Neale, Caroline Susan

Neale, Caroline Susan

Unique reference number (URN): 140306 Address: 62 Minster Walk, London, N8 7JS Type: Childminder Registered with Ofsted: 21/09/1994 Registers: EYR, CCR, VCR Registered person: Neale, Caroline Susan

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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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Children's welfare and wellbeing Strong standard

The childminder provides highly responsive care that meets children's individual physical and emotional needs. She knows the children extremely well and anticipates their needs throughout the day. When children require reassurance, she responds immediately with calm, sensitive support that maintains their dignity and confidence. This consistent responsiveness helps children feel emotionally secure and deeply settled.

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Children's welfare and wellbeing Strong standard

Secure attachments are evident. Children confidently seek comfort, share their feelings openly and return to play quickly after brief reassurance. They demonstrate trust in the childminder and show a strong sense of belonging within the setting.

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Children's welfare and wellbeing Strong standard

The childminder actively supports children's understanding of health and personal care. She encourages children to communicate their needs and models positive hygiene practices. Children participate in routines calmly and demonstrate awareness of personal comfort and safety. Emotional development is supported through gentle guidance and consistent boundaries, helping children recognise and manage their feelings appropriately.

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Children's welfare and wellbeing Strong standard

Care routines, including feeding, rest and transitions between activities, are thoughtfully managed and adapted to individual needs. The childminder works closely with families to ensure continuity between home and the setting. This strong, consistent approach to care enables children to feel secure, regulated and confident, creating the conditions in which they can flourish and fully engage in learning.

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Achievement Expected standard

Children make steady progress from their starting points. They develop increasing confidence in expressing their ideas and communicating their needs. Children use developing vocabulary to describe their play and explain what they are making. They respond appropriately in conversation and share their ideas with growing confidence.

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Achievement Expected standard

Children demonstrate a developing understanding across areas of learning. They show persistence when faced with challenges, for example when rebuilding structures after they fall, and they adapt their approach as they continue playing. They recognise differences in size and shape and apply this knowledge during construction and imaginative play. Children sustain concentration for appropriate periods and engage purposefully in activities.

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Achievement Expected standard

Overall, children develop independence and positive attitudes to learning. They make choices about their play and show pride in their achievements. As children increasingly deepen their thinking during play and take greater responsibility in daily routines, they strengthen their understanding, confidence and readiness for their next stage of learning. Children gain the knowledge, skills and confidence expected for their age and stage of development, preparing them appropriately for future transitions, including school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a calm and positive environment with clear, commonly understood expectations for behaviour. Children understand routines and boundaries, which support a settled atmosphere and positive attitudes to learning. Children engage calmly in activities, remain focused for sustained periods and respond positively to guidance.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between the childminder and children are warm, respectful and secure. Children confidently interact with adults, share ideas and seek reassurance when needed. The childminder supports children to collaborate during play, encouraging turn-taking, shared decision-making and cooperative interaction through role play and construction activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance and punctuality through daily communication with parents and close monitoring of attendance. Parents inform the childminder of absences, which supports continuity of care and learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder considers children's ages, stages of development and individual circumstances when supporting behaviour and routines. Expectations are appropriate and support emotional security. However, she does not consistently support children to practise self-care and independence and to take increasing responsibility in everyday routines. For example, at times, she completes aspects of personal routines for children who are capable of attempting these tasks themselves. This reduces opportunities for children to develop greater independence and limits how fully they build responsibility and confidence in preparation for their next stage of learning.

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Curriculum and teaching Expected standard

The childminder demonstrates a secure understanding of the quality of the curriculum and teaching and makes informed decisions to support children's learning and development. She designs the curriculum around children's starting points, interests and next steps, ensuring that learning is broad and appropriately sequenced. New knowledge and skills build on what children already know and can do.

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Curriculum and teaching Expected standard

The curriculum places a clear emphasis on communication and language. The childminder uses modelling and conversation during play to support children to develop vocabulary and express their ideas. Language is woven through daily experiences, including early mathematical learning, where children explore number, size, balance and comparison through practical activities.

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Curriculum and teaching Expected standard

The childminder prioritises children's physical, personal, social and emotional development. Activities support fine and gross motor skills, confidence and independence. The childminder knows the children well and adapts activities to meet their individual needs.

