positively to these routines and move calmly between activities, demonstrating increasing self-control.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and children are warm and responsive. The childminder notices children's cues and supports them to regulate their emotions effectively. For example, she reassures children during care routines and uses a calm, respectful tone to guide behaviour. This helps children to feel understood and supported, particularly during transitions.

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Behaviour, attitudes and establishing routines Strong standard

Children learn to get along with others from an early age. They share resources, wait for their turn and begin to show concern when others are upset. The childminder models kindness and encourages children to notice how others are feeling, helping them to develop early empathy.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with families to promote regular attendance and punctuality. She understands families' circumstances and provides guidance when routines are disrupted. This approach helps children to maintain continuity in their learning and care, supporting their emotional security.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised consistently. The childminder builds secure, trusting relationships with children, which enables her to respond effectively to their individual needs and changing emotional cues. Children seek comfort and reassurance confidently, knowing that the childminder will respond promptly and sensitively at all times.

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Children's welfare and wellbeing Strong standard

Care routines are well established and support children's health and safety. Children are encouraged to develop independence during mealtimes and personal hygiene routines, while the childminder maintains close supervision and careful oversight. She follows safer eating practices and ensures that children are supported appropriately during snack times. The childminder supports children to be aware of their own personal safety, and children demonstrate this as they use a knife safely when chopping a banana.

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Children's welfare and wellbeing Strong standard

Children learn about their bodies and wellbeing through everyday experiences. For example, the childminder talks to children about washing hands, brushing teeth and drinking water, helping them to understand why these routines are important. She supports children to recognise and express their emotions, naming feelings and helping them to calm themselves with reassurance.

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Children's welfare and wellbeing Strong standard

The childminder accesses up-to-date training to inform her practice, including training related to sleep routines and attachment. This ensures that children's physical and emotional needs are met in ways that help them to feel secure and thrive over time.

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Curriculum and teaching Strong standard

The childminder has a clear understanding of what she wants children to learn and why. The curriculum places a strong emphasis on communication and language, physical development and personal, social and emotional development. It reflects the needs of the current group of children, many of whom are under 2 years old.

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Curriculum and teaching Strong standard

Teaching is consistently purposeful and woven seamlessly into daily routines and play. The childminder uses songs, stories and conversation to build children's vocabulary and support early communication effectively. For example, during music activities, she pauses to allow children to fill in familiar words, encouraging them to listen carefully and join in. This approach helps children to develop confidence as communicators. The childminder introduces early mathematical ideas naturally. She uses everyday language to describe size, shape and quantity as children play, helping them to make sense of these concepts in meaningful ways. Physical development is prioritised through opportunities for climbing, pushing and balancing, supporting children to build strength and coordination.

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Curriculum and teaching Strong standard

The childminder observes children closely and uses what she knows about them to adapt activities. She ensures that children with additional needs or those learning English as an additional language receive high-quality support so that all children can access the curriculum fully. The childminder skilfully adapts her practice to support the circumstances and needs of each child. For example, she provides additional support for children's development following periods of absence and reviews interventions in place to ensure they are still suitable.

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Inclusion Strong standard

The childminder places inclusion at the heart of daily practice. She knows the children and their families extremely well and uses this knowledge to identify children's needs at an early stage. She works closely with parents to understand children's starting points, particularly for those with emerging communication needs or those learning English as an additional language. The childminder reduces barriers to learning through thoughtful adaptations to routines and activities. For example, she supports children with emerging language by repeating key words, using visual cues and allowing time for children to respond. She checks children's progress regularly and adjusts her approach when children need additional support or challenge.

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Inclusion Strong standard

The childminder works effectively with external professionals and uses their advice to shape children's learning and care. She has used early years pupil premium funding purposefully to purchase resources that help disadvantaged children feel secure and engage more fully in play and exploration. These actions have a positive impact on children's confidence and independence.

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Inclusion Strong standard

Children known, or previously known, to children's social care are supported sensitively. The childminder communicates well with other agencies and ensures that families understand her expectations and routines. As a result, children experience continuity, stability and support that helps them to thrive.

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Leadership and governance Strong standard

Leadership is thoughtful and reflective. The childminder understands the strengths of the provision and evaluates her practice regularly to ensure that it meets the needs of the children she cares for over time. She takes appropriate action to address areas identified for development and can explain how changes have improved children's experiences.

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Leadership and governance Strong standard

The childminder makes decisions that place children's best interests at the centre of her work. She adapts routines, resources and teaching approaches to reflect the changing needs of children and families. This flexibility ensures that children receive care and education that are responsive and well matched to their stage of development.

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Leadership and governance Strong standard

Professional development is well considered. The childminder seeks training that enhances her knowledge of child development, safeguarding and wellbeing. She uses this training to refine her practice and ensure that it reflects current guidance and expectations.

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Leadership and governance Strong standard

The childminder works in partnership with parents, other providers and external agencies. These relationships support continuity for children and help families to access appropriate support when needed. Workload and wellbeing are managed sensibly, enabling the childminder to maintain high-quality provision over time.

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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 experience a calm, nurturing environment where they feel safe, welcomed and valued. On arrival, children separate confidently from their parents and quickly engage with familiar routines and resources, showing clear signs of emotional security. They move freely around the home, selecting activities that interest them and inviting the childminder to share in their play. This sense of security enables children, including those who are very young, to explore with curiosity and confidence.

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About this setting

Children enjoy learning through carefully chosen experiences that reflect their interests and the world around them. For example, children investigate natural materials and changes in the weather through sensory play. They handle ice, describe how it feels and begin to link their experiences to animals and environments they know. These moments support children to develop early language, concentration and problem-solving skills in ways that feel meaningful and enjoyable.

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About this setting

Children build positive relationships with one another. Even at an early age, they begin to notice others' needs, wait for their turn and show empathy. The childminder consistently models respectful interactions and supports children to communicate their needs using words, gestures and signs. As a result, children develop confidence in expressing themselves and understanding others, alongside growing independence in social situations.

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About this setting

Children benefit from routines that promote their health, safety and wellbeing. They wash their hands independently, help to prepare snack and understand what will happen next in the day. Parents speak positively about the care their children receive. They describe how their children feel settled, loved and increasingly independent. This consistent, attentive care helps children to make secure progress from their starting points and prepares them well for their next stages of learning, including transitions to other early years settings.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of those who may face barriers to their learning.

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About this inspection

The inspector spoke with the 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. Unique reference number (URN): 160448

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Address:

Registered person: Hazell-Spring, Wendy Patricia

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 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

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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