Hall, Deborah Tracey

Hall, Deborah Tracey

Unique reference number (URN): EY259199 Address: 120 Goresbrook Road, Dagenham, Essex, RM9 6XD Type: Childminder Registered with Ofsted: 03/06/2003 Registers: EYR, CCR, VCR Registered person: Hall, Deborah Tracey

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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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Behaviour, attitudes and establishing routines Expected standard

Children at the setting demonstrate positive behaviour and generally show a willingness to learn. They listen to the childminder's instructions and follow familiar routines, showing growing respect for the environment and others. The relationship between the childminder and the children is warm and nurturing, fostering a sense of security and encouraging cooperation. During construction play, children pass bricks to the childminder to build and dismantle structures together. The childminder acknowledges each contribution, models language and encourages turn-taking, supporting early social skills and collaboration.

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Behaviour, attitudes and establishing routines Expected standard

Children show curiosity when accessing familiar resources, such as books, toys and role- play materials, and they participate readily in planned activities. However, opportunities and resources do not yet consistently support children in sustaining their attention or fully exploring activities independently. As a result, children's concentration and engagement are sometimes brief, and they do not always develop deeper levels of involvement or perseverance in their play. Secure attachments with the childminder help children manage feelings, develop resilience and interact positively with others. Behaviour expectations are appropriate to children's ages and stages, and routines support a sense of predictability and belonging.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children demonstrate positive attitudes, enjoyment and developing independence, although sustained engagement and independent exploration are not yet consistently embedded to support a stronger outcome.

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Children's welfare and wellbeing Expected standard

The childminder provides caring and attentive support that meets children's individual needs. Her home is safe, clean and well organised, and she follows consistent hygiene routines, including during nappy changes and before meals. Children sit safely in high chairs with appropriate supervision, and the childminder responds sensitively to their needs, offering comfort and reassurance during sleep routines or when children seek soothers.

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Children's welfare and wellbeing Expected standard

Secure and responsive relationships are evident, enabling children to form strong attachments and feel emotionally safe. This supports children's confidence within familiar routines and environments. Children are helped to develop an awareness of personal safety. For example, during outdoor play, the childminder models safe use of equipment by drying the slide before use and supporting children as they navigate steps. While these interactions promote awareness of safe movement, the outdoor curriculum is not yet fully structured or resourced to consistently support children's physical development, including balance and coordination.

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Children's welfare and wellbeing Expected standard

Indoor experiences such as construction play and mark making support the development of fine motor skills, with guidance on how to use materials safely. Routines for feeding, sleeping and hygiene are tailored to individual needs, helping children manage emotions and build independence. Children experience a nurturing and safe environment where their emotional needs are well supported. However, outdoor provision and available resources do not yet consistently sustain children's engagement or support all aspects of their physical development. As a result, opportunities to extend learning and development are not fully maximised.

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Inclusion Expected standard

The childminder fosters an inclusive, diverse culture across her setting. She knows each child well, observing their interests, developmental stage and progress from their starting points. Children's individual needs are assessed on entry and monitored through the childminder's ongoing observations and assessments. This enables her to identify areas where children benefit from additional support.

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Inclusion Expected standard

She thoughtfully plans activities and learning experiences, adapting routines and teaching approaches to ensure that children can participate with enjoyment and make progress. The childminder engages closely with parents to understand each child's background, interests and family circumstances, tailoring activities to support individual learning and wellbeing. She also draws on her professional knowledge and training to implement inclusive practice, ensuring that every child feels valued, supported and able to thrive. However, the outdoor curriculum does not yet fully support children's physical development. In addition, resources do not consistently sustain children's attention and exploration, meaning the childminder is not yet making a consistently demonstrable difference across all areas of children's learning and development.

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Inclusion Expected standard

Children's progress is regularly reviewed, and next steps are shared with parents, with planning tailored to their interests and developmental needs. Children benefit from a setting where their individuality is recognised, their contributions are valued and all are supported to participate in learning, play and routines. They develop confidence and a sense of belonging as they engage meaningfully with the curriculum and daily experiences.

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Leadership and governance Expected standard

The childminder provides day-to-day leadership to ensure that her setting is well organised and that routines are followed. She has strong relationships with families, with parents returning for younger siblings, and maintains links with the local school. While these connections provide useful context, they do not yet fully address the areas of practice that limit children's learning and development.

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Leadership and governance Expected standard

The childminder is aware of local changes, such as an increasing number of children starting school with additional needs, and has completed training in safeguarding, first aid and early years development. She engages in professional development and maintains links with local authority advisers and other childminders. However, self-evaluation is not yet consistently used to identify weaknesses or drive improvements.

