Haworth, Helen Anne

Haworth, Helen Anne

Unique reference number (URN): 2737702 Address: 14 Hyde Bank, Newnham, GL14 1DF Type: Childminder Registered with Ofsted: 14/08/2023 Registers: EYR, CCR, VCR Registered person: Haworth, Helen Anne

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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 their learning and development. Communication and language development is a particular strength. Children use an increasingly rich vocabulary, express their ideas confidently and engage in sustained conversations with adults and peers. They apply their language skills to explain their thinking, negotiate turn-taking and reflect on their learning, for example when describing the homes they have created or explaining how resources work during play.

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Achievement Strong standard

Disadvantaged children and those who face barriers to learning or wellbeing achieve well alongside their peers. Targeted support and inclusive practice enable children to participate fully and secure breadth and depth in their learning. Children's emerging needs are identified promptly, and support is adapted so that progress is sustained over time, building children's confidence, independence and resilience.

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Achievement Strong standard

Children develop secure foundational knowledge and skills within and across all 7 areas of learning. They apply mathematical understanding through counting objects during routines, measuring and comparing quantities and solving problems during play. Children manage self-care and learning routines with increasing independence and demonstrate positive attitudes to learning, self-regulation and perseverance. They are very well prepared for their next stage of learning, supported by effective transition arrangements and close partnership working with parents.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive in an engaging, respectful and well-organised environment where expectations for behaviour and routines are clear, consistent and well understood. The childminder has established a harmonious culture in which children feel safe, valued and confident. This enables them to manage their own feelings and behaviour with increasing independence.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and children are warm, trusting and secure. Children are confident to express their emotions, seek reassurance and take appropriate risks in their learning. For example, children independently ask for help when needed and explain how they are feeling, supported by calm, consistent responses that promote emotional understanding. This strong approach supports positive attitudes to learning and to each other. Children are observed cooperating, sharing resources and using polite language, such as requesting turns or passing items to peers.

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Behaviour, attitudes and establishing routines Strong standard

Behaviour and routines are taught explicitly through everyday practice. Children respond promptly to familiar cues, such as tidy-up routines. They transition calmly between activities, including preparing for snack time, outdoor play and returning indoors. During mealtimes and play, children demonstrate an understanding of why routines and boundaries are important. For example, they explain that tidying helps keep everyone safe. Well-embedded routines support children's self-regulation, independence and readiness for learning. Children manage self-care routines with increasing confidence and follow safety expectations consistently, including during outdoor learning. The importance of regular attendance and punctuality is promoted through close partnership working with families and sensitive, flexible support where barriers arise. The childminder takes account of children's ages, stages of development and individual circumstances, making appropriate adaptations

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Behaviour, attitudes and establishing routines Strong standard

while maintaining high expectations. As a result, children demonstrate consistently positive behaviour, strong attitudes to learning and growing confidence as they prepare confidently for their next stage of learning.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are consistently prioritised through highly effective care practices that are carefully tailored to meet individual needs. The childminder has a detailed understanding of the children and their families and responds sensitively to changing circumstances, ensuring that children feel safe, supported and valued. Where children face barriers to learning or wellbeing, including those who are disadvantaged or require additional reassurance, care practices are adapted thoughtfully so that needs are met fully and consistently.

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Children's welfare and wellbeing Strong standard

Strong, secure and responsive relationships underpin children's emotional wellbeing. Children form warm attachments with the childminder and are confident to seek comfort, reassurance or help when needed. For example, children independently approach the childminder for support with personal care or when feeling unsettled and are reassured calmly and sensitively. This emotional security enables children to explore, engage and develop resilience. Children are supported to recognise, express and manage their feelings through calm routines, consistent expectations and targeted strategies that promote emotional literacy and self-regulation.

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Children's welfare and wellbeing Strong standard

Children are supported well to understand their physical development, health and safety. Daily routines promote healthy choices and independence, including handwashing, toileting, food preparation and physical activity. During mealtimes, children safely use utensils, make choices about what to eat and manage personal hygiene independently, such as wiping their faces after eating. Outdoor play and regular physical activity support children's physical health and confidence in movement. Routines, including mealtimes and rest periods, are well structured yet flexible, ensuring that children's individual needs are met. As a result, children develop long-lasting healthy habits and a strong foundation for their physical health and emotional wellbeing.

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Curriculum and teaching Strong standard

The childminder has a clear and accurate understanding of the quality of her curriculum and teaching. She reflects thoughtfully on what works well and uses ongoing assessment to refine and strengthen practice so that teaching remains responsive to children's interests, emerging thinking and developmental needs. Decisions about the curriculum are informed by children's starting points and next steps, ensuring that learning is purposeful, well sequenced and meaningful. The curriculum is broad, balanced and inclusive and meets all the learning and development requirements of the early years foundation stage. High expectations are embedded consistently across the day, including during routines, mealtimes and transitions. Teaching is of consistently high quality. The childminder recognises that every interaction is an opportunity for learning and skilfully adapts teaching in the moment to extend thinking,

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Curriculum and teaching Strong standard

introduce new vocabulary and address misunderstandings. For example, she models processes step-by-step during activities, uses open-ended questioning to support problem- solving and revisits key concepts from previous learning to deepen understanding.

