Pyle, Christine

Pyle, Christine

Unique reference number (URN): 2754419 Address: 1 Camlea Close, Basingstoke, RG21 3BP Type: Childminder Registered with Ofsted: 18/10/2023 Registers: EYR, CCR, VCR Registered person: Pyle, Christine

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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 explore, create and question throughout the day, showing curiosity and confidence in their learning. They test out ideas, work collaboratively and remain deeply engaged under the childminder's calm, attentive guidance. Children enjoy stories, discussions, songs, rhymes and dance, which enrich their language and encourage them to express their thoughts. They hear vocabulary modelled clearly and join in rich conversations that broaden their understanding.

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Achievement Strong standard

Children show growing independence. They cut their own fruit at mealtimes, tidy away resources and manage self-care routines, such as taking off their shoes and socks. These routines build their confidence and resilience. Children use their imagination freely, often extending their play in creative and unexpected ways. For example, a play-dough turtle becomes a volcano erupting with lava when cut open. As they squish, pinch, pat and roll the play dough, children develop both small physical skills and finger strength while also expanding their vocabulary through rich descriptive language.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is consistent in managing behaviour expectations. Children are supported to use their words, recognise the feelings of others and reflect on their actions. They are praised when making positive choices, for example when children choose to share toy animals with their friends. The childminder skilfully adapts the level of support depending on each child's needs, offering additional guidance where appropriate. As a result, the environment is calm and harmonious, and children get along well together.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes strong, trusting bonds with the children. This is shown in how they seek her out to share books, play games, express their needs or find comfort. She communicates effectively with parents, sharing information at drop off and collection, providing updates during the day and discussing progress and next steps. Parents feel well informed and involved. The childminder aligns routines with parents' preferences, adapting care such as sleep routines to support consistency at home.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a clear understanding of children's development and uses assessment tools regularly to monitor progress and plan next steps. She considers changes in circumstances and provides targeted support, such as focusing on caring for babies when preparing for the arrival of a sibling. She monitors absence carefully and recognises the importance of regular attendance on children's progress and wellbeing.

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Children's welfare and wellbeing Strong standard

Children form warm, secure attachments with the childminder and naturally seek her out for play, reassurance and comfort. They feel safe in her care and confidently approach her when they need support or a cuddle. The childminder sets clear and consistent expectations, helping children recognise positive choices and understand boundaries. She teaches children how to keep themselves safe and physically healthy, for example by reminding them how to handle cutting utensils correctly and modelling good hygiene routines. Children understand why handwashing is important and talk about 'washing away germs that might make our tummies feel poorly.'

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Children's welfare and wellbeing Strong standard

Children learn to identify and express their emotions, supported by the childminder's calm guidance. She helps them resolve minor conflicts by using their words and considering how others may feel. This results in a harmonious and respectful learning environment. The childminder considers each child's individual needs carefully. She plans experiences that support their wellbeing, for example, using role play with babies to help prepare children for a new sibling. She uses positive praise consistently to acknowledge children's efforts, including sharing and turn-taking.

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Children's welfare and wellbeing Strong standard

Mealtimes are calm and collaborative. Children help set up, make healthy choices and talk about feeling hungry or full. Routines are aligned with parents' preferences, ensuring a consistent approach between home and the setting.

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Curriculum and teaching Strong standard

The childminder uses books, routines, children's interests and well-sequenced next steps to deliver a curriculum that promotes all areas of learning. She places strong emphasis on communication and language, developing independence, building social skills and enabling children to become active, curious learners. The childminder skilfully adapts activities in response to children's needs. For example, during a story, she models key vocabulary for one child while extending another child's language through sentence modelling and tailored questioning, moving purposefully between both.

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Curriculum and teaching Strong standard

Children explore the environment with confidence, direct their learning and engage positively with the activities the childminder provides. The childminder weaves mathematical concepts into everyday interactions, such as counting strawberries at lunch, discussing shapes, comparing size and narrating children's play, for example, 'You've cut the snake in half—now you have two small snakes.'

