Glazier, Suzanne Jade

Glazier, Suzanne Jade

Unique reference number (URN): 2850897 Address: 27 Peacock Avenue, Basingstoke, RG23 7QQ Type: Childminder Registered with Ofsted: 16/09/2025 Registers: EYR, CCR, VCR Registered person: Glazier, Suzanne Jade

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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 consistent progress from their individual starting points and achieve very well across the areas of learning. They develop particularly secure communication and language skills. Children listen attentively during stories and group activities, ask thoughtful questions and confidently express their ideas using clear sentences. Even the youngest children communicate their needs, recall previous experiences and join in conversations.

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Achievement Strong standard

Children acquire meaningful mathematical understanding. They confidently count during songs, excitedly compare size, such as 'big' and 'small' bubbles. Children recognise colours and use number naturally in play. They develop increasing independence through managing self-care routines, serving their own food, putting on coats and wellington boots, brushing their teeth and beginning toilet training.

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Achievement Strong standard

Children show curiosity and resilience as they relish with exploring the outdoors. They investigate insects, build with resources and persevere in physical challenges such as, the slide and balancing beams. Children gain the knowledge and attitudes needed for successful individuals. As a result, children are highly engaged learners who make remarkable progress preparing them well for the next stages of their education.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive in a calm, positive environment where expectations for behaviour, attitudes and routines are clear, consistent and well understood. The childminder establishes warm and respectful relationships with children, helping them to feel safe, secure and valued. As a result, children settle quickly, demonstrate confidence and show high levels of emotional security.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has embedded a playful and harmonious culture in which children manage their feelings and behaviour well. They respond positively to reminders about safety, boundaries and kindness. They learn to listen carefully, take turns and cooperate with others during shared games, mealtimes and group activities. For example, children wait patiently for turns when preparing smoothies, they share resources outdoors and work together during story and singing sessions. The childminder consistently uses praise effectively to recognise effort, kindness and positive choices. This helps children develop pride in their achievements and consideration for others.

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Behaviour, attitudes and establishing routines Strong standard

Routines throughout the day are purposeful and support children's independence. Children confidently wash their hands, put on coats and boots, tidy away resources, find their place mats and serve themselves food. Children attend regularly and they look forward to the consistent daily routines that help them understand what comes next. This supports children to make the most of their learning time. The childminder takes into account children's ages, stages of development and individual circumstances, adapting expectations and support appropriately. Consequently, children show high levels of enthusiasm for learning, sustain concentration and develop the personal and social skills needed for their future success.

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Children's welfare and wellbeing Strong standard

Children benefit from highly effective care practice that meets their individual needs and helps them to feel safe, secure and valued. The childminder knows children and their families very well and works closely with parents and carers to ensure routines, preferences and changing needs are consistently understood and met.

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Children's welfare and wellbeing Strong standard

Children who face barriers to learning or wellbeing receive sensitive support that helps them settle, build trust and flourish. Warm, responsive relationships are clearly evident throughout the day. Children seek reassurance, share their ideas confidently and enjoy affectionate, respectful interactions with the childminder. These secure attachments help children develop confidence and emotional security.

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Children's welfare and wellbeing Strong standard

Children are supported extremely well to understand healthy lifestyles and physical wellbeing. They adore their daily outdoor play, balancing, climbing and active games. This helps them to develop coordination and strength. The childminder promotes nutritious meals and snacks. Children learn about healthy foods as they take an active role in preparing their smoothies and describe how they cut the vegetables the day before, to make the Bolognese for their lunch. They confidently discuss the ingredients and eagerly brush their teeth after lunch.

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Children's welfare and wellbeing Strong standard

Children gain a clear understanding of personal safety through consistent reminders about boundaries, safe movement indoors and managing risks outdoors. Children learn to recognise feelings, talk about emotions and consider the needs of others through stories, discussion and everyday interactions. The childminder helps children manage disappointment, minor accidents and changes calmly and sensitively. As a result, children are extremely happy, resilient and develop a secure sense of belonging.

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Curriculum and teaching Strong standard

The childminder demonstrates excellent knowledge and understanding of the curriculum design and teaching. She uses her secure knowledge of each child's starting points, interests and next steps to shape the ambitious and inclusive curriculum. She is clear about what she wants children to learn, with a consistent focus on communication and language, independence, personal development and preparation for future learning.

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Curriculum and teaching Strong standard

Teaching is highly effective and purposeful. The childminder recognises that every interaction is an opportunity to extend learning and responds skilfully in the moment to children's curiosity, ideas and misconceptions. For example, during group activities and story sessions she consistently promotes vocabulary, listening and speaking skills through high-quality questioning, discussion and modelling language. Mathematical understanding is woven naturally through daily routines as the childminder encourages children to count, compare size, recognise colours and use number in songs and play.

