Stevie Eardley

Stevie Eardley

Unique reference number (URN): 2742381 Address: 10 Treebourne Road, Biggin Hill, Westerham, TN16 3QW Type: Childminder Registered with Ofsted: 02/08/2023 Registers: EYR, CCR, VCR Registered person: Eardley, Stevie Leigh

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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 steady progress from their individual starting points, particularly in communication and language. They thrive in the childminder's care, consistently responsive teaching and well established routines. Babies and young toddlers develop early communication skills through sustained narration, songs and stories. Children's emerging words, babble and purposeful interaction is observed during play and care routines. Children's physical development and independence progress extremely well, and they develop confidence in walking, self-feeding and handwashing. Children experiencing settling-in challenges, feeding difficulties or emotional needs find they are supported effectively through flexible routines, close observation and strong partnerships with parents, ensuring they continue to make excellent progress. Children are well prepared for their next stage of learning. They experience secure attachments, positive attitudes to learning and

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Achievement Strong standard

growing independence. Children gain the strong foundations they need for future transitions, including starting school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's experience and attitude supports a calm, respectful and nurturing culture that is fully embedded across the setting. Children feel safe, secure and confident, demonstrated by their relaxed behaviour on arrival and their ability to continue play confidently throughout the day. Strong, trusting relationships between the childminder and children underpin positive behaviour and emotional security.

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Behaviour, attitudes and establishing routines Strong standard

Daily routines are highly effective and consistently applied. The childminder discusses the importance of punctuality and attendance with parents during settling in. Children understand expectations and follow routines, such as washing hands before meals, sitting safely at the table and moving calmly between activities. These routines support children to develop independence, self-care skills and early self-regulation. During snack and lunchtimes, children are observed feeding themselves and engaging positively with peers, reflecting secure routines and positive attitudes.

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Behaviour, attitudes and establishing routines Strong standard

Children show consistently positive attitudes to learning. They remain engaged, curious and motivated during play, outdoor exploration and story times. Children sustain focus appropriate to their age and stage of development. The childminder manages transitions between activities smoothly using clear cues, reassurance and sensitive support.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's behaviour expectations are developmentally appropriate and applied with flexibility. Routines are adapted thoughtfully for children, who are settling in or experiencing emotional needs. This ensures behaviour remains positive and children feel supported throughout the day. Behaviour, attitudes and routines are strongly embedded, enabling children to feel secure, develop confidence and build strong foundations for future learning and transitions.

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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's welfare and wellbeing. She reviews and refines care practices so routines adapt swiftly to children's changing needs, particularly during settling in, feeding and sleep. Secure, responsive relationships are a clear strength in this setting. Children arrive calm, remain settled throughout the day and seek reassurance appropriately. Children demonstrate strong attachments, emotional security and confidence in their play.

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Children's welfare and wellbeing Strong standard

Health, safety and hygiene are managed meticulously by the childminder. Children wash their hands before meals and sit safely at the table. Health needs, including allergies, are managed carefully through thoughtful planning and supervision. Well-structured routines help children build long lasting healthy habits. Mealtimes are calm and purposeful, with the childminder modelling healthy choices and encouraging children to explore new foods at their own pace. This supports children's independence and positive relationships with food.

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Children's welfare and wellbeing Strong standard

The childminder supports babies and young toddlers to recognise, express and manage their emotions through sensitive, attuned responses during transitions and care routines. This strengthens children's early self-regulation and emotional wellbeing. The childminder's practice is inclusive and adaptable. The childminder identifies potential barriers, such as feeding sensitivities, separation anxiety or family change, and responds promptly without lowering expectations.

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Children's welfare and wellbeing Strong standard

The childminder supports children to understand their physical development, personal safety and health through supervised outdoor play and consistent routines. Digital risks are well managed. Screen use is minimal, supervised and purposeful. Clear guidance about screen time and content is shared with parents. The childminder creates an inclusive, high expectation environment, where children feel safe, valued and confident.

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Curriculum and teaching Strong standard

The childminder demonstrates a strong and reflective understanding of curriculum quality and how it supports babies' learning and development. Her curriculum is well designed to meet all early years foundation stage requirements and is carefully tailored to the ages and stages of very young children. The childminder has designed a curriculum that prioritises communication, physical development and personal, social and emotional development. The childminder creates a learning environment, where children feel secure, confident and ready to learn.

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Curriculum and teaching Strong standard

Everyday teaching is highly effective and purposeful at this setting. The childminder consistently uses routines, play and care moments as learning opportunities. For example, during snack and lunch routines, the childminder narrates actions, names foods and models language. This supports vocabulary development and early communication. The childminder chooses stories in response to children's interests, such as animals. She uses books, songs and stories to build listening, attention and emerging language.

