Williams, Lisa Ellen

Childminder

Unique reference number (URN): 2757141 Registered with Ofsted: 08/11/2023 Registers: EYR, CCR, VCR

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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 implements clear and consistent routines that promote a sense of security, stability and wellbeing among children in the setting. She collects information about each child from the start, enabling her to address children's individual needs and make necessary adaptations. As a result, children form secure bonds with the childminder and any assistants and display confidence and independence.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well; they are kind and considerate towards one another, readily taking turns, sharing resources and supporting their friends during play. The childminder and any assistants consistently use praise and encouragement throughout the day, helping to build children's self-esteem and reinforce positive behaviour. Children interact positively with both adults and their peers, developing well-established social skills.

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Behaviour, attitudes and establishing routines Strong standard

Well-established daily routines help children understand what to expect and support their sense of security. The childminder also promotes attendance and has clear procedures in place to support this.

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Behaviour, attitudes and establishing routines Strong standard

Children's developing skills are supported through engaging activities, such as singing songs and playing memory games. The childminder sensitively guides children to remain focused on their chosen tasks and achieve their goals. For example, when children wanted to write numbers outdoors, she provided encouragement and support to help them maintain concentration and complete the activity.

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Children's welfare and wellbeing Strong standard

The childminder places a clear emphasis on supporting children's welfare and emotional wellbeing. Children are encouraged to have a go, persevere with challenges and develop independence in their daily routines and play. They show confidence in trying things for themselves and typically only seek adult support when it is genuinely needed. This consistent approach helps children build resilience and a positive attitude towards learning.

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Children's welfare and wellbeing Strong standard

The childminder supports children's emotional development well. She uses stories and everyday conversations to help children recognise and talk about their feelings and the feelings of others. Children form secure attachments with the childminder and any assistants and clearly feel safe and reassured in their care. They confidently approach them for comfort, reassurance or a cuddle when needed.

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Children's welfare and wellbeing Strong standard

The childminder gathers detailed information from parents before children start attending, ensuring that care practices, such as sleeping routines, eating habits and toilet training, are consistent with those at home. Established and embedded routines throughout the day help children feel secure and understand what to expect.

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Children's welfare and wellbeing Strong standard

Care practices are effective and well managed. Toilet and nappy changing facilities are clean, appropriate and meet children's individual needs. The childminder also promotes

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Expected standard

healthy lifestyles by sharing clear information with parents about healthy choices and regularly talking with children about healthy food and the importance of physical activity.

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Inclusion Strong standard

The childminder demonstrates a strong commitment to inclusive practice and ensures that all children feel valued and supported and are able to participate fully in the provision. She knows the children in her care well and carefully considers their individual needs, interests and stages of development when planning activities and experiences. As a result, children are well supported, and they make progress from their starting points.

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Inclusion Strong standard

The childminder is confident in her understanding of how to identify and respond to any emerging additional needs. She uses a structured approach effectively to support children, carefully observing, assessing and planning appropriate strategies to help them achieve the best possible outcomes. Where necessary, she is proactive in seeking further guidance and support, including making referrals to relevant services when additional help may be required.

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Inclusion Strong standard

The childminder works positively in partnership with parents and carers to ensure that children receive consistent support. She also recognises the importance of working collaboratively with other professionals and specialists. When needed, she engages with external agencies and follows professional advice to ensure that children receive appropriate and timely support.

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Inclusion Strong standard

Through this inclusive approach, the childminder creates a welcoming environment where all children are respected and supported to develop confidence, independence and a strong sense of belonging.

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Achievement Expected standard

Children play confidently with the resources available, showing curiosity and enjoyment as they explore and learn. They willingly share their learning experiences and display increasing independence as they explore the environment and make choices. High-quality interactions contribute to the development of their language and communication skills. With guidance from the childminder, children expand their vocabulary and confidently express ideas and experiment with new concepts. Support is given to help children to keep trying, for example, when they are learning to put on their coats and shoes. Where additional assistance is required, the childminder appropriately adapts activities and the environment to ensure that all children can access learning opportunities. As a result of the curriculum and targeted support, children typically make progress from their initial starting points and are well prepared for the next stage of learning.