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Curriculum and teaching Strong standard

Children benefit from carefully tailored planning that reflects their unique starting points, interests, areas of focus and next steps. All children make clear progress and are well prepared for their next stage of learning. She shares information with parents to promote a consistent approach at home and in the setting. Her environment is engaging and language rich, offering a wide range of resources that children explore independently. The childminder understands the skills children need for school and ensures they are well prepared for their next stage of learning.

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Inclusion Strong standard

The childminder identifies emerging needs at an early stage and shares these promptly with parents during progress checks. She signposts families to relevant support services and contributes to timely referrals when appropriate. She works closely with parents and external professionals, such as dieticians and health visitors, to ensure that targeted strategies are understood, implemented and reviewed. As a result, all children make sustained progress and achieve positive outcomes. The childminder facilitates joint training opportunities for colleagues and parents, strengthening their confidence in supporting children's behaviour and meeting the needs of neurodivergent learners. She reflects on individual needs to identify how to allocate additional funding purposefully to remove barriers to learning and to promote children's developmental progress.

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Inclusion Strong standard

The childminder creates a warm, inclusive environment where every child feels valued and secure. Visual resources, including songs and stories in children's home languages, help establish a strong sense of belonging. She makes thoughtful adaptations to meet individual needs, such as changing the soap to support children with sensory sensitivity. The childminder is committed to ongoing professional development and engages in a wide range of training, particularly in communication and language. As a result, she provides an inclusive environment where all families feel welcomed, and children make good progress from their starting points.

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Leadership and governance Strong standard

The childminder shows a strong commitment to her own professional development and that of others, and she applies her learning confidently in practice. Strategies from recent training, such as modelling and extending language and introducing focused vocabulary, are evident throughout her interactions and activities. She works positively with professionals and colleagues. This is demonstrated by her role in promoting a training event on behaviour management and neurodivergence.

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Leadership and governance Strong standard

The childminder provides a warm, welcoming and inclusive environment. She recognises every child as an individual and plans carefully for their unique starting points. She works closely with parents to support transitions, share information and discuss progress and next steps. As a result, emerging needs are identified early, and targeted support is put in place. Parents comment that they value the childminder's positive approach and clear communication.

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Leadership and governance Strong standard

The childminder has adapted understanding of support services available to families, including referral processes and professional roles. Her ethos is that children should have fun, enjoy learning and develop the key life skills they need for their next stage. She has high aspirations for every child and ensures that observations, planning and assessment provide targeted support so all children make positive progress.

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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 clearly thrive in this warm, inviting and well-resourced environment. They benefit from a wide array of learning experiences supported by the strong, positive relationships they have established with the childminder. Alongside the well-balanced home learning environment, children enjoy weekly group sessions for singing, and regular visits to parks, woods and garden centres. These experiences broaden their understanding of the world and enrich their learning.

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Address:

1 Camlea Close Language is woven in throughout the day. Children join in rhymes, stories and discussions, recognise sounds and learn new vocabulary that the childminder models and explains clearly. They create, explore, swing, dance, imagine and role play while learning to share, collaborate and get along with their peers. Children develop a secure understanding of self- help and self-care. They complete puzzles, read books, build with blocks, play with play dough, climb stairs and engage in imaginative adventures such as 'flying with dinosaurs.' Everyday routines reinforce handwashing, healthy eating, safe use of utensils and tidying up.

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Address:

Children are active, confident learners who explore their environment with enthusiasm. The childminder knows each child extremely well. This includes their likes, dislikes, next steps and areas of focus. This is further supported by strong relationships with parents and professionals. She continually reviews and reflects on her practice. As a result, children thrive and feel a strong sense of belonging in this inclusive setting.

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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 children.

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About this inspection

The inspector spoke with the childminder and children and considered 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. Basingstoke RG21 3BP Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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

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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