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Curriculum and teaching Strong standard

Assessment is used well to monitor children's progress and tailor experiences to their differing needs and stages of development. The childminder provides an inclusive curriculum and ensures children receiving additional funding are supported effectively through carefully targeted experiences, that broaden their opportunities and build confidence. The childminder consistently demonstrates a highly enriching curriculum that

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Expected standard

extends beyond the setting. For example, they attend forest school sessions, wildlife park experiences and visits to local residential homes where children participate in shared music and themed activities with residents. The childminder provides these purposeful opportunities to promote children's social confidence, language develoment and help children gain valuable knowledge of the world around them.

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Inclusion Expected standard

The childminder demonstrates an inclusive approach and knows children and families well. She gathers useful information from parents when children start and uses this to help children settle quickly, feel secure and develop a sense of belonging. Children who receive additional funding, including those in receipt of early years pupil premium funding, benefit from targeted support and experiences that broaden their opportunities. For example, additional funding is used thoughtfully to provide access to outings and community experiences that enhance children's outdoor learning, wellbeing, confidence and understanding of the world.

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Inclusion Expected standard

The childminder understands the children's backgrounds and works closely with families to provide consistent care and emotional security. She uses her assessments, to monitor children's development and identify where support may be needed. The childminder understands the importance of working with other professionals and external agencies when required to help meet children's needs.

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Inclusion Expected standard

The childminder adapts teaching, routines and activities so children can take part fully. Children are treated fairly, their family circumstances are respected and diversity is reflected through discussions, books and celebrations. As a result, children feel valued and included. To strengthen practice further, the childminder should develop a sharper understanding to recognise at the earliest opportunity those children who may face barriers to learning or wellbeing, so that support can be identified and implemented even more swiftly.

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Leadership and governance Expected standard

The childminder maintains an appropriate overview of the setting and makes decisions that are in the interest of all children. Since her registration, she has established a welcoming provision with clear priorities centred on children's interests, happiness, development and learning. She understands the context of the children who attend and uses this knowledge to provide a wide range of fun experiences, including support for children receiving additional funding.

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Leadership and governance Expected standard

The childminder engages in ongoing professional development, completing relevant training in areas such as safeguarding, healthy eating and child development. This raises the quality of practice. The childminder works closely with parents and carers to ensure continuity of care and learning. This ensures children progress, achieve and flourish emotionally. Parents feedback is positive, they praise the childminder's hardworking, trustworthy and natural rapport with the children. The childminder has an accurate understanding of many strengths within the provision and shows a willingness to improve further. She is aware that improvements could be made by strengthening early identification of barriers to learning and sharpening reflective practice to identify priorities more precisely and raise outcomes even further.

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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, confident and secure in this warm and nurturing childminding setting. They demonstrate that they feel safe, welcomed and valued. Children are eager to play, quickly engage in activities and demonstrate trusting relationships with the childminder, who knows them really well. She responds sensitively to their individual needs, interests and stages of development. The childminder places effective emphasis on the importance of regular attendance. She communicates clearly with families about how consistent routines support children's emotional security and learning.

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

Children benefit from an interesting, fun and purposeful curriculum that is shaped around their curiosity and next steps. They delight in group activities such as singing games, story sessions and sensory experiences. During these activities, children listen attentively, ask thoughtful questions and develop a deeper understanding of communication and language skills, enabling them to express themselves clearly.

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

Children enjoy real-life practical experiences, such as making healthy smoothies, serving their own lunch and brushing their teeth. This helps them to gain independence, confidence and important self-care skills. They thrive in the stimulating outdoor environment, where they excitedly explore bubbles, sand, construction equipment and nature hunts. These experiences promote their physical development, resilience and understanding of the world.

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

Children behave very well because expectations are clear and consistent. They understand routines, learn to take turns, share resources and show immense kindness towards one another. The childminder consistently uses praise effectively, helping children to feel proud of their achievements and encouraging positive attitudes to learning. Children show empathy for others, for example, when discussing feelings in stories or caring for pets. They are developing the knowledge and skills needed for future success, including early mathematical language, problem-solving, independence and social confidence.

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

Children with special educational needs and/or disabilities or those who face barriers to learning are included well and supported to make progress from their starting points. Overall, children experience a joyful, engaging and caring environment where they are motivated to learn, feel a positive sense of belonging and are well prepared for the next stage in their education.

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Next steps

The childminder should focus more on identifying early indicators that children may face barriers to learning, so that targeted and timely support can be implemented swiftly to raise outcomes for children even further. The childminder should strengthen her reflection and analysis strategies to embed highly ambitious and consistent practice, to support the overall quality of the provision.

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Address:

Registered person: Glazier, Suzanne Jade

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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About this inspection

The inspector spoke with the childminder and children and reviewed parent's feedback 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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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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