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Curriculum and teaching Expected standard

Assessment is ongoing. The childminder observes children's engagement and uses this information to inform learning experiences. However, she has not yet fully developed the support for children to build on their early reasoning and shared thinking. While interactions are warm and responsive, questioning does not consistently encourage children to explain their ideas, make predictions or reflect on outcomes during play. This limits the depth to which children extend their thinking.

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Inclusion Expected standard

The childminder promotes an inclusive culture where children feel welcomed, valued and supported as individuals. She knows the children well and uses ongoing observation and discussion with parents to understand children's interests, routines and any emerging needs. This ensures that learning experiences are appropriately matched to children's stages of development and emotional wellbeing.

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Inclusion Expected standard

The childminder demonstrates a secure understanding of how to identify and assess individual needs at an early stage. She understands the importance of working closely with parents to gather detailed information, monitor progress and respond promptly to any concerns. She shows a clear awareness of how to reduce barriers to learning by adapting routines, adjusting activities and making changes to the environment where needed.

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Inclusion Expected standard

The childminder understands the importance of putting support in place, reviewing it regularly and adjusting it if it is not having the intended impact. She recognises when to seek additional advice and understands the role of the local authority inclusion team and early years coordinator. She is clear about when to work with relevant professionals to shape children's support and experiences. She also understands how targeted support and close partnership with families would help disadvantaged children make good progress.

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Leadership and governance Expected standard

Leadership and governance are effective and demonstrate a clear commitment to children's safety and wellbeing. The childminder reflects thoughtfully on the strengths of the provision and identifies clear priorities for development, including extending sensory experiences and increasing children's independence in routines. She takes practical steps to review and refine her practice over time.

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Leadership and governance Expected standard

The childminder places children's needs at the centre of decision-making. She understands the local context and recognises how disadvantage or additional needs can affect children's learning and wellbeing. She demonstrates awareness of the importance of working in partnership with families and external professionals to ensure that children receive appropriate support where needed.

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Leadership and governance Expected standard

The childminder manages her workload effectively and maintains a sustainable working pattern. She engages in professional development to maintain her knowledge and skills and shows a willingness to reflect on practice and make improvements.

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Leadership and governance Expected standard

The childminder demonstrates secure knowledge of safeguarding procedures and understands when and how to report concerns to relevant agencies. However, oversight did not fully meet statutory requirements when a change to household membership was not notified to Ofsted. The childminder acknowledged this oversight and has strengthened her understanding of notification responsibilities going forward.

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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 warm, calm and nurturing environment where they feel safe, welcomed and valued. The childminder builds secure and trusting relationships with children and responds consistently to their needs. Children confidently approach her to share ideas, seek reassurance and celebrate their achievements. They use polite language, proudly show their creations and speak openly about what they are doing, demonstrating that they feel respected and listened to.

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

The childminder establishes predictable routines that help children feel emotionally secure. Children move independently between activities and choose resources with confidence. They engage deeply in play for sustained periods. During construction activities, children concentrated carefully while balancing objects and building structures. When these fell, they showed determination and tried again, demonstrating resilience and enjoyment in learning.

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

The childminder supports communication and language through purposeful interaction. She models clear language, listens attentively and engages children in meaningful back-and- forth conversation. In imaginative play, children negotiate roles, request items using full sentences and extend storylines, showing developing vocabulary and expressive skills.

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

The childminder responds promptly and sensitively to children's physical and emotional needs. She supports hygiene routines, offers reassurance when needed and maintains children's dignity. Care routines are calm and well managed, helping children feel comfortable and secure throughout the day.

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

Overall, children thrive because the childminder knows them well and provides consistent, responsive care. As the development of children's reasoning during play and their independence in everyday routines becomes more fully embedded in practice, children will build even greater confidence, autonomy and depth of understanding, strengthening their readiness for the next stage of learning.

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Next steps

The childminder should enhance the support for children to develop their early reasoning and problem-solving skills during play and activities. The childminder should strengthen routines and opportunities that consistently support children to develop their self-care and independence skills even further.

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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.

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Address:

Registered person: Neale, Caroline Susan

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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. 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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