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Curriculum and teaching Strong standard

Language development is prioritised across all areas of learning. Children are immersed in rich talk, stories and purposeful discussion. Vocabulary is introduced and reinforced through play, storytelling and routines. Mathematical knowledge is woven naturally into daily experiences such as counting during routines, measuring, comparing quantities and exploring number and problem-solving through play.

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Curriculum and teaching Strong standard

Physical, personal, social and emotional development are given high priority. The childminder knows children well and adapts teaching appropriately for disadvantaged children and those who face barriers to learning or wellbeing. Reasonable adjustments ensure that all children can access the same ambitious curriculum. Assessment is used confidently and consistently to check what children know and can do and to tailor teaching to children's differing ages, stages and starting points.

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Inclusion Strong standard

The childminder has established a highly inclusive culture where the individual needs of children, including those with special educational needs and/or disabilities, are identified early and responded to promptly. She has a detailed understanding of children's starting points, progress and wellbeing. She uses ongoing observation and assessment well to recognise emerging emotional, communication or social barriers to learning and to plan appropriate support. Barriers to learning and wellbeing are reduced effectively through well- considered adaptations and inclusive practice. For example, targeted strategies support children's emotional regulation and communication, ensuring that they are fully included in daily routines, play and learning alongside their peers. Adaptations are monitored closely and adjusted as children's needs develop, resulting in a sustained positive impact on children's experiences and opportunities.

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Inclusion Strong standard

The childminder tracks children's progress carefully and reviews the effectiveness of support through regular assessment and updated next steps. She works closely with families and engages with external professionals where appropriate to shape and refine children's support. Relevant training, including speech and language and graduated approach training, strengthens her ability to respond confidently to emerging needs.

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Inclusion Strong standard

Early years pupil premium funding is used strategically to remove barriers for disadvantaged children, including ensuring access to resources, outdoor learning and experiences that promote confidence, independence and wellbeing. All children are supported sensitively through strong relationships, consistent routines and close partnership working, enabling them to feel secure, included and able to benefit fully from the provision.

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Leadership and governance Strong standard

The childminder demonstrates a strong commitment to providing high-quality education and care and has a detailed and accurate understanding of the setting's strengths and priorities. She uses thoughtful self-evaluation, assessment information and reflection on practice to analyse what is working well and to identify areas for improvement. This is reflected in clear improvement planning and responsive adjustments to provision as children's needs change, ensuring a consistent focus on securing the best outcomes for all children.

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Leadership and governance Strong standard

Decisions are consistently made in the best interests of children, including those who are disadvantaged or who face barriers to learning or wellbeing. For example, additional resources, targeted strategies and adaptations are introduced promptly to ensure that children can access the full curriculum and develop confidence and independence.

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Leadership and governance Strong standard

A culture of high expectations and professionalism is well established. Professional learning is prioritised and carefully aligned to improvement priorities and children's emerging needs. The childminder engages in a wide range of high-quality training, including communication and language and inclusion. She applies this learning directly to strengthen practice. This has a clear and positive impact on the quality of provision.

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Leadership and governance Strong standard

The childminder's workload and wellbeing are managed thoughtfully through purposeful, sustainable systems that support reflection and continuous improvement. Strong partnerships with parents, local groups and external professionals enhance children's learning, wellbeing and transitions. Parents describe the setting as a 'home from home' and value the childminder's professionalism, care and communication, noting that children are 'happy, confident and very well supported'.

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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 calm, nurturing and engaging setting where they feel safe, welcome and confident to be themselves. When they arrive, children settle quickly into familiar routines and move confidently between activities. They are supported by warm and responsive relationships with the childminder. These secure relationships help children to manage their feelings, seek support when needed and approach new experiences with confidence.

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

Children enjoy learning and are deeply engaged throughout the day. Learning is woven naturally into play, routines and everyday experiences. For example, children build on stories they have shared together by creating hedgehog homes using clay and natural materials, confidently revisiting vocabulary such as 'dark', 'dry' and 'sheltered'. Children sustain their focus and explain their thinking. They proudly celebrate their achievements, such as completing tasks independently or solving problems during play. Children communicate confidently, negotiate turn-taking using polite language and use an increasingly wide range of vocabulary.

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

Children achieve well from their individual starting points across all areas of the early years foundation stage. The childminder knows each child exceptionally well and plans learning experiences that are closely matched to their interests and next steps. Mathematical understanding is developed naturally through daily routines and play, such as counting plates at snack time, measuring objects and exploring concepts like 'heavy' and 'light'. Barriers to learning and wellbeing are identified early and reduced effectively. Disadvantaged children and those who face emotional or communication barriers are fully included and supported to make strong progress. They develop their confidence, independence and resilience.

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

Children learn alongside their peers in a calm, respectful environment. They show kindness, patience and consideration for others. They work together cooperatively and understand

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Address:

Register(s): EYR, CCR, VCR why routines and boundaries are important. Well-embedded routines promote healthy habits, independence and emotional security. As a result, children feel a strong sense of belonging, thrive in the setting and are very well prepared for their next stage of learning.

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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 and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 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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