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Curriculum and teaching Expected standard

The childminder delivers a broad and engaging curriculum that supports children's learning across all areas of development. Activities are planned around children's interests and their individual next steps, ensuring that experiences are meaningful and help children make progress. Throughout the day, the childminder interacts positively with the children, using effective questioning and conversation to extend their thinking, develop language skills and encourage independence. These warm and responsive interactions help nurture curiosity, deepen children's understanding, support them in recognising and understanding their emotions and build secure relationships, all of which enhance children's overall learning and development.

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Curriculum and teaching Expected standard

Children benefit from a variety of creative opportunities that allow them to explore, experiment and express themselves. The childminder supports early literacy effectively by providing regular opportunities for reading, singing and mark making during daily routines and play. Mathematical learning is naturally incorporated into everyday experiences, helping children develop their understanding of number, shape and measure.

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Curriculum and teaching Expected standard

The environment is well organised, with resources easily accessible, so children can make independent choices and confidently lead their own play. Regular outings to the library, parks, farms and local wooded areas provide valuable opportunities for outdoor learning and help children develop their understanding of the world around them.

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Curriculum and teaching Expected standard

The childminder promotes equality and diversity and adapts activities to meet individual needs. Children do not currently benefit from a smooth transition as they move to their next setting due to limited links between the provision and other settings. As a result, information- sharing is not as effective as it could be to support continuity in children's care and learning.

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Leadership and governance Expected standard

The childminder demonstrates a clear commitment to providing a positive environment for children and families. She is passionate about her setting and values the strong relationships she builds with both children and their parents. Parents speak positively about the care and support their children receive and report that they feel well informed about their child's day and development.

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Leadership and governance Expected standard

The childminder knows the children well and uses her knowledge of their interests and development to identify appropriate next steps in learning. She works closely with any assistants, and they communicate regularly about daily routines and planned activities. These discussions help ensure that the day runs smoothly and support the effective organisation of the provision and staff's workload.

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Leadership and governance Expected standard

The childminder and any assistants access training opportunities to support their professional development and help them maintain up-to-date knowledge of early years practice. The childminder also works with other professionals when required to support children's needs.

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Leadership and governance Expected standard

The childminder has a sound understanding of the strengths of her provision; however, there is a clear need to further develop her reflective practice so that areas for improvement are more sharply identified and actively used to enhance the quality of provision for children over time.

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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, settled and secure in this warm and welcoming setting, which has a family feel. They form close relationships with the childminder and any assistants, who know them well and understand their individual personalities, interests and needs. As a result, children feel confident and safe. Children's individual needs are well met. The childminder gathers information about children before they start at the setting and uses this to provide care and learning experiences that suit them. She makes adaptations when needed to ensure that all children can take part and overcome any barriers to learning. Children thrive in this inclusive environment.

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

Children confidently access a wide range of resources and make choices about their play. They explore independently and show enthusiasm for learning. Children are eager to share their ideas, achievements and experiences with the adults around them, who listen and respond with interest. Consistent daily routines help children feel secure and understand what will happen next. These routines support children to develop confidence and independence in familiar parts of the day.

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

Children benefit from a range of regular outings that extend their learning. Visits to the library, local farms and woodland areas provide exciting opportunities for children to explore the world around them and develop their knowledge and curiosity. The outdoor area is used well to support children's physical development. Children enjoy being active as they climb, balance and move in different ways. They also explore planting and growing and experiment creatively in the mud kitchen, which encourages curiosity and hands-on learning.

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

Parents are actively involved in the setting and feel well supported. The childminder encourages families to share their cultures and experiences, helping children learn about and respect differences. Overall, children are happy, confident and flourishing in the care of the dedicated and passionate childminder and any assistants.

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Next steps

The childminder should strengthen self-evaluation by deepening reflective practice so that areas for development are clearly identified and used effectively to drive ongoing improvement. The childminder should strengthen partnerships with schools and other settings that children move on to by developing more effective information-sharing and communication, in order to ensure smoother transitions and greater continuity in children's learning.

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About this inspection

The inspector spoke with the childminder, children and 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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About this setting

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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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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