Cooke, Tracy

Cooke, Tracy

Unique reference number (URN): EY434834 Address: 10 Watcombe Road, COVENTRY, CV2 1DJ Type: Childminder Registered with Ofsted: 14/09/2011 Registers: EYR, CCR, VCR Registered person: Cooke, Tracy

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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 are well prepared for transitions between settings. The childminder makes regular use of outings and community groups to support children in developing the skills they need to become confident, independent learners. As a result, children move between environments with ease and show confidence in unfamiliar situations.

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Achievement Strong standard

Children are well prepared to make the most of their skills and interests. For example, they regularly attend trips and playgroups, where they explore varied activities and resources. This helps children to develop positive social skills and learn expected behaviours when interacting with others.

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Achievement Strong standard

The childminder is consistently attentive to the achievement of children who face barriers to learning or wellbeing. As a result, children build confidence and independence and achieve well from their starting points.

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Achievement Strong standard

Children confidently engage in creative and physical experiences. They show increasing confidence as they climb and balance during activities such as gymnastics. As a result, children develop strong physical skills, resilience and self-belief, which support their readiness for the next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a warm, caring and respectful environment in which children feel safe and emotionally secure. Children form close, trusting relationships with the childminder and confidently seek comfort and reassurance when needed. For example, children happily snuggle with her during story time, reflecting the strong attachments in place. As a result, children feel settled, valued, and supported to manage their feelings and behaviour appropriately for their age.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently monitors and follows up on all absences, while actively supporting parents to understand the importance of regular attendance and punctuality in promoting children's learning and development. She models good manners and respectful communication, which children mirror in their own interactions. Children are polite, supportive and caring towards one another, and even younger children are beginning to resolve minor conflicts in a positive and age-appropriate way.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate good levels of independence. For example, they wash their hands independently before mealtimes and after nappy changes without prompting. This helps children to develop a clear understanding of positive hygiene routines and supports their growing independence and self-care skills.

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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the heart of her practice. She has a strong understanding of the children who attend her setting, including their home backgrounds and family circumstances, which helps her tailor her care and support effectively. Parents value this and regularly seek her advice and guidance, trusting her professional judgement.

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Children's welfare and wellbeing Strong standard

The routines the childminder has put in place encourage children to be healthy and safe. During mealtimes, children confidently make healthy choices, selecting nutritious foods and drinks and enjoying meals in a calm atmosphere. Mealtimes are unhurried and sociable, with children chatting comfortably about their families and friends. This supports children in developing positive attitudes towards healthy eating, strengthens their social skills, and helps them understand the importance of wellbeing and emotional security.

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Curriculum and teaching Strong standard

The childminder has a clear intent for children's learning. Her planning includes a wide range of stimulating resources and interaction strategies that support children to learn across all seven areas of learning in the early years foundation stage. There is a strong emphasis on the prime areas of learning, which accurately reflects the ages, stages and individual needs of the children attending.

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Curriculum and teaching Strong standard

The childminder implements the curriculum effectively, making purposeful use of professional subscriptions, including outdoor learning resources, to offer a broad range of meaningful outdoor experiences. This supports children to develop confidence, resilience, and a positive attitude towards learning outdoors and in all weathers.

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Curriculum and teaching Strong standard

The curriculum is inclusive and of high quality. The childminder ensures that all children, including those with emerging additional needs, are able to access learning and make good progress from their starting points.

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Curriculum and teaching Strong standard

Teaching and interactions are effective. For example, the childminder plans well-sequenced follow-up activities linked to stories, including rich and stimulating sensory trays. These activities provide frequent opportunities for children to develop dexterity and large-muscle control, extend their vocabulary through purposeful dialogue, and explore early mathematical and nature-based concepts, such as size, quantity, texture and natural materials. As a result, children build securely on prior learning and deepen their understanding over time.

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Leadership and governance Strong standard

The childminder maintains positive and open engagement with parents. She works closely with families to ensure continuity of learning between home and the setting, sharing ideas and strategies to extend children's learning at home. This strong partnership supports children to make steady progress and feel secure across both environments.

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Expected standard

The childminder demonstrates professionalism and holds strong expectations for practice. She regularly attends training, which enhances her practice and ensures children benefit from engaging and meaningful learning experiences delivered in a nurturing and supportive environment. She reflects on her practice and evaluates the impact of training on children's learning. As a result, she is able to respond to the changing needs of the children currently attending, ensuring that provision remains relevant and engaging.

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Expected standard

The childminder takes pride in working with other childminders and confidently shares her expertise with parents, drawing on her extensive experience, strong knowledge of child development and understanding of current challenges faced by families. She is proactive in tailoring her support to individual family circumstances through open discussion and sensitive communication. As a result, parents express their appreciation for her care, commitment and dedication to their children's nurturing care.

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Inclusion Expected standard

The childminder identifies children's needs promptly and accurately, taking account of their ages and age-related expectations. She has high expectations for all children in her care and is skilled at recognising potential barriers to learning. She takes effective steps to reduce these barriers and adapts her practice to ensure that all children are supported to learn and make good progress.

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Inclusion Expected standard

When additional support is needed, the childminder typically seeks advice from specialists and external partners. She uses this guidance to inform her practice and to ensure that appropriate strategies are put in place to support children's individual needs, helping them to achieve the best possible outcomes.

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Inclusion Expected standard

The childminder knows children's development well and is able to identify possible delays promptly. She liaises with some professionals. However, she has not yet undertaken recent training to further develop her knowledge of supporting children with special educational needs and/or disabilities (SEND) or to strengthen her understanding of how to make direct links with the local authority SEND team to seek advice and support. This will help ensure that children with emerging or identified additional needs receive timely and appropriate external support, enabling them to make the best possible progress.

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Inclusion Expected standard

The childminder should strengthen her role as special educational needs coordinator by refreshing her knowledge of current local authority SEND procedures and guidance. In particular, she should take a more proactive approach to early identification and referral by working directly with relevant agencies, rather than relying solely on parents to initiate referrals.

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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 thrive from their individual starting points because the childminder shapes learning around their experiences, interests and developmental needs. She takes time to understand each child's prior experiences and uses this knowledge to plan learning, ensuring children are well prepared for their next steps. For example, she supports children to develop early knowledge of the world through hands-on experiences such as exploring ice, discovering the features of snow and learning about winter animals, which builds curiosity and understanding.

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About this setting

Unique reference number (URN): EY434834 Children show strong development in independence and confidence. The childminder encourages them to make choices, try new experiences and solve problems with appropriate support. Daily routines and play-based learning help children build age- appropriate skills, including communication, early mathematical understanding and social skills.

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About this setting

The childminder identifies barriers to learning and wellbeing early through ongoing observation and assessment. She puts targeted support in place, adapts activities and works closely with parents to reduce these barriers.

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About this setting

Children develop a strong sense of belonging. They learn alongside their peers, take part in all activities, and form warm, positive relationships with the childminder and other children. The childminder welcomes families, maintains open communication and values their contributions. She promotes attendance through strong partnerships with parents and consistent routines, supporting children's wellbeing and progress. She recognises and celebrates each child's uniqueness, enabling them to flourish.

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Next steps

The childminder should strengthen her arrangements to support children with special educational needs and/or disabilities (SEND) by updating her knowledge and working more directly with the local authority SEND team and other relevant professionals.

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About this inspection

The inspector spoke with the childminder 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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