Shaw, Racheal Claire

Shaw, Racheal Claire

Unique reference number (URN): 2758691 Address: 208 Bradford Road, Keighley, BD20 5JT Type: Childminder Registered with Ofsted: 13/11/2023 Registers: EYR Registered person: Shaw, Racheal Claire

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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 Expected standard

Children make steady progress from their starting points. Babies and younger children become increasingly curious and engaged, exploring toys independently, responding to familiar words and beginning to anticipate daily routines. As they settle, children gain confidence to move around the environment, watch others and gradually join in by playing alongside their peers.

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Achievement Expected standard

Children develop early skills that support their next stage of learning. They practise self-care through routines, such as feeding and toileting, showing improved coordination and independence. Children's growing emotional security supports their willingness to try new things, sustain attention and interact positively with others.

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Achievement Expected standard

Overall, children develop the foundational skills they need for future learning. Progress is secure overall; however, teaching does not always build precisely on what children already know and can do, particularly in early mathematical development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm and nurturing environment where children feel emotionally secure and understand familiar routines. Babies and younger children respond positively to consistent care and reassurance, which supports their developing emotional regulation. Expectations are appropriate to children's ages and stages of development, helping them cooperate during daily routines.

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Behaviour, attitudes and establishing routines Expected standard

Children are encouraged to develop positive social behaviours through warm relationships and gentle guidance. They play comfortably alongside peers, share resources and show kindness, such as by sharing comfort items during play. When children need support, the childminder responds sensitively, helping them manage feelings and encouraging positive interactions.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of predictable routines for children and families. Attendance and punctuality are promoted through regular communication with parents, and individual circumstances are considered carefully, particularly for babies and new starters. As a result, children feel secure and supported to develop positive behaviours and attitudes that reflect their developmental stage.

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Children's welfare and wellbeing Expected standard

Care practices are effective and meet children's individual needs. The childminder uses information from parents to follow familiar routines for sleeping, feeding and nappy changing. Daily routines, including mealtimes and sleep, are used to support children's learning and wellbeing. Feeding arrangements reflect children's usual patterns and preferences, helping babies feel emotionally secure. Nappy changes are carried out discreetly and respectfully, with calm explanations to support understanding. Hygiene routines promote children's dignity and health. Children begin to develop an early understanding of personal safety through routines, such as washing hands before eating and following clear hygiene expectations.

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Children's welfare and wellbeing Expected standard

Secure and responsive relationships are evident, particularly for babies and younger children. Children seek reassurance when needed and are comforted sensitively. The childminder responds promptly to children's cues, offering physical comfort, verbal reassurance or quiet space as appropriate. For example, children who become unsettled during play are supported calmly until they feel ready to re-engage. This helps them develop trust and confidence.

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Children's welfare and wellbeing Expected standard

The childminder supports children's emotional wellbeing by recognising mood changes and responding calmly. Younger children are given time to observe activities before joining in, supporting smooth transitions and inclusion. Care routines reflect children's ages, stages of development and individual needs, particularly for those settling in the setting. These consistent practices help children feel secure, valued and supported.

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Curriculum and teaching Expected standard

Teaching is caring and responsive, and adaptations reflect children's home routines, thereby supporting emotional security. Interactions are generally effective, particularly for younger children. The childminder teaches children to be social and respectful individuals while in the setting. This builds on their social confidence and positive relationships with each other.

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Curriculum and teaching Expected standard

The childminder demonstrates a sound knowledge of child development. Babies are encouraged to explore cause-and-effect toys, with the childminder modelling actions and offering simple commentary to help them link actions with outcomes.

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Curriculum and teaching Expected standard

The childminder engages children in experiences that support their understanding of the natural environment and how things grow. Planting activities, such as potting plants, also support children's physical development and early problem-solving skills, as they confidently practise scooping soil into plant pots and skilfully placing it around their plant.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that reflects children's ages, stages of development and individual routines, taking into consideration babies and younger children. The childminder's curriculum shows a secure focus on personal, social and emotional development, communication and physical skills; however, early mathematics is not consistently supported, which affects children's knowledge and understanding.

