Cartwright, Wendy

Cartwright, Wendy

Unique reference number (URN): EY379759 Address: 545 Stannington Road, Stannington, Sheffield, S6 6AB Type: Childminder Registered with Ofsted: 17/07/2008 Registers: EYR, CCR, VCR Registered person: Cartwright, Wendy

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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 secure progress from their starting points. They benefit from a range of experiences. including library outings, park trips, and introductory visits to schools. The childminder supports children's transition to pre-school by sharing clear information with parents for both educational and care needs, including guidance to support packed lunches, promoting healthy diets, portion sizes and a range of practical recipe ideas.

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Achievement Expected standard

The childminder identifies developmental barriers effectively through open, two-way communication, and she listens carefully to parents' concerns about speech development. She responds sensitively, offering reassurance and clear support strategies to guide next steps. As a result, children build confidence in using their voices to communicate. The childminder revisits tasks, encourages children to have a go, and praises their achievements. This approach enables children to overcome challenges, develop resilience and prepare confidently for future learning.

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Behaviour, attitudes and establishing routines Expected standard

Children build warm, trusting relationships with the childminder, which enables them to confidently seek support for their play and care needs. The childminder uses praise and reassurance effectively to reinforce positive behaviour and encourage collaborative play. She demonstrates a clear understanding of individual care and educational needs and discusses appropriate adjustments to support each child effectively. Teaching encourages children to focus, persevere and keep trying, while play-based experiences build confidence through repeated practising of skills. The childminder consistently models kindness, empathy and care, and she shares clear behaviour expectations alongside frequent reassurance.

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Behaviour, attitudes and establishing routines Expected standard

Children's care routines are supported by the childminder in a caring, respectful and private manner. Children receive appropriate support to use the upstairs toilet. Steps at the kitchen sink enable children to wash their hands independently, and nappy changing is carried out appropriately and respectfully. Hygiene practices in relation to toileting and nose cleaning are of a high standard. The childminder narrates dressing and undressing routines, encouraging attempts at independence and praising success, which supports emotional security.

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Behaviour, attitudes and establishing routines Expected standard

However, the childminder does not always maximise opportunities to further promote independence. At times, she helps with tasks such as nose cleaning, handwashing and feeding rather than encouraging children to practise these self-help skills.

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Children's welfare and wellbeing Expected standard

The childminder helps children settle in and form secure attachments. Children play cooperatively with the childminder and seek support to access toys they are interested in. Children are happy, safe and secure. They smile as the childminder pushes them along on a scooter and as they role play with a shopping till and kick a football.

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Children's welfare and wellbeing Expected standard

Policies in place underpin effective care and clear communication, ensuring that children's care needs are maintained. The childminder creates a safe, welcoming environment where children feel happy and confident to play. Access to outdoor learning supports children's physical health, and children communicate their needs effectively. However, babies become distressed when they are too cold during outdoor play. The childminder responds promptly and brings children inside. However, clothing is not always sufficient to protect children in colder weather.

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Children's welfare and wellbeing Expected standard

The childminder follows safer food practices by preparing food in manageable pieces, which meets babies' needs effectively. She promotes healthy eating through positive discussions at mealtimes, speaking with children about various foods and how to chew safely. The childminder explores ways to support children's specific needs. For example, she adapts her practice to support children's emotional wellbeing by using a visual timetable to help establish routines.

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Curriculum and teaching Expected standard

The childminder supports early mathematics by counting objects and introducing words such as 'up' and 'down' during play. She enhances babies' awareness of mathematical language through in-the-moment teaching. The childminder adapts learning during role play, introducing number names, colours and size when singing rhymes and counting farm animals. She places a strong focus on communication and language development, using singing, narration and meaningful conversations to extend learning. The childminder models communication and narrates play and care routines.

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Curriculum and teaching Expected standard

The presence of a pet rabbit enhances experiences, helping children learn about caring for animals and supporting personal, social and emotional development. Interactions are stimulating and sensitive. Children practise listening and concentration skills from a young age.

