Howell, Chloe

Howell, Chloe

Unique reference number (URN): 2749283 Address: 26 Durham Way, Huntingdon, PE28 2EQ Type: Childminder Registered with Ofsted: 31/10/2023 Registers: EYR, CCR, VCR Registered person: Howell, Chloe

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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 secure and sustained progress from their individual starting points across the areas of learning. They develop the key knowledge, skills and confidence needed for their next stage of development. Communication and language skills are particularly strong. Children show increasing confidence to speak, listen and respond, using a growing vocabulary during play and daily interactions.

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Achievement Strong standard

Children, including those with special educational needs and/or disabilities and those who speak English as an additional language, make good progress because barriers to learning are identified early and reduced effectively. They become more confident to join in, interact with others and try new experiences.

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Achievement Strong standard

Children develop early mathematical understanding through everyday activities, such as counting, comparing size and using positional language in play. They also build independence through consistent routines, including managing personal care and tidying away resources.

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Achievement Strong standard

The childminder prepares children well for their next stage, including school, by promoting independence, confidence and familiarity with routines, ensuring that they are ready for future learning.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from a calm, nurturing and predictable environment where expectations for behaviour are clearly understood and consistently reinforced. The childminder has established effective routines that support children to feel secure, enabling them to settle quickly and transition smoothly between activities, mealtimes and rest periods with minimal support.

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Behaviour, attitudes and establishing routines Strong standard

Warm, trusting relationships are a strength of the setting. The childminder interacts closely with children, often joining their play at their level, which helps to build confidence and a strong sense of attachment. Children respond positively to this support; for example, they seek reassurance when needed and show clear enjoyment in the childminder's company.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes positive behaviour through gentle guidance, clear explanations and consistent praise. Children are supported to understand expectations and begin to regulate their behaviour. They learn to share, take turns and cooperate during play, demonstrating developing social skills and an increasing awareness of others. Group activities and shared experiences support children to collaborate and build relationships with their peers.

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Behaviour, attitudes and establishing routines Strong standard

Routines, such as tidying up and shared activities, encourage responsibility and independence. The childminder works in partnership with parents to support consistent routines at home and in the setting, and she reinforces the importance of regular attendance to support continuity in learning and wellbeing.

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Children's welfare and wellbeing Strong standard

Children benefit from a safe, welcoming and inclusive environment where their welfare and wellbeing are prioritised. The childminder provides nurturing, individualised care that is responsive to each child's needs, helping them to feel secure, comfortable and valued. Daily routines are well planned and tailored, particularly for babies and younger children, with mealtimes, rest periods and personal care organised in line with their individual stages of development and preferences.

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Children's welfare and wellbeing Strong standard

Secure attachments are evident. The childminder builds strong, responsive relationships with children, offering reassurance and comfort when needed. Children demonstrate trust and confidence in her, approaching her readily for support and interaction, which supports their emotional security.

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Children's welfare and wellbeing Strong standard

Children are supported effectively to develop an understanding of their physical health and personal care. Hygiene routines are consistently embedded, such as handwashing, where children are encouraged to wash their hands thoroughly while the childminder reinforces good practice through counting to ensure adequate time. Children are also encouraged to manage simple self-care tasks independently, such as obtaining tissues and washing their hands afterwards.

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Children's welfare and wellbeing Strong standard

Children's emotional wellbeing is supported through calm, sensitive interactions. The childminder helps children to recognise and manage their feelings, offering reassurance during transitions and times of need. Outdoor play and regular physical activity further support children's health, coordination and enjoyment of movement.

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Children's welfare and wellbeing Strong standard

The environment is clean, safe and well organised, enabling children to explore confidently. Children feel secure, develop independence and are supported to maintain healthy routines that promote their overall wellbeing.

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Curriculum and teaching Strong standard

The childminder has a clear and accurate understanding of the curriculum and uses assessment effectively to inform her teaching. She establishes secure starting points and tracks children's progress closely, using this information to plan purposeful activities that address gaps in learning and prevent children from falling behind. For example, she provides targeted opportunities to strengthen fine motor skills through activities, such as threading and spray bottle play.

