Redgrave, Victoria

Redgrave, Victoria

Unique reference number (URN): 250964 Address: 6 Hereward Avenue, Mildenhall, Bury St. Edmunds, Suffolk, IP28 7LW Type: Childminder Registered with Ofsted: 23/11/1998 Registers: EYR, CCR, VCR Registered person: Redgrave, Vicky

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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 Strong standard

The childminder creates a calm, well-organised and nurturing environment where children understand expectations and engage positively. She consistently models positive behaviour and explains why rules and routines matter. This enables children to develop positive attitudes, respect for others and cooperative behaviours. Older children act as excellent role models, helping younger children as they play and learn. The childminder regularly praises thoughtful actions, such as when children help their friends to undo zips and during tidy-up time. These interactions foster a culture of collaboration and mutual support. As a result, children play harmoniously, share resources willingly and develop strong social skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes well-embedded routines for children throughout the day. For example, children understand the need to tidy away after using resources, and they help to get the table ready for lunch. These opportunities enable children to develop with a strong sense of security and build on their confidence. The childminder responds promptly and sensitively to children's emotional needs, offering reassurance, comfort or additional support when they are tired, frustrated or unsettled. By thoughtfully adjusting expectations and differentiating her support to meet individual needs, the childminder enables all children to access learning opportunities and make meaningful progress in their development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder places a clear emphasis on punctuality and attendance as part of preparing children for school. She maintains accurate attendance records and follows procedures for absences or missing children, ensuring children's safety and wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder delivers highly effective and personalised care that meets children's individual needs. She understands children's routines, emotional cues and physical needs, and she adapts her care to fully support their wellbeing. For example, when children become upset due to tiredness or frustration, the childminder swiftly provides support, positive reassurance and access to familiar comforts. These interactions help children feel safe and secure.

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Children's welfare and wellbeing Strong standard

The childminder actively promotes children's independence and physical development. Children learn to manage their hygiene, feed themselves and make healthy choices. They confidently use cutlery at mealtimes and open their own lunch pots. The childminder teaches children about the importance of drinking water and encourages discussions about how it supports a healthy body. Learning about handwashing, personal safety, nutrition and exercise is embedded naturally into daily routines. The childminder works closely with parents to reinforce these habits at home, offering guidance on bottle weaning and ideas for healthy lunch boxes. Children develop independence, make healthy choices and understand how to care for their bodies.

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Children's welfare and wellbeing Strong standard

The childminder actively nurtures children's relationships and social skills. Children seek her out for interaction, guidance and encouragement, knowing she responds consistently and attentively. Through well-planned settling-in sessions and thoughtful support, children

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Expected standard

develop confidence in expressing their feelings and learning to manage emotions. This enables them to engage fully with others, cooperate during play and take an active part in group activities. As a result, children thrive emotionally, develop independence and form strong attachments. This helps to lay a firm foundation for their learning and development.

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Inclusion Strong standard

The childminder ensures that every child, including those with special educational needs and/or disabilities, is fully included and able to thrive. She works closely with parents and a range of external professionals, such as speech and language therapists and early years advisers, to provide tailored support. Using insights from these discussions, alongside ongoing observations, detailed assessments and additional training, she adapts her approach to meet each child's needs and helps all children to make the best possible progress from their starting points.

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Inclusion Strong standard

The childminder consistently plans experiences that match children's developmental stage, interests and routines. For those children who are developing their communication skills, the childminder plans opportunities to build on their vocabulary. For example, children enjoy learning the names of different animals as they place picture cards into talking technology equipment. The childminder is on hand to model the correct pronunciation and ensure that learning is meaningful and accessible.

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Inclusion Strong standard

The childminder is highly responsive to children's needs. During sand play, she introduces mathematical language such as 'heavier' and 'lighter' for those children who are developmentally ready, while supporting other children to explore words such as 'big' and 'small' when comparing amounts. The childminder regularly evaluates the effectiveness of strategies she uses and adjusts her teaching to ensure children make progress in their learning.

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Achievement Expected standard

Children thrive in the childminder's caring environment, showing curiosity and enjoyment in their learning. They achieve well from their individual starting points, and any additional needs are identified quickly and meticulously planned for. Children experience a rich variety of learning opportunities, which contributes to the progress they make. For example, while playing with farm animals, they explore new vocabulary and communicate with peers to develop ideas. Thoughtful questioning encourages critical thinking, and children are given time to consider and respond.