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Curriculum and teaching Expected standard

Babies feel safe and secure, which encourages them to use language confidently, including babbling in response to questions. The childminder delivers teaching that meets individual needs by tailoring support to each child's starting point. Her approach helps children overcome barriers and achieve their next steps in learning progressively.

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Curriculum and teaching Expected standard

The childminder demonstrates inclusive practice by linking activities to school topics, such as providing a winter sensory role-play tray. This approach promotes continuity of learning and helps children make meaningful connections across experiences.

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Inclusion Expected standard

The childminder discusses local partnership strategies and clearly evaluates their impact on meeting children's needs. She applies in-depth early years knowledge to inform practice, using a nurturing, home-from-home approach to promote emotional security for all children. The childminder knows children well, enabling them to settle quickly and feel safe. She builds effective, trusting relationships with parents and uses a child-centred settling-in process that is gradual and informed by knowledge of each child's likes and dislikes.

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Inclusion Expected standard

The childminder maintains high expectations of care and education to prepare children for pre-school. She uses developmental checkpoints to measure progress, shares transition information with parents, and makes intentional contact with other settings to promote continuity of care, learning and development. The childminder evaluates and explains the effective use of funding to overcome barriers, including improving communication skills through books, song bags, props, flash cards, visual aids, targeted training, and support in the home environment.

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Inclusion Expected standard

The childminder demonstrates attentive care and sensitive interactions as children seek her out during transitions in play. Parents are happy with the care provided, and children leave for pre-school prepared for future learning. Children feel safe, settled and confident in the home-from-home setting.

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Leadership and governance Expected standard

The childminder actively engages in ongoing professional development and regular training to maintain up-to-date safeguarding knowledge. She manages her workload effectively, demonstrates passion for her role and clearly understands her responsibility in promoting positive outcomes for children and families. She builds strong, effective relationships with parents, supporting a cohesive approach to education and care that helps achieve the best possible outcomes for children. Her nurturing approach enables children to settle quickly and feel secure in her care. The childminder supports transitions to pre-school well by making contact with the next-stage provider to promote continuity of care and learning.

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Leadership and governance Expected standard

The childminder demonstrates secure knowledge of funding entitlement, transitions, attendance and online safety. However, she feels that translating training into practical action can be challenging, as much of the training attended is designed for purpose-built settings rather than a home-based environment. The childminder agrees that further use of the inspection toolkit would strengthen her knowledge and confidence in leadership and practice. Developing a clearer understanding of current expectations would further strengthen the childminder's leadership practice.

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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. They settle in quickly and form positive relationships. Babies are happy and seek reassurance while playing. They are emotionally secure.

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

Babies play with curiosity and are eager to learn. They are inquisitive while exploring instruments and enjoying creating sounds using a range of physical skills.

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

Children express their enjoyment by emptying and filling containers in various areas inside and outside the setting. They use their gross and fine motor skills to dig into soil and fill

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Address:

545 Stannington Road Stannington Sheffield S6 6AB

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Address:

Type: Childminder bowls. Children learn to navigate spaces and seek support when climbing the stairs of the slide. Babies have lots of opportunities to be active and physically healthy.

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Address:

Babies anticipate care routines with support. They positively engage in nappy changing, mealtimes and dressing for outdoors. Babies babble throughout play and display early communication skills. They are active learners and have positive attitudes to learning through secure routines. Babies feel safe and secure.

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Next steps

The childminder should review outdoor routines in colder weather to ensure that children remain comfortable and do not become distressed. The childminder should build on children's existing skills to further promote independence during care routines. The childminder should strengthen her understanding of current expectations by using the inspection toolkit to translate training into practical improvements in her setting.

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About this inspection

The inspector spoke with the childminder, children 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. Registration date: 17/07/2008

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About this inspection

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