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Inclusion Expected standard

The childminder identifies children's individual needs effectively through careful observation and regular discussions with parents. She gathers detailed information about children's routines, interests and home experiences when they start, which enables her to support their emotional security and early engagement in learning. This is particularly effective for babies and younger children as they settle confidently into the setting.

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Inclusion Expected standard

The childminder makes thoughtful adaptations to care and learning experiences to reduce barriers to children's learning and wellbeing. Routines for sleeping, feeding and play are tailored to reflect children's individual needs and preferences. As a result, children feel included, develop confidence and participate fully in daily experiences.

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Inclusion Expected standard

The childminder monitors children's progress through ongoing observation and communication with parents. She works in partnership with families and engages appropriately with external professionals when needed to support children's development. She keeps her knowledge up to date through relevant training, which supports her understanding of how to meet children's differing needs.

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Inclusion Expected standard

The childminder demonstrates a secure understanding of inclusive practice. Where applicable, she understands how additional funding, such as early years pupil premium, can be used to support children's development. She uses her knowledge of each child to plan meaningful experiences that support their development. As a result, children feel valued and included, and they make steady progress from their starting points.

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Leadership and governance Expected standard

The childminder consistently evaluates the provision she provides and regularly reflects on practice to identify priorities that are in children's best interests. The childminder also takes account of parents' and children's feedback to make adaptations and improvements. This helps the childminder to remain reflective of all children's individual needs and implement strategies where appropriate. Where children face additional challenges, she works with families and seeks external advice when needed. Decisions are informed by her experience and knowledge of the children, particularly when supporting transitions, care routines and emotional wellbeing. However, the childminder's evaluation of the curriculum is not always sharply focused on ensuring that all areas of learning, including early mathematical development, are implemented with equal precision.

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Leadership and governance Expected standard

The childminder works positively with parents and values open communication. Information is shared daily through discussion and messages, supporting consistency between home and the setting. Parents are very complimentary of the childminder's provision. They appreciate her welcoming and supportive approach. The childminder links with other settings that children attend to support learning continuity effectively.

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Leadership and governance Expected standard

The childminder is mindful of workload and keeps systems manageable, using professional judgement to balance paperwork with direct work with children.

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

Children explore the inviting environment, which is thoughtfully arranged to include various resources and activities that reflect each child's unique interests and support their learning. They benefit from ample time and freedom to confidently make independent choices. The childminder makes necessary adaptations to her teaching to ensure that all children, including those who face barriers to their learning, are able to fully participate in every activity. For example, chalks and boards are available, as well as felt-tip pens and paper, to support children at different stages of their development. This helps children experience success and encourages their interest in early mark making.

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

Children develop a strong sense of belonging through warm, responsive relationships and predictable routines. They play comfortably alongside their peers and show growing confidence in social interactions. For example, children pass toys to one another and show care by offering comfort items, such as teddy bears. Younger children observe group activities initially and then gradually move closer as their confidence grows, encouraging curiosity and inclusion without pressure.

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

Older children engage in role play by preparing food in the play kitchen, while babies investigate cause-and-effect toys with interest by shaking rattles, pressing buttons and exploring objects independently. The childminder sits alongside children, offering reassurance and simple commentary to support early understanding and attention. These interactions help children begin to link actions with outcomes and support early communication and curiosity.

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

Children are encouraged to develop early independence through everyday routines. At mealtimes, younger children practise holding spoons and forks while they eat, helping them build confidence and coordination. Older children drink from open cups, supporting their readiness for the next stage of their learning. Care routines, such as nappy changing and toileting, are calm, respectful and predictable, supporting children's emotional wellbeing. As a result, children feel safe, secure and valued, and they make steady progress, particularly in terms of confidence, communication and early independence.

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Next steps

The childminder should strengthen the sequencing of the curriculum, particularly in early mathematics, so that learning consistently builds on what children already know and can do.

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About this inspection

The inspector spoke with the childminder 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:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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Total number of places

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

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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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