Hodson, Eryn Elizabeth

Hodson, Eryn Elizabeth

Unique reference number (URN): EY362132 Address: 16 The Oval, COALVILLE, Leicestershire, LE67 4EA Type: Childminder Registered with Ofsted: 17/10/2007 Registers: EYR, CCR, VCR Registered person: Hodson, Eryn Elizabeth

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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 strong progress from their individual starting points across all areas of learning, particularly in communication and language. They develop secure foundational knowledge and skills that support later learning, including confidence in speaking, listening and understanding. Children use language to politely ask for help, share ideas and interact positively with others, showing they are confident communicators.

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Achievement Strong standard

Disadvantaged children and those with special educational needs and/or disabilities make good progress because support is identified early and implemented effectively. Targeted interventions and additional funding have a significant impact, enabling children to access learning and to develop confidence and independence. Early referral processes ensure children receive timely support, helping reduce learning gaps and supporting successful transitions, including into school.

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Achievement Strong standard

Children are well prepared for their next stage of learning. They demonstrate independence in self-care routines, show kindness towards others and take pride in their achievements. Consistent, meaningful praise helps children feel valued and motivates them to persist and succeed. Children leave the setting confident, capable and ready for future learning.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary, and expectations are clearly embedded in daily routines. The childminder has established a calm, positive environment where children understand what is expected of them and respond consistently well. Behaviour is managed through clear boundaries, praise and encouragement, resulting in children who are polite, cooperative and self-regulating.

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Behaviour, attitudes and establishing routines Strong standard

Warm, trusting relationships between the childminder and children are a strength of the setting. Children seek reassurance and support confidently and respond with affection and respect. The childminder joins children's play naturally, allowing them to lead while sensitively extending learning and modelling positive behaviour. This approach helps children learn to collaborate, share and work together harmoniously.

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Behaviour, attitudes and establishing routines Strong standard

Kindness is embedded in everyday practice. Children show care and consideration for one another and work together almost as a team. Positive interactions between children are consistent and purposeful.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands children's individual ages, stages of development and personal circumstances, adapting expectations and support accordingly. Respectful practice is evident in care routines, where children's dignity and privacy are maintained.

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Behaviour, attitudes and establishing routines Strong standard

The childminder maintains accurate daily registers and promotes the importance of punctuality, supporting families in developing routines that prepare children well for school expectations.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are supported extremely effectively. The childminder provides a calm, safe and nurturing environment where children are settled, relaxed and confident to explore. Strong, secure attachments are evident, with children readily seeking comfort and reassurance, demonstrating a high level of emotional security.

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Children's welfare and wellbeing Strong standard

Care practices are highly responsive and tailored to children's individual needs. The childminder understands children's backgrounds and adapts routines and support to ensure all children, including those with special educational needs and/or disabilities or additional needs, are fully included and supported to thrive. Daily routines, including feeding, rest and care routines, are flexible and personalised, supporting children's comfort, independence and wellbeing.

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Children's welfare and wellbeing Strong standard

Hygiene practices are well embedded. The setting is clean, well organised and accessible, enabling children to make choices independently and take responsibility for tidying and self- care. Healthy lifestyles are consistently promoted through discussions about food, rest and personal care, alongside the use of good manners and respectful behaviour.

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Children's welfare and wellbeing Strong standard

Children are supported in understanding their emotions and developing self-regulation. The childminder models calm responses, labels feelings and provides reassurance, helping children feel safe and valued. Physical development is promoted throughout the day through active play that supports both fine and gross motor skills.

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Children's welfare and wellbeing Strong standard

Personal safety is introduced in an age-appropriate way, with clear boundaries in place and online safety discussed appropriately with older children.

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Curriculum and teaching Strong standard

The childminder has a clear and accurate understanding of her curriculum and how it meets the learning and development requirements of the early years foundation stage. The curriculum is ambitious and carefully designed to build on children's starting points, ensuring continuity and progression across all areas of learning. Assessment is used effectively to check what children know and can do, enabling teaching to be tailored to individual needs and stages of development, particularly for those at risk of falling behind.

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Curriculum and teaching Strong standard

Communication and language are prioritised throughout the day. The childminder models rich language, uses repetition and questioning and creates purposeful opportunities for children to talk, listen and communicate within play, routines and group activities. Teaching is responsive and informed by a strong knowledge of child development, with the childminder joining children's play, following their interests and extending learning naturally through interaction and modelling. The childminder consistently models mathematical language during play, which children echo.

