Egan, Hollie

Egan, Hollie

Unique reference number (URN): 2753875 Address: 3 Ganton Mews, Bracknell, RG42 4JE Type: Childminder Registered with Ofsted: 02/11/2023 Registers: EYR, CCR, VCR Registered person: Egan, Hollie

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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 established a harmonious and nurturing environment, underpinned by high expectations for behaviour. Children understand these and behave extremely well. Routines are predictable and well established, helping children feel secure and confident. Children listen attentively and respond positively to the childminder's guidance. They consistently share resources, take turns and willingly help to tidy away after play, demonstrating growing independence and responsibility. The childminder is a positive role model who consistently reinforces good manners and teaches children to treat others with kindness and respect.

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Behaviour, attitudes and establishing routines Strong standard

The childminder carefully considers children's age, stage of development, individual needs and circumstances when supporting them, maintaining the expectations of the setting. Children typically demonstrate secure, affectionate relationships with the childminder and receive consistent encouragement and nurturing care, helping them feel safe and valued. They show generally positive attitudes to learning and sustain attention for extended periods. For example, they concentrate carefully as they scoop soil into plant pots to sow sunflower seeds, demonstrating perseverance, coordination and a strong sense of purpose in their play and learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to reinforce the value of arriving on time and maintaining consistent daily routines, helping children settle quickly, access planned experiences and take part fully in the day's learning.

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Achievement Expected standard

Overall, children make steady progress from their starting points. They benefit from the close, trusting relationships they build with the childminder, which help them to feel secure and confident, providing a strong foundation for their learning and development. Children are confident communicators and use a broad vocabulary as they engage in imaginative play, such as caring for baby dolls, where they show increasing levels of empathy and understanding of others.

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Achievement Expected standard

Children follow well-established hygiene routines independently, demonstrating a secure awareness of the importance of keeping themselves healthy. They develop effective fine motor skills as they carefully manipulate, turn and rotate puzzle pieces to complete pictures. Children take pride in their achievements and display positive attitudes towards learning. Overall, they gain the key skills needed to support their next stage of education, including their eventual move on to school.

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Achievement Expected standard

However, opportunities to consistently develop and embed mathematical vocabulary in everyday routines and play are not fully maximised. In addition, the curriculum is not sharply focused on helping children to understand and appreciate differences between people. As a result, children do not yet develop a strong enough awareness of the diverse world around them.

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Children's welfare and wellbeing Expected standard

Well-established routines for sleep and feeding contribute significantly to children's overall wellbeing. The childminder respects children's home routines, working closely with parents to ensure children rest comfortably and eat when hungry. She creates a calm and supportive environment where children feel safe, cared for and emotionally secure. Children are developing a growing awareness of their feelings and emotions. The childminder supports them to recognise and name how they feel, using everyday experiences as meaningful teaching moments.

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Children's welfare and wellbeing Expected standard

The childminder regularly reviews policies and procedures to ensure that children feel happy, secure, and well supported. She promotes healthy lifestyles through daily routines and planned experiences. Children learn about foods that support their growth, while parents receive guidance to provide nutritious packed lunches. Children are encouraged to drink water regularly and take part in gardening and physical play, all of which supports their physical development, wellbeing and understanding of healthy habits. Children typically show high levels of independence as they get ready for outdoor play, carefully putting on coats and shoes and persevering with zips and buttons. This helps to build their resilience and confidence.

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Children's welfare and wellbeing Expected standard

Children are developing a secure understanding of how to keep themselves safe when using the internet. The childminder introduces age-appropriate discussions about online safety and reinforces clear rules to help children understand how to use technology responsibly.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of the quality of the curriculum and teaching, and uses this insight to make informed decisions that support ongoing improvements. The curriculum is broad, well planned and carefully sequenced, enabling children to build securely on what they already know. It provides rich experiences across all areas of learning, which are tailored to each child. This ensures that all children, including those with barriers to their learning, can access meaningful learning opportunities. For instance, when children need additional support with their social skills, the childminder prioritises activities that help develop these skills. Children explore early mathematics concepts through planned activities. However, the childminder does not consistently include mathematical vocabulary in everyday routines and play, which could help children become even more confident with numbers and problem-solving.

