Lapworth Clare Jane

Lapworth Clare Jane

Unique reference number (URN): EY292913 Address: 122 Westfield Road, Hinckley, Leicestershire, LE10 0LU Type: Childminder Registered with Ofsted: 03/09/2004 Registers: EYR, CCR, VCR Registered person: Lapworth, Clare Jane

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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 very well. The childminder uses carefully planned, playful experiences to help children develop important skills, particularly in personal, social and emotional development. Through imaginative activities, children learn to recognise and manage their feelings, explore empathy and practise strategies for resolving difficulties. They confidently identify emotions, talk about how situations make them feel and suggest ways to help others. This supports children to regulate their behaviour and build strong emotional resilience.

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Achievement Strong standard

Children are deeply engaged in their learning and show sustained concentration. They make rapid progress in communication and language, using an increasing range of vocabulary and expressing ideas with growing confidence. Parent feedback reflects the significant progress children make, especially in speaking, listening and social skills.

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Achievement Strong standard

Children, including those with special educational needs and/or disabilities, develop high levels of independence and self-care, alongside a genuine love of books and learning. They are kind, thoughtful and motivated, and they are extremely well prepared for the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from a harmonious, nurturing environment where routines are clear, consistent and purposeful. The childminder demonstrates a clear understanding of safeguarding, monitoring attendance closely and recognising that unexplained or concerning patterns may indicate potential risks to children's welfare. She supports families to improve punctuality and maintain consistent routines, understanding the importance of preparation for school.

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Behaviour, attitudes and establishing routines Strong standard

Children form secure attachments and demonstrate high levels of trust. They show consistently positive behaviour, are polite and friendly, and understand how to share, take turns and cooperate. Expectations are communicated clearly and consistently, giving children confidence and a sense of security.

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Behaviour, attitudes and establishing routines Strong standard

Independence is actively promoted throughout daily routines. Children are encouraged to manage self-care, such as wiping their noses, disposing of tissues and washing hands, with tasks made fun through songs and playful interactions. They independently access resources they need, such as lip balm, with gentle guidance rather than intervention.

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Behaviour, attitudes and establishing routines Strong standard

The childminder balances warmth and support with high expectations, enabling children to develop confidence, self-help skills and a strong sense of responsibility. These well- embedded routines and expectations support children's behaviour, attitudes and readiness for the next stage of learning, demonstrating the impact of reflective practice and continuous improvement.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing through a calm, nurturing and purposeful approach. She understands that consistent routines provide children with emotional security, helping them feel safe and confident while supporting smooth transitions into school life.

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Children's welfare and wellbeing Strong standard

Her playful and engaging manner encourages children to relax, enjoy their learning and participate fully in activities. Interactions are warm, joyful and responsive, with meaningful links made between play and learning throughout the day.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are actively promoted. Children are encouraged to try new foods through discussion, modelling, fruit-tasting sessions and books about the body and nutrition. Visits to the dentist are used to familiarise children with new experiences, reduce anxiety and foster positive attitudes towards oral health. Children are encouraged to discuss being out of breath after being physically active. This gives the children a deeper understanding of what exercise does to our bodies.

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Children's welfare and wellbeing Strong standard

The childminder extends learning through everyday experiences, helping children make connections to the world around them. For example, she explains why shoes are removed at the door to prevent germs from spreading, reinforcing practical understanding alongside hygiene routines.

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Children's welfare and wellbeing Strong standard

Her approach demonstrates consistently thoughtful, sensitive care. She tailors experiences to meet all children's needs, ensuring all children feel included, supported and able to thrive. Children develop confidence, independence and a strong understanding of healthy habits, reflecting the high-quality welfare and wellbeing provision in the setting.

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Curriculum and teaching Strong standard

The childminder delivers a rich, well-sequenced curriculum that places communication and language at its heart. She talks constantly with children, modelling high-quality vocabulary and encouraging back-and-forth conversations. Interactions are warm and purposeful, with clear turn-taking and sustained shared thinking that builds children's confidence to express themselves. She weaves learning naturally into play. During activities, she introduces mathematical concepts and language such as 'on top', 'next to', 'bigger' and 'smaller'. Books are carefully chosen and positioned to link with resources and themes, such as emotions. Story times are calm and engaging, with expressive reading that draws children in and helps them connect stories to their own experiences.