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Achievement Expected standard

Children approach learning with enthusiasm and confidence. They join in eagerly with activities and know they can request resources to extend their play. Mealtimes support social skills and reinforce a sense of belonging. Through well-established routines, such as handwashing and managing personal care, children develop independence and responsibility. They build on prior knowledge and acquire essential skills that prepare them for future learning.

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Curriculum and teaching Expected standard

The childminder plans a broad and balanced curriculum that reflects children's interests and individual next steps. She uses her extensive knowledge of child development and professional experience to provide meaningful, well-sequenced opportunities for learning across all areas of the early years foundation stage.

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Curriculum and teaching Expected standard

Children have many opportunities to develop their physical skills. They ride bikes, visit local parks and go on nature walks. Children excitedly share how they play football in the childminder's garden, and they recall recent experiences of exploring the snow together. These opportunities help children develop their gross and fine motor skills while supporting their understanding of the world around them.

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Curriculum and teaching Expected standard

The childminder prioritises communication and language development throughout the day. She regularly shares stories with children, and they delight in joining in with key, well-known phrases. Children are encouraged to expand on their vocabulary and explore new concepts as they eagerly take part in group activities. For example, when playing with sand, the childminder introduces children to words such as 'cuboid'. Children then repeat these words as they make their own shapes in the sand. The childminder models correct grammar and uses full sentences when speaking with children. However, she does not always repeat back sentences children use when they make grammatical errors. As a result, children are not consistently exposed to accurate language patterns, reducing their opportunities to develop and reinforce these skills. As older children show an interest in printed letters in the environment and the sounds they represent, the childminder extends their learning by

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Curriculum and teaching Expected standard

linking objects that begin with the same sound. However, at times, she does not use the correct letter sounds, which may cause misconceptions when children start learning phonics at school.

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Leadership and governance Expected standard

The childminder takes a positive, considered and reflective approach to leadership and management. She understands her role and responsibilities clearly and is dedicated to providing high-quality care and learning experiences for every child.

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Leadership and governance Expected standard

The childminder keeps her skills and knowledge up to date through mandatory training and engagement with professional networks. She works closely with the local authority early years advisor and collaborates effectively to support ongoing professional development. She reflects regularly on her practice and attends targeted training to improve outcomes for children. For example, she recently completed training to strengthen support for children with speech and language needs.

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Leadership and governance Expected standard

Parents report that the childminder's tailored approach has a significant impact on their children's development. They describe noticeable improvements in communication skills, which result from joint planning and the consistent use of strategies between home and the setting. The childminder actively seeks additional support and guidance to ensure that all children, including those with special educational needs and/or disabilities or other barriers to learning, receive high-quality care and education.

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Leadership and governance Expected standard

The childminder demonstrates self-awareness and adapts her teaching to meet the individual needs of children, ensuring learning experiences are meaningful and inclusive. However, she recognises that there are areas for improvement in her professional development and self-evaluation and plans to focus research and training more precisely to strengthen her skills further and enhance outcomes for all children.

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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 and settle quickly in this nurturing home-from-home environment. This supports their attendance. They feel safe, secure and ready to learn. On arrival, the childminder greets children warmly and clearly explains the daily routine so they understand what will happen now and next. This helps children feel confident and settled from the start of the day.

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

The childminder knows children well and builds warm, positive relationships with them and their families. Children develop a strong sense of belonging and feel emotionally secure. Children make good progress from their starting points. The childminder gathers detailed information from parents and completes ongoing assessments to identify children's individual needs when they begin. All children, including those with special educational needs and/or disabilities, are supported effectively to build on what they already know and can do, helping them make meaningful progress over time.

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

Children choose activities independently and engage with high levels of interest. They explore a range of learning experiences, including sand play, construction and mark making. The childminder supports learning effectively by joining children in their play and extending their thinking. For example, when children show an interest in drawing and early writing, she provides resources that reflect their interests. This helps to develop their creativity and concentration and builds on skills in preparation for school.

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

Well-established routines promote children's independence. Children manage personal care tasks with increasing confidence. They work together to tidy away resources and take it in turns to share during their play. These routines contribute to children developing responsibility, cooperation and respect for their environment.

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

Children make choices throughout the day and confidently share their ideas. The childminder listens carefully and responds positively, supporting children's communication skills and extending their vocabulary. As a result, children learn that their views are valued and develop confidence in expressing themselves.

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Next steps

The childminder should prioritise professional development in areas that offer the greatest potential to deepen subject knowledge and further enhance the quality of teaching and interactions.

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About this inspection

The inspector spoke with the childminder, parents 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

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Address:

6 Hereward Avenue Mildenhall Bury St. Edmunds Suffolk IP28 7LW

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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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1 to 6

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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