Jones, Carolyn Denise

Jones, Carolyn Denise

Unique reference number (URN): 2813972 Address: 4 Duxmere Villas, Archenfield Road, Ross-On-Wye, HR9 5BB Type: Childminder Registered with Ofsted: 19/12/2024 Registers: EYR, CCR Registered person: Jones, Carolyn Denise

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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

Young children make steady progress from their starting points, particularly in their communication and language. They join in with songs, listen attentively to stories and engage in daily routines. Children are beginning to use single words and sounds to express their needs and interests, displaying increased confidence in communicating. They investigate colours, shapes and textures, developing their early counting and matching skills. For example, when stacking coloured rings, young children correctly identify the colour yellow. Regular opportunities to practise these skills help children to build their understanding over time. They practise sharing, taking turns and cooperating.

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Achievement Expected standard

Children thrive in a nurturing environment and are supported to engage, explore and make choices. As a result, they develop confidence, independence and a positive attitude to learning. Children are well prepared for the next stage of learning, including a smooth transition to nursery, with the foundational skills needed for their future education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and welcoming environment with clear and consistent expectations. Children quickly learn routines, such as washing their hands before eating and sitting at the table for meals. This supports their sense of security and readiness to engage in play and learning. Relationships between the childminder and children are warm and supportive. She sits on their level, speaks calmly and responds to their needs. This helps children to feel confident, secure and included. The childminder encourages children to say please and thank you, share and take turns throughout the day. She models positive interactions and provides gentle guidance to help children to manage minor disagreements, such as snatching a toy, to support their personal, social and emotional development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes children's attendance through regular routines. Children enjoy coming to the setting. The childminder works closely with parents and carers to ensure consistency between home and the setting, supporting smooth transitions and reinforcing her expectations. She adapts her approach to suit children's stages of development. Overall, children thrive in a nurturing environment, while developing routines that support their early learning and engagement.

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Children's welfare and wellbeing Expected standard

Children flourish in a welcoming and nurturing environment. They are happy, confident and secure. Daily routines, such as regular meal and rest times, help children to settle, develop independence and understand expectations. Children enjoy daily opportunities for fresh air and exercise in the childminder's garden. They climb, balance and swing, building strength, coordination and confidence. Young children use push-along toys and ride-on equipment to develop safe movement skills. Children help to grow vegetables, watering, harvesting and tasting the produce. The childminder uses these experiences to support children's understanding of healthy eating and developing an understanding of where food comes from. She plans creative play, such as painting and drawing with chalks, to encourage children's early mark making and exploration.

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Children's welfare and wellbeing Expected standard

Children sleep safely in a comfortable environment, with the childminder checking regularly to ensure they are safe and well. She responds calmly to children's emotions, offering reassurance and comfort. Young children are learning to keep themselves safe, for example, when carefully climbing stairs and negotiating their way down on their tummies. The childminder recognises that information technology and online safety are not yet part of daily routines. However, she wants to develop her knowledge so children can be supported to learn about online safety in the future.

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Curriculum and teaching Expected standard

The childminder provides a broad and balanced curriculum that reflects children's interests and stages of development. She plans activities that are generally informed by what children know and can do, ensuring they experience all areas of learning. The childminder places a focus on children's communication and language. She provides daily opportunities for children to listen to stories, join in with songs and hear new words during play and routines.

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Curriculum and teaching Expected standard

The childminder supports children's learning through a range of hands-on experiences. For example, children explore coloured dough, complete simple puzzles and engage in imaginative play. These activities help to develop children's early mathematical understanding, problem-solving skills and creativity. Children access outdoor play, including climbing, water play and visits to local groups. This supports their physical development, social interactions and curiosity about the world around them.

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Curriculum and teaching Expected standard

The childminder understands the importance of supporting children's personal, social and emotional development. She encourages children to make choices, follow simple instructions and explore safely. The childminder observes children play and uses this knowledge to adapt activities to meet their needs and interests. She intends to develop her knowledge and confidence in using assessment to inform planning more precisely, enhancing the learning experiences she provides for children.