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Curriculum and teaching Strong standard

The childminder is an experienced teacher, and she is responsive and adaptable to children's individual needs. During outdoor play, the childminder adjusts activities in the moment to match children's differing abilities and interests. Activities support physical

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Expected standard

development and early problem-solving. The childminder draws on her ongoing observations and assessments to check what children know and can do. She uses this information to tailor her interactions. This is particularly helpful for children settling in or experiencing routine related barriers. The childminder's decisions about the curriculum reflect expert guidance and secure knowledge of child development. Learning is coherently planned and sequenced across all areas, ensuring teaching remains inclusive, ambitious and well matched to all children's needs.

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Leadership and governance Strong standard

The childminder is reflective, child centred and improvement focused. She uses self- evaluation and day-to-day observation to understand how to improve the quality of her provision. For example, the childminder has refined routines after recently moving house to make the most of the new environment. She has maintained continuity of care and education for children as she settles into the new environment. The childminder responds adaptively to changing circumstances, including settling new babies, adjusting provision to the home environment. She demonstrates that she can achieve this without compromising statutory compliance or children's experiences.

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Leadership and governance Strong standard

The childminder's safeguarding arrangements are secure, and her documentation is well organised. This evidences the childminder's strong oversight of her provision. The childminder's decisions about her own professional learning are purposeful and current. She uses training opportunities to make confident decisions about her curriculum and daily practice.

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Leadership and governance Strong standard

The childminder's partnerships with parents are a clear strength. She holds sensitive, practical discussions about mealtimes, oral health and dummy use. The childminder sensitively shares strategies and follows up with tailored resources. This helps maintain consistency between home and the setting for children. The childminder actively seeks feedback and uses it to improve practice. Communication methods support children's transitions and family circumstances. For example, using a video call for two-year checks and development reviews. This helps develop strong partnerships with parents and supports children's learning.

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Inclusion Expected standard

The childminder identifies children's individual needs quickly and accurately through careful observation, strong professional knowledge and close partnerships with parents. From the outset, the childminder gathers detailed information about children's routines, interests, health needs and family circumstances. This enables the childminder to respond promptly to emerging needs, including those related to emotional wellbeing, communication and physical development. The childminder demonstrates a secure understanding of vulnerability and disadvantage. She recognises that needs may be temporary or linked to family change, limited prior childcare experience or settling-in difficulties. The childminder maintains high expectations for all children. She works hard to reduce barriers to learning and wellbeing through flexible routines, tailored support and sensitive adaptations to teaching and the environment.

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Inclusion Expected standard

The childminder has a clear graduated approach. Children's progress is monitored closely. Evidence from ongoing observation and assessment is used to review and inform the next steps in children's learning. The childminder works confidently with parents and understands when and where to seek early help or specialist advice should any concerns arise. As a qualified teacher, the childminder fulfils the role of childminder effectively and professionally. She keeps her practice current through relevant training and engagement with local authority guidance. The childminder's strong partnerships with parents and developing awareness of local services ensure that she can support disadvantaged children and those with special educational needs and/or disabilities if needs arise.

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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 arrive calmly and settle quickly into the warm, welcoming home environment, where they feel safe, secure and valued. Children confidently play and explore. They show strong attachments and trust in the childminder. Children respond well to clear routines, familiar resources and responsive interactions. This helps children feel emotionally secure and ready to learn. Children achieve well from their individual starting points. Babies and young toddlers show high levels of enjoyment, curiosity and sustained engagement in play, stories and outdoor exploration. They experience a well-sequenced curriculum that prioritises communication, physical development and personal, social and emotional skills. Children develop early language through consistent narration, songs and stories. Emerging words, babble and purposeful communication are evident throughout the day. Children gain independence and confidence by washing their hands, accessing their drinks, self-feeding

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

and making choices in their play. Barriers such as settling in anxieties, feeding sensitivities or family change are reduced through flexible routines, close observation and strong partnerships with parents. Children make secure progress and are well prepared for their next stage of learning.

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

Children feel a strong sense of belonging. They learn alongside their peers in a calm, inclusive environment and form positive relationships with the childminder, each other and the childminder's family. Children are supported sensitively to share, take turns and play together. Families feel welcomed, listened to and valued. The childminder uses parents' knowledge of their children to shape routines, care and learning. Children thrive because their welfare and wellbeing are prioritised consistently. They are kept safe through well- embedded safeguarding practice. Children benefit from predictable routines that promote good attendance, security and healthy habits. The childminder values each child's individuality, responding thoughtfully to their unique needs, interests and experiences. Children flourish emotionally, socially and physically. They develop the confidence they need for future learning.

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Next steps

The childminder should continue to build on her partnerships with local services and agencies to further strengthen her provision.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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Address:

10 Treebourne Road Biggin Hill Westerham TN16 3QW

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Address:

Registered person: Eardley, Stevie Leigh

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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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1 to 2

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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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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