Curtis Anna Marie

Curtis Anna Marie

Unique reference number (URN): EY269609 Address: 29 Edward Street, Darfield, BARNSLEY, South Yorkshire, S73 9LH Type: Childminder Registered with Ofsted: 21/10/2003 Registers: EYR, CCR, VCR Registered person: Curtis, Anna Marie

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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 Expected standard

Children make good progress across all areas of learning, including those who face barriers to their learning. Children develop a range of age-appropriate skills. For example, babies learn physical skills such as walking and learn to communicate with people around them. Older children learn the skills necessary for their next stage of learning, such as school or pre-school. They learn to put on their coats and shoes and begin attending to their personal care needs, such as washing their hands.

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Achievement Expected standard

The childminder uses non-statutory guidance to assess children's progress and identify next steps in learning. For instance, in the final year before children start school, the childminder completes a 'ready for school' checklist. This helps her identify areas where children may require additional support. Children become engaged in activities and show curiosity about their environment. For example, babies show interest in baskets of bricks. They explore the sounds and movements created when they bang them together.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations of children's behaviour. She sets clear boundaries to ensure that children understand what is expected of them. The childminder embeds a range of 'house rules' to help embed these boundaries. For example, she teaches children not to jump on the sofa and explains why this can be dangerous.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established clear routines. This helps children to understand what is coming next. She plans her day around children's individual routines and interests. The childminder works with parents to help understand the babies' routines. This helps to maintain consistency with routines from home and meet their personal care needs.

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Behaviour, attitudes and establishing routines Expected standard

Children have made good relationships with the childminder. They are pleased to see her when they wake from their nap and enjoy a cuddle before engaging in play. Children become engaged in activities that have been carefully selected by the childminder. The childminder understands the importance of children attending their planned sessions. She follows up any absence in line with her policies and procedures.

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Children's welfare and wellbeing Expected standard

The childminder has created a welcoming environment in which children feel safe. Warm and responsive interactions support children's emotional wellbeing. Children settle well into the childminder's care. She visits children in their homes before they start and gathers detailed information from parents. This helps her to get to know children in their own environment and helps them to settle in when they first start.

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Children's welfare and wellbeing Expected standard

The childminder supports children with a range of care practices. For example, she helps children wash their hands before mealtimes. Children sit at a low table for their meals to ensure that this is a social occasion. The childminder works closely with parents to ensure that meals provided are suitable for individual children, particularly for those who are at varying stages of weaning. She offers guidance and support on choking and provides ideas for food to try at home. The childminder provides children with healthy meals. She supports children in making healthy choices. For example, the childminder supports children in transitioning from juice to water while in her care. Children have access to outdoor learning in the local community. This helps to ensure that they have daily fresh air and exercise.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of her curriculum and what she wants children to learn. Generally, she adapts her teaching to meet the needs of all children. However, the childminder needs to embed further strategies to support some children. She plans a range of activities and learning opportunities both in the home and while out in the local community. Activities at local playgroups are carefully planned. For example, children learn about a range of celebrations and festivals.

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Curriculum and teaching Expected standard

The childminder teaches children a range of mathematical skills. These are thoughtfully integrated into everyday activities. For example, during walks in the local community, the childminder supports children to recognise numbers, such as on car registration plates.

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Curriculum and teaching Expected standard

The childminder supports children's physical development well. She plans activities to support children's fine motor skills, such as play dough. This helps develop the strength in their fingers, which in turn helps them pick up other small items, such as their sandwiches at mealtimes.

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Curriculum and teaching Expected standard

Children have access to a wide range of books and stories. The childminder supports children's language skills. She models a range of words to babies. For example, during play, the childminder models words such as 'glitter' and sounds out actions such as 'bang bang'. This helps children, particularly babies, hear and learn new words.

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Inclusion Expected standard

Through ongoing observations, the childminder identifies children who may need additional support. She draws on her experience to put support in place for these children and supports parents in seeking support from external professionals and agencies. The childminder adapts her teaching to support all children, regardless of age or developmental stage. The childminder does not proactively seek out additional strategies to support children's development without guidance from external professionals. As a result, extra support may not be implemented as quickly as it could be.

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Inclusion Expected standard

The childminder has a good understanding of referral processes. She knows where to seek additional support and expertise if required. The childminder also has a clear understanding of the support available to parents. Therefore, she can signpost parents to appropriate support where necessary.

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Inclusion Expected standard

The childminder uses additional funding effectively to support children through a range of experiences. For example, the childminder has provided children with experiences in nature through trips to local nature reserves. This gives children experiences that they may not otherwise have. The childminder monitors the impact of additional funding to ensure that it has the desired outcome.

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Leadership and governance Expected standard

The childminder completes a range of training to ensure that her knowledge and skills remain up to date. For example, the childminder attends safeguarding training to ensure that she remains confident in recognising signs of abuse. The childminder attends conferences that cover a wide range of topics.

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Leadership and governance Expected standard

The childminder works closely with parents and provides them with regular updates. She supports parents effectively, giving them guidance on a range of topics. For example, the childminder shares information with parents about how to support children's weaning at home and to progress them on to more solid food. She understands how to work in partnerships with other settings that children attend.

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Leadership and governance Expected standard

The childminder is reflective of her practice. She regularly considers what she would like to develop, for example acquiring additional resources to support children. The childminder has ideas on how she would like to develop her knowledge of children's development even further, for example attending further training on supporting the youngest children. Although the childminder reflects regularly, a more detailed and perceptive analysis of her practice would enable her to put in place a development plan that consistently focuses on improvement.

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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 are happy and safe. They have formed positive relationships with the childminder, who strives to create a caring, nurturing environment. Children have ample opportunities to make choices in their learning. They can access a range of resources and books independently. This gives children confidence in their learning. Children make good progress across all areas of learning.

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

Children have plenty of opportunities to play outside through a range of trips and outings. For example, they go on local walks to parks and attend playgroups with other childminders. This helps further develop children's social skills as they have the opportunity to mix with a larger group of children. The childminder considers how best to broaden children's experiences. For example, the childminder takes children on trips to local wildlife areas because they show an interest in bugs and wildlife.

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

Children become engaged in their learning and activities. These are planned based on what children need to learn next. The childminder engages in imaginative play with children. This supports children's learning in a range of ways. For example, older children develop their counting skills in the home corner. During play, the childminder pretends to speak on the telephone to the babies. They smile at her while exploring the telephone and pressing the buttons. This also helps develop their communication and language skills.

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Next steps

The childminder should plan to seek out further strategies and access training to support children with a wide variety of needs.

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Address:

29 Edward Street Darfield BARNSLEY South Yorkshire S73 9LH

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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. The childminder should develop a more precise evaluation of her practice to create a development plan to consistently focus on improvement.

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About this inspection

The inspector spoke with the childminder and 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. This data is from 15 January 2026

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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. 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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