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Leadership and governance Expected standard

Some areas from the previous inspection have not yet been fully addressed. Children's attention and exploration are not consistently sustained. The outdoor curriculum is not yet fully structured to support physical development. Resources are not always age-appropriate or organised to extend learning effectively. These gaps limit children's opportunities to fully engage, extend their skills and develop physical, social and problem-solving abilities.

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Needs attention

While leadership ensures that routines are safe and statutory requirements are met, children's outcomes are not yet consistently secure because some identified weaknesses have not yet been fully addressed. The childminder is aware of these areas and is taking steps to address them, though the impact of this is not yet fully evident.

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Achievement Needs attention

Children's progress is not yet consistently strong across all areas of learning because opportunities to sustain engagement and deepen exploration are sometimes limited. At times, children move on from activities before fully developing their ideas, reducing opportunities to strengthen concentration, problem-solving skills and independent learning. In addition, outdoor experiences do not yet consistently promote children's physical development, particularly in developing balance, coordination and mobility. As a result, children do not always gain the full range of skills needed to support well-rounded development.

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Achievement Needs attention

Despite this, children make steady progress from their starting points, particularly in communication and language. During activities such as story time and mark-making, children repeat new words, engage with sounds and develop vocabulary as the childminder models language effectively. Children follow instructions, make choices and begin to explore independently, supporting growing confidence and emerging literacy skills. Positive interactions and encouragement help children feel secure and willing to participate in familiar routines and activities.

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Achievement Needs attention

Overall, children demonstrate developing independence, social skills and confidence. They show enjoyment in learning and are building the foundations needed for the next stage of their education, although progress is not yet consistently maximised across all areas of learning.

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Curriculum and teaching Needs attention

The curriculum is not yet consistently implemented to fully support children's learning across all areas. Resources are not always organised in an age-appropriate way, which limits children's ability to engage deeply and sustain attention. At times, children are moved on from activities before they have fully explored their ideas, reducing opportunities to build concentration, problem-solving skills and independent thinking. Outdoor learning is available. However, the curriculum is not yet sufficiently structured to promote children's physical development, including mobility, balance and coordination. As a result, children do not consistently benefit from appropriate challenge or opportunities to extend their physical skills.

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Curriculum and teaching Needs attention

Despite this, the childminder demonstrates an appropriate understanding of early learning and makes thoughtful decisions to support children's development. During a mark-making activity, children experimented with markers, creating long marks while repeating colours and new vocabulary such as 'purple' and 'peach' as language was modelled effectively. This supported the development of emerging fine motor skills, communication and early literacy. The indoor curriculum provides enjoyable experiences that promote language development, creativity and social interaction within a warm and supportive environment.

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Curriculum and teaching Needs attention

Observations and assessments are used to monitor children's progress and identify next steps, helping the childminder adapt learning experiences to meet individual needs, including those of funded children. Inclusive practice ensures that children are supported from their starting points, and positive interactions help them feel confident participating in familiar activities and routines.

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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 enjoy learning and engage with a range of activities that capture their curiosity and imagination. They respond positively to books, mark making, small-world play and construction activities. While children show interest and willingness to participate, opportunities to extend learning experiences with a wider range of resources are not always fully developed. Children's attention is not always sustained, and opportunities for deeper exploration of their ideas and play are sometimes limited. The childminder's warm and nurturing interactions provide reassurance and encouragement, helping young children feel secure and valued. Families are welcomed into her home, and their contributions are respected, fostering a strong sense of belonging.

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

Achievements are recognised and celebrated, whether children repeat new words during story time, explore creative activities or develop early social and problem-solving skills through play. For example, children enjoy sensory books, touching textures and repeating descriptive words such as 'silky' or naming animals, which supports their developing confidence and early language skills. Children make progress from their starting points as they follow instructions, participate in familiar routines and demonstrate developing knowledge and skills across areas of learning. Independence is emerging as children select books, manipulate construction toys and interact with available resources, while positive behaviour is supported through praise and gentle guidance.

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

Secure attachments with the childminder help children feel emotionally safe as they begin to explore their environment and take risks in their learning. Inclusive practices ensure that children's individual needs, experiences and starting points are considered. The childminder supports children to engage in learning opportunities and make steady progress in a safe, nurturing environment where individuality is recognised and valued.

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

Children build positive relationships with the childminder and show confidence within familiar indoor routines and activities. However, outdoor experiences are not yet consistently planned or resourced to fully promote children's physical development, including opportunities to develop balance and coordination through age-appropriate challenge. Story time and practical, hands-on activities actively involve children in learning and support their enjoyment, communication and growing sense of achievement.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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Address:

120 Goresbrook Road Dagenham Essex RM9 6XD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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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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