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Curriculum and teaching Strong standard

The curriculum is well designed and meets the requirements of the early years foundation stage. The childminder places a strong emphasis on communication and language, alongside children's physical, personal, social and emotional development. The childminder has a secure knowledge of child development and adapts teaching effectively to meet individual needs, including for younger children and those with emerging delays. For instance, she has introduced activities to support arm strength and coordination after identifying some children struggled with independent dressing. Teaching is responsive and engaging. The childminder skilfully joins children's play, using commentary, questioning and ambitious vocabulary to extend learning. She consistently models language, encourages children to repeat words and supports correct pronunciation. Mathematical language is naturally woven into play, alongside opportunities for children to

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Curriculum and teaching Strong standard

Children are given time and encouragement to develop independence, with clear modelling and support. The curriculum also promotes equality and diversity, helping children to recognise and value differences.

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Inclusion Strong standard

The childminder creates a highly inclusive environment where all children are supported to access learning and make progress. She identifies children's needs quickly and accurately, including those with special educational needs and/or disabilities and children who speak English as an additional language. Recent training has strengthened her understanding of the graduated approach, ensuring that she knows how to respond to concerns and where to seek further support. She shares relevant information with parents, such as local authority workshops, to extend support beyond the setting.

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Inclusion Strong standard

The childminder takes effective action to reduce barriers to learning. She adapts activities, routines and communication strategies, including the use of visual prompts, so that all children can participate fully. There is a strong focus on developing communication and language, which supports children's confidence and engagement.

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Inclusion Strong standard

She monitors children's progress closely through regular observations and uses this information to plan targeted support. Where needed, she confidently seeks advice from external professionals and implements this effectively. Strong partnerships with parents and local services, including community playgroups, further enhance children's social development and inclusion.

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Inclusion Strong standard

As a result, children, including those who may face additional challenges, feel valued, make good progress and are well supported to access all aspects of the provision.

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Leadership and governance Strong standard

The childminder demonstrates strong leadership and a clear commitment to providing high- quality care and education for all children. She has a secure understanding of the requirements of the early years foundation stage and ensures that these are consistently met in practice. The childminder reflects effectively on her provision, identifying strengths and making thoughtful changes to improve outcomes for children. For example, she has adapted outings following discussions with parents and consideration of potential risks, ensuring that children's safety remains a priority.

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Leadership and governance Strong standard

The childminder is ambitious for all children, including those who may face additional barriers to learning. She plans a curriculum that meets children's individual needs and works closely with parents and external professionals to ensure that children receive appropriate and coordinated support. Robust partnerships with families contribute positively to children's care, learning and transitions. The childminder engages in relevant professional development opportunities, including supporting children with special educational needs and/or disabilities and safeguarding, which have a positive impact on her practice. This ensures that she remains knowledgeable and confident in meeting children's needs.

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Leadership and governance Strong standard

As a sole provider, the childminder manages her workload effectively and maintains a well- organised provision. Her decisions consistently place children's welfare, safety and development at the centre, resulting in a nurturing and well-led setting where children thrive.

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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 enjoy learning through play and participate with enthusiasm. For example, they show excitement when naming planets during a space-themed activity. They laugh and smile while stacking and knocking down bricks, demonstrating confidence to explore and experiment.

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

Communication and language are well supported. The childminder models clear language, asks open-ended questions and encourages children to describe colours, shapes and actions. Children with additional language needs are supported effectively through the use of visual prompts. Children play cooperatively and show interest in one another, helping to create an inclusive environment where everyone feels they belong.

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

Children benefit from a range of outdoor experiences that enhance both learning and social development. Visits to local parks and church playgroups support children in becoming familiar with the wider community and developing confidence in new environments. Opportunities for independence are encouraged, particularly in personal care routines, such as handwashing and toothbrushing, with children learning to follow simple hygiene practices.

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

Activities support the development of fine and gross motor skills, imaginative play and early mathematical understanding. For example, children pour, measure and sort resources during play. Parents report that the childminder provides strong reassurance and support during transitions. As a result, children feel safe and secure, make good progress towards age-related milestones and thrive in an environment where their contributions are valued and their curiosity is nurtured.

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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 the children and received feedback from parents 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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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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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