Baines, Denise

Baines, Denise

Unique reference number (URN): EY273477 Address: 32 Woodview Road, DUNMOW, Essex, CM6 1BU Type: Childminder Registered with Ofsted: 01/12/2003 Registers: EYR, CCR, VCR Registered person: Baines, Denise Lucille

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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 has created a positive and supportive environment where clear routines and respectful behaviours are very important. She builds strong relationships with children, listens to their interests and helps everyone feel included. Simple routines help children learn to be responsible, kind and independent.

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Behaviour, attitudes and establishing routines Strong standard

The setting is calm, and the childminder handles any challenging behaviour by trying to understand what the child is trying to communicate. For example, during circle time, the childminder gives each child a chance to share their news while the others listen politely, starting with the youngest and making sure everyone feels noticed. This helps children learn good social skills and how to be kind to others. Children learn to take care of themselves and practise good manners. Parents say the routines and calm, respectful environment really help their children. The childminder promotes good attendance and punctuality through clear procedures and open communication with families. Children trust the childminder, get along well and build positive friendships. Because of these routines and the caring way the childminder supports and guides the children, all children feel respected, included and able to do their best.

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Children's welfare and wellbeing Strong standard

The childminder puts children's physical and emotional wellbeing first. She gives each child steady support and often asks for feedback to make her care even better. She helps children learn about healthy habits, feelings and good social skills. For example, at snack time, she introduces new foods, such as dates, and explains how to eat them safely, teaching children to make healthy choices. Because of this, children learn to make positive decisions about their health and feel more confident.

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Children's welfare and wellbeing Strong standard

The childminder builds respectful relationships with every child, encourages them to be independent and gives gentle support for their feelings. The setting is calm and caring, so children feel understood, supported and able to relax when they need to. The childminder talks openly with families and builds strong, trusting bonds with children. This helps them feel safe, valued and cared for, so they can build friendships and do well both now and in the future.

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Inclusion Strong standard

The childminder has created a highly inclusive environment where every child is respected, listened to and able to participate. She takes time to get to know each child and their family through home visits and ongoing conversations, enabling her to understand their individual needs, interests and any additional support required. With extensive experience supporting children with special educational needs and/or disabilities, those known (or previously known) to children's social care and others who may face barriers to their learning or wellbeing, she ensures all children are fully included in everyday activities. She is highly attentive and responsive, quickly recognising when children feel unsettled and offering sensitive reassurance. Highly effective, well-established partnerships with parents, schools and other professionals ensure timely and appropriate support, including referrals where needed. As a result, children are confident, emotionally secure and demonstrate a secure

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Inclusion Strong standard

sense of belonging, making independent choices in their play and learning while knowing they are respected and supported at all times.

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Leadership and governance Strong standard

The childminder shows highly reflective and thoughtful leadership, always making decisions that are child focused and seeking to provide all children with the best care and learning experiences. She often asks parents and children for feedback about her service and uses their ideas to make things even better in her strive to provide high-quality care. For example, she sends out surveys to gather their thoughts and then thinks about any changes that could help. The childminder also meets with other childminders to share ideas and keep her skills up to date.

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Leadership and governance Strong standard

The childminder accesses professional learning and development opportunities that are precisely targeted to children's abilities, including those with special educational needs and/or disabilities. For example, she speaks to parents about how to support their children and contacts the local authority to source relevant training to help ensure that their health needs are consistently met.

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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 feel welcome, safe and happy at this setting. The childminder takes time to get to know every child and their family, visiting their homes to learn about what they like and need. This makes starting at the setting much easier for children. They quickly build trusting relationships with the childminder, who is always there for them. Because of this, children settle in quickly and feel secure and valued from the start.

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

Daily routines are familiar and comforting. For example, when children enter the setting, they hang up their coats, wash their hands and join circle time, where everyone can share their thoughts. They practise good manners, help tidy up and choose what they want to play with. The childminder helps children to regulate their feelings, for example by giving each child a 5-minute warning that their parent will be arriving soon, so they have time to end their play and prepare. This helps children become more independent and confident and feel like they belong.

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

Children enjoy lots of toys, creative activities and imaginative play, which helps them make friends and work together. The childminder maintains clear, consistent communication with families. She monitors attendance closely and enforces safety measures, such as device restrictions, which means children are protected and well cared for.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating transformational impact on the outcomes and experiences of any disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those

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Address:

Registered person: Baines, Denise Lucille

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Address:

Operating hours: Monday,Wednesday,Thursday : 07:45 - 09:40,Monday,Wednesday,Thursday : 15:00 - 17:15

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. who may face other barriers to their learning and/or wellbeing whom they may care for in the future.

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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 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. This data is from 11 December 2025

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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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