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Inclusion Expected standard

The childminder demonstrates an inclusive approach, ensuring children's individual needs are identified and supported. She gathers detailed information from parents and carers about children's routines, interests and development before they start. This helps her to plan activities so all children can take part, feel safe and settle quickly. Children explore, make choices and lead their play. This helps them to develop positive attitudes to their learning.

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Inclusion Expected standard

The childminder observes children's play, assesses their needs, plans activities and reviews progress to support learning at each child's stage. The childminder is still developing her confidence in using assessment tools. Although she monitors progress and adapts activities, she does not consistently use her assessments effectively to guide planning. As a result, activities are not always closely matched to children's next steps, which can limit how much progress they make. The childminder recognises that further training will help improve the accuracy of her assessment and planning. The childminder works closely with families, sharing updates and using memory books to record children's achievements. She understands the importance of sharing information with other settings to support continuity in children's care and learning. Children feel valued and included. They receive support to make steady progress from their starting points.

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Leadership and governance Expected standard

The childminder demonstrates effective leadership and a commitment to providing high- quality care and education. She understands the strengths of her setting and takes action to maintain and improve practice. The childminder monitors children's progress and provides a range of activities that supports their engagement and development.

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Leadership and governance Expected standard

The childminder is committed to professional development, attending local childminding networks and relevant online training to enhance her knowledge of child development and inclusive practice. The childminder recognises that her use of assessment tools could be further developed to benchmark progress more precisely, which will support more focused planning and learning experiences. She also intends to develop her knowledge of age- appropriate online safety to support children's safe use of digital devices.

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Leadership and governance Expected standard

The childminder builds partnerships with families. She shares information about children's routines, interests and achievements. The childminder liaises effectively with other settings children may attend to ensure continuity in their learning. Overall, the childminder's clear vision, reflective practice and commitment to continuous improvement create a safe, nurturing and stimulating environment, where children thrive, make steady progress and benefit from consistently high-quality care and education.

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

Children are happy, settled and secure in this warm and welcoming environment. They build relationships with the childminder and confidently seek reassurance when needed. For example, children climb onto the childminder's lap for cuddles. Children understand daily routines and boundaries. For example, they sit at the table at mealtimes, take off their shoes after outdoor play and help to tidy toys away when prompted. Children explore a wide range of play opportunities outdoors. They climb on apparatus and enjoy water play, supporting their physical development and coordination. Children negotiate uneven surfaces, such as steps, and encourage the childminder to push them on the swing. They develop confidence in trying new physical tasks.

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

Young children develop their early communication skills. They listen attentively to stories, repeat familiar words and use single words and sounds to express themselves. Children enjoy lifting flaps in books, matching shapes in puzzles and pointing to objects to name them. This helps to develop their early literacy, problem-solving and observation skills. Children eagerly join in with action songs, following the childminder's instructions to hop and jump, supporting listening skills, coordination and self-expression.

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

Children practise independence during everyday routines. They use cloths to wash their hands, make choices about the snacks they eat and independently find their drink bottles. Children are learning to share, take turns and wait for others. For example, they wait their turn to stack coloured rings, helping them build confidence and early social skills. The childminder ensures activities and routines are flexible and responsive so all children can participate fully.

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

Children demonstrate a sense of belonging in the setting. They form positive relationships with the childminder and each other, and thoroughly enjoy their time at the setting. Children develop confidence and independence for the next stage of their learning, such as the move to nursery.

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Next steps

The childminder should continue targeted professional development to further improve her knowledge of assessment, to strengthen planning and children's learning outcomes. The childminder should introduce simple online safety guidance so children begin to learn how to use technology safely, supporting their understanding and helping them to keep themselves safe when using digital devices.

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About this inspection

The inspector spoke with the childminder during the inspection.

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Address:

4 Duxmere Villas Archenfield Road Ross-On-Wye HR9 5BB

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Address:

Registered person: Jones, Carolyn Denise

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 17:00

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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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1 to 3

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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.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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