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Curriculum and teaching Expected standard

The childminder focuses on helping children develop their communication and language skills. Throughout the day, she uses a rich range of words, songs and stories to capture children's attention, creating a fun, engaging environment where they enjoy talking, listening and sharing stories. For example, as the childminder reads a book about planting sunflower seeds, she introduces words such as 'seed', 'soil' and 'roots', helping children learn new vocabulary in a fun and meaningful way. The childminder prioritises children's physical, personal, social and emotional development. Daily walks and outdoor play help children build stamina, confidence and develop a love for being active. Children enjoy visiting local toddler groups, where they gain confidence in new situations and develop their social skills. The curriculum does not yet provide children with enough knowledge about similarities and differences between people for them to have a

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Inclusion Expected standard

The childminder creates a welcoming and inclusive learning environment. She effectively supports children with special educational needs and/or disabilities (SEND) through early identification and prompt referrals. The childminder typically reviews children's progress and adapts her approach when children need more focused teaching. For example, she breaks learning down into small, achievable steps, helping to build children's confidence, resilience and independence. The childminder works closely with parents and external professionals to provide targeted, tailored support, ensuring that children with SEND receive the help they need to make steady progress. This helps to minimise barriers and ensure children can achieve their full potential.

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Inclusion Expected standard

The childminder has completed relevant training and keeps parents informed about assessment procedures and the support services available, should they be required. As a result, she has a secure understanding of how to identify and assess the needs of children with SEND. The childminder understands how to use funding effectively and, when needed, guides families to relevant support, ensuring children can access additional resources. This approach reflects an inclusive environment where each child is recognised as an individual, and their needs are carefully met, enabling them to make steady progress from their starting points.

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Leadership and governance Expected standard

The childminder builds secure partnerships with families. Parents speak positively about their children's experiences within the setting and feel they are making steady progress in all areas of learning. Regular communication from the childminder helps parents to feel informed and supports them in continuing their children's learning at home.

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Leadership and governance Expected standard

The childminder has a clear understanding of her priorities and is passionate about providing children with the best possible care and education. She works closely with other childminders and the local authority to share good practice, which supports her commitment to continuous improvement. The childminder has completed some training to continue her professional development. However, she is keen to undertake further training to enhance the opportunities children have to learn about different cultures and diversity.

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Leadership and governance Expected standard

The childminder understands the importance of working with other professionals to further support children who may require additional help. For example, the childminder shares transition documents with schools that highlight gaps in children's learning and development. This collaborative approach helps children receive targeted support for their individual needs.

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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 demonstrate that they feel happy, supported and safe. They arrive at the childminder's home with confidence and are welcomed warmly by the friendly childminder, who knows them well. Families are greeted positively, and reassurance is offered when needed, helping children separate from their parents with ease and settle into their day quickly. Carefully planned activities at the start of the day provide children with structure and familiarity, helping them feel secure and confident. The consistent approach also supports their understanding of daily routines and the value of regular attendance, helping them

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Inspector:

develop a sense of responsibility and readiness for the day ahead. Children develop increasing independence as they take an active role in daily routines. For instance, they confidently prepare their own snacks, chopping fruit and helping to set out resources. These opportunities enhance fine motor skills, promote healthy eating and foster responsibility.

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Inspector:

Children benefit from a broad and engaging curriculum that makes learning enjoyable and meaningful. The childminder adapts her language and questioning effectively, using simple explanations for younger children while introducing more complex vocabulary for older or more confident learners. This supports children's understanding and extends their communication skills. Children's emotional wellbeing is prioritised, helping them to feel secure, confident and ready to learn. They engage enthusiastically in activities and play cooperatively with others. For example, as children plant sunflower seeds together, they discuss what plants need to grow, including the use of fertiliser. Through this, children develop strong language and communication skills, demonstrate curiosity, and apply their knowledge in meaningful, real-life contexts.

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Inspector:

The childminder provides a well-considered outdoor curriculum that makes effective use of the local area. Children benefit from regular woodland walks, where they explore natural materials, observe seasonal changes and develop their understanding of the world around them. These experiences spark children's curiosity and encourage them to ask questions about nature. All children, including those who face barriers to learning, make steady progress. They develop the knowledge, skills and positive attitudes they need to support their ongoing learning and prepare them well for the next stage of their education.

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Next steps

The childminder should further extend children's number skills through purposeful activities and interactions that strengthen their mathematical knowledge and understanding. The childminder should broaden opportunities for children to develop a deeper understanding and appreciation of equality and diversity.

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About this inspection

The inspector spoke with the childminder, parents and the 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. Sarah Richards

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 16:30

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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

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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