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Curriculum and teaching Strong standard

Physical, personal, social and emotional development are given high priority through daily routines, imaginative play, movement, stories and songs, supporting children's well-being and engagement. The childminder adapts teaching appropriately for children with special educational needs and/or disabilities and those facing barriers to learning, making reasonable adjustments to routines, environments and activities to ensure all children can access the curriculum. Overall, the curriculum is coherent, inclusive and thoughtfully implemented, providing children with a broad and balanced learning experience that supports their development and readiness for the next stage.

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Inclusion Strong standard

The childminder has created a strong, inclusive culture where children's individual needs are identified early and supported effectively. She knows children and families exceptionally well and is proactive in identifying emerging needs, including for children with special educational needs and/or disabilities and those facing barriers to their learning or wellbeing. She works closely with parents from the earliest stages to share concerns, agree on next steps and ensure support is put in place promptly.

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Inclusion Strong standard

The childminder takes timely and effective action to reduce barriers to learning. She works in partnership with the area special educational needs and disabilities coordinator, health professionals and local authority services to secure appropriate support, including intervention funding where needed, ensuring children receive the right level of help at the earliest opportunity. This approach enables children to access learning and make strong progress, including during key transitions into school. Transitions are well planned, with thorough information-sharing and continued support for families.

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Inclusion Strong standard

Children's progress is closely monitored, and support is regularly reviewed to ensure it remains effective. Inclusive practice is embedded in everyday routines. Younger children and those with additional needs are supported sensitively during play and daily activities, ensuring they are fully included and encouraged to participate and practise key skills.

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Inclusion Strong standard

The childminder actively seeks advice from external agencies and undertakes relevant training to strengthen her graduated approach. Strong partnerships with parents and local professionals ensure that support is consistent and has a positive impact on children's outcomes and family wellbeing.

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Leadership and governance Strong standard

The childminder demonstrates a clear understanding of the setting's strengths and areas for development and takes thoughtful, proactive action to secure continual improvement. She is highly ambitious for all children and consistently makes decisions that place children's best interests at the centre of her practice, particularly for those who face barriers to learning or wellbeing.

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Leadership and governance Strong standard

Professional development is prioritised and used effectively to improve practice. The childminder regularly engages in training, including inclusion-focused webinars and independent professional learning. She reflects critically on her practice and uses new knowledge to adapt provision, strengthen inclusive approaches and improve outcomes for children. Planned developments, such as enhancing the outdoor area to enable year-round use, demonstrate a strong commitment to extending children's learning experiences.

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Leadership and governance Strong standard

The childminder manages her workload well and shows a high level of professional resilience and motivation. Her long-standing commitment to the sector is underpinned by a genuine passion for learning and self-improvement. Partnerships with parents are a significant strength. Communication is open, supportive and effective, which is reflected in consistently positive parent feedback. External professionals also speak highly of the childminder's expertise and contribution to the wider community.

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Leadership and governance Strong standard

Transitions to the next stage of education are well planned and thorough, ensuring children are confidently prepared for school.

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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 at this setting feel safe, valued and supported to learn through play and everyday routines. They are confident to explore, try new things and ask for help when needed. The childminder naturally joins in with play, extending learning while allowing children to lead. For example, during small world play, children explore the sounds and names of animals, learning new words and concepts, such as discovering that a lion cub is a baby lion. They are encouraged to repeat words, practise sounds and use new vocabulary in context. Story time is embedded in the day, with children joining in, recalling characters and filling in missing words, often linking stories to other activities, such as recreating book characters in play dough.

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

Problem-solving and independence are woven into everyday experiences. Children find their own toys, tidy up when asked and make choices about what to play with and how to play. Physical development is supported through climbing, crawling, imaginative 'rocket' journeys and the use of tools such as scissors and play dough implements, helping them develop coordination, control and confidence in their bodies.

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

Children demonstrate excellent social skills. They behave politely, show kindness and work collaboratively during games and shared activities. They develop a strong sense of belonging through warm, trusting relationships with the childminder, seeking comfort when needed and confidently interacting with the childminder and their peers. The environment is calm, welcoming and well resourced, with toys and activities accessible to children at their level to encourage independence and curiosity. Hygiene, privacy and dignity are naturally promoted, and children develop a sense of responsibility through small, everyday routines.

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

Overall, the setting offers a nurturing, engaging and stimulating environment where children are encouraged to explore, learn and grow. They feel supported, included and confident, enjoying play and learning while developing the skills, knowledge and curiosity they need to thrive.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes of all children.

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About this inspection

The inspector spoke with the childminder and the children during the inspection and received feedback from parents.

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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

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Address:

16 The Oval COALVILLE Leicestershire LE67 4EA

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Address:

Registered person: Hodson, Eryn Elizabeth

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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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2 to 11

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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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