Wylie, Paula-Jane

Wylie, Paula-Jane

Unique reference number (URN): EY222982 Address: 24 Woodcote Way, Caversham, READING, RG4 7HE Type: Childminder Registered with Ofsted: 01/02/2002 Registers: EYR, CCR, VCR Registered person: Wylie, Paula-Jane

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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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Curriculum and teaching Exceptional

The childminder demonstrates exceptionally high standards in the curriculum and teaching. She has a highly ambitious curriculum that covers all areas of development. Teaching is highly responsive and quickly and securely develops the knowledge and skills children need to be successful. Thoughtfully planned and exciting activities build on children's curiosity. Learning is intentionally unhurried and encourages children to stop, notice and wonder, for example pausing to observe ants on the pavement, then researching them later. This helps build sustained shared thinking and curiosity.

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Curriculum and teaching Exceptional

The childminder plans for children's learning and development with meticulous detail. Planning is fully informed from the childminder's robust and extremely well-structured assessment systems that effectively monitor and track each child's experiences, learning and progress. These assessments identify individual strengths, highlight any emerging gaps, and clearly outline next steps to support continued development.

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Curriculum and teaching Exceptional

The childminder places a strong emphasis on storytelling and fostering a genuine love of books. She uses a wide range of texts, including poems, picture books and newspapers in different languages, to broaden children's exposure to language and print. She actively involves families by sharing and lending books, updating parents on what the children are reading, and providing links to online stories so that learning continues at home. She also gives parents wordless pictures from books to spark conversations and encourage rich language interactions with their children.

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Curriculum and teaching Exceptional

Children build a secure understanding of early mathematical ideas. They develop investigative skills and practice scientific reasoning, providing lifelong competencies. For example, children explore and compare the size and weight of items while observing whether they float or sink. Children learn about density and use a range of mathematical language to complement their learning.

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Inclusion Exceptional

The childminder demonstrates a unwavering commitment to her role in inclusive practice to ensure that all children excel. Her meticulous approach to promoting inclusion includes a proactive and incisive lead on professional development to equip her with the knowledge and skills required to reducing barriers to children's learning. She has a comprehensive understanding of each child and draws on a wide range of highly effective strategies to meet their individual needs. She precisely plans and thoughtfully adapts the environment to promote focus and emotional wellbeing. For example, wobble cushions are offered to support children who need help maintaining a seated position, while silent clocks reduce sensory overload for those sensitive to noise. These highly impactful adjustments create an environment where every child feels understood, supported and able to thrive.

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Inclusion Exceptional

The childminder is vigilant to children's developmental progress and is quick to address any areas where children may not be meeting expectations. She works closely with parents and outside professionals, and is extremely proactive in strengthening her own knowledge to make sure she provides the best possible care and education. For example, she completes training on different language acquisition styles to ensure she is tailoring her interactions to provide maximum support. The childminder demonstrates an in-depth knowledge of research-informed, evidence-based practice, ensuring that if early years pupil premium funding is required, it would be used effectively to ensure a positive impact on children's development and learning.

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Inclusion Exceptional

The childminder provides commendable levels of individualised support as she consistently goes above and beyond to support and guide families. She works in full collaboration with parents to understand challenges and provide practical, evidence-informed strategies that make a significant difference at home. For example, the childminder implemented a package of in-person support for families to help embed routines at bedtime, supporting children's emotional regulation and wellbeing. Parents provide an abundance of examples of the ways in which the childminder has had a transformational impact on their children, their progress and the wider family. The childminder's highly effective practice in inclusion significantly impacts on children's current and onward successes.

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Leadership and governance Exceptional

The childminder is an inspiring, passionate leader who demonstrates a sustained commitment to professional learning. She actively seeks out training that deepens her understanding of early years pedagogy and directly applies this learning to her practice.

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Leadership and governance Exceptional

The childminder demonstrates an incredible depth of understanding in child development. She consistently notices the subtle nuances in each child's behaviour, communication and emerging skills. This enables her to adapt her approach, resulting in a genuinely transformational impact to children's lives. She undertakes home visits, where helpful, to build trust and continuity before children start attending. The childminder provides families with precisely tailored support that helps them to securely establish consistent home routines for their children, going above and beyond in her support. This prioritises the wellbeing of both children and their families. It fosters children's regular attendance and readiness to learn and contributes to smooth and confident transitions, such as the eventual move to school. The targeted strategies she embeds in support of children's individual needs are highly successful in reducing barriers to their learning and wellbeing. This,

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Leadership and governance Exceptional

together with the continued partnership working with parents and teachers, has significantly contributed to children's sustained attendance at school.

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Leadership and governance Exceptional

The childminder's commitment and dedication to children's learning is inspirational and recognised in the local childminding community. She uses her knowledge, experience and evidence-based learning to lead training sessions through the Early Years Stronger Practice Hub in her area and the National Children's Bureau to promote and raise standards in childcare. She participates in several professional networks, including a special educational needs coordinator network, ensuring she stays connected to current practice and policy. This helps shape higher-quality learning experiences for children within her practice and in the wider community.

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Leadership and governance Exceptional

The childminder continually strengthens her professional expertise, for example by undertaking mental health first-aider training in support of improving practitioner wellbeing across the local area. Her intention is not only to deepen her own understanding but to

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Strong standard

disseminate this knowledge widely, ensuring that colleagues across the sector benefit from enhanced mental health awareness and support. She acts as a champion for childminders, committed to raising the profile of the profession, offering peer support and helping rebuild confidence and stability within the workforce.

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Achievement Strong standard

Children consistently achieve across the curriculum through thoughtful interactions and hands-on experiences. For example, children's vocabulary grows rapidly because they hear ambitious language used in meaningful, everyday contexts. When adults introduce complex words, such as talking about 'staying hydrated', children learn what these words mean through repetition, explanation and real-life examples. Over time, they begin to use this language themselves, showing increasing confidence in expressing their thoughts, needs and ideas.

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Achievement Strong standard

Children achieve well in all areas of their development, particularly those with special educational needs and/or disabilities. They develop confidence and emotional security as they move through each stage of their early learning journey. They benefit from transitions that are calm, gradual and shaped around what helps them feel safe. Children arrive already understood as individuals because detailed information about their routines, preferences and comfort items is gathered from their families. This allows them to settle at a pace that suits them. As they grow and prepare for school, children experience continuity because key information about their learning, interests and needs is shared with their new teachers. When needed, children also gain confidence from having a familiar adult accompany them during early school visits.

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Behaviour, attitudes and establishing routines Strong standard

Children clearly understand the expectations within the setting. The childminder introduces innovative resources that help children learn to share, wait and take turns, such as visual prompts displaying 'wait' and 'my turn'. To encourage respectful listening and structured conversation, children use a 'cheeky monkey stone', passing it around so that the person holding it has the opportunity to speak. These strategies create a calm, respectful environment where children learn to interact with one another confidently and fairly.

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Behaviour, attitudes and establishing routines Strong standard

The childminder takes a proactive and highly organised approach to promoting good attendance. By sharing her attendance policy, the childminder ensures families clearly understand expectations and feel supported in meeting them. The childminder also monitors patterns of non-attendance to identify any emerging trends, checking in with families when needed.

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Behaviour, attitudes and establishing routines Strong standard

Children learn to do things for themselves from an early age. The childminder models how to use materials safely and independently, giving children the confidence to try things for themselves. She provides unhurried time for children to practise and refine these skills, recognising that repetition and exploration are essential for mastery. Through careful observation, she offers just the right level of support to help children move to the next stage. This approach nurtures perseverance and resilience, enabling children to feel capable and proud of their achievements