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Curriculum and teaching Strong standard

Children independently choose books, showing that reading is embedded and valued. When children select non-fiction texts, the childminder skilfully links ideas to real life, introducing new words, such as 'bacteria' and 'microscope', in an age-appropriate way. She follows children's interests during activities, supporting problem-solving and independence while extending learning through thoughtful questions and conversations. Learning flows seamlessly across areas, with strong links between communication and language, literacy, mathematics, physical development, and personal, social and emotional development. This enables children to make excellent progress. The childminder adapts her practice effectively to ensure all children can access play and learning fully. She makes reasonable adjustments to support children with mobility needs and has received specialist medical training, which enables children with medical needs to

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Inclusion Strong standard

Inclusion is central to the childminder's practice. She acts swiftly when children need extra help and works tirelessly to remove barriers to learning. She supports children with significant physical needs, including reduced mobility. Parents speak very highly of the care and support children receive. The childminder prioritises physical play, ensuring children are active, motivated and supported to be as independent and mobile as possible. This helps to build confidence, resilience and a positive sense of self.

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Inclusion Strong standard

She adapts her environment thoughtfully to meet children's needs. For example, she places resources at floor level, creates accessible spaces and ensures activities are inclusive for all children, including those with special educational needs and/or disabilities. She takes time to fully understand individual routines and seeks specialist guidance where needed. This enables children to take part fully in daily routines and learning experiences, and demonstrates her strong commitment to inclusion and equality of opportunity.

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Inclusion Strong standard

She works closely with external professionals. Regular visits from Portage and the local authority special educational needs coordinator demonstrate her effective engagement with multi-agency support. She follows guidance meticulously and embeds advice into daily practice.

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Inclusion Strong standard

She uses assessment very effectively to identify needs, monitor progress and adapt support as children develop. She also maintains excellent communication with other settings, ensuring continuity and consistency for children. As a result, all children feel included, valued and able to thrive.

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Leadership and governance Strong standard

Parents speak very positively about the childminder, particularly those with children with special educational needs and/or disabilities, praising the care, support and tailored approach provided. They recognise the dedication to meeting individual needs and fostering strong, trusting relationships with both children and families.

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Leadership and governance Strong standard

The childminder maintains a professional network with other childminders, regularly sharing good practice and learning from peers. She engages consistently in professional development, attending webinars to keep herself up to date. This demonstrates a commitment to continual improvement and enhancing knowledge and skills. She reflects thoughtfully on her own practice, identifying strengths and areas for development, such as understanding the curriculum, and proactively addresses these through targeted training. She keeps up to date with current guidance and best practice.

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Leadership and governance Strong standard

Her leadership is highly professional, well connected and proactive. She models reflective practice, values ongoing development and consistently ensures that the setting provides high-quality care, learning and support for all children and their families. This approach underpins the outcomes observed across the provision.

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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 fun, calm yet chatty environment where they feel safe and excited to learn. The childminder builds exceptionally warm and trusting relationships with children. Strong bonds are evident, with children seeking comfort through cuddles and showing that

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Inspector:

they feel deeply valued and secure. Children are relaxed, confident and eager to engage because they know they are cared for and understood.

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Inspector:

Books are woven naturally into everyday routines. Story time is calm and engaging, with children encouraged to talk, predict and reflect. This nurtures a genuine love of books and language. Children regularly choose books independently and enjoy sharing stories throughout the day.

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Inspector:

Independence is a strong feature of practice. Children confidently choose their own activities and are supported to manage personal care routines, such as washing hands and wiping their noses. They are motivated to learn and eager to join in with fun games and activities that are thoughtfully linked to their interests.

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Inspector:

Children are encouraged to be active and to use their whole bodies in play. Activities are imaginative and physical, such as being 'small like an ant' or 'big like the Hulk' while completing a superhero puzzle. Children proudly share their creations and ideas. They stand on emotion monsters, act out feelings and pull expressive faces, helping them understand emotions while developing coordination and confidence.

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Inspector:

The childminder goes above and beyond to tailor learning experiences to meet each child's needs, including those with special educational needs and/or disabilities. She knows children very well, quickly identifies gaps in learning and plans targeted activities to address them. As a result, children make excellent progress and develop confidence, independence and a genuine love of learning.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. The childminder should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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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. Betty Ekberg

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Address:

122 Westfield Road Hinckley Leicestershire LE10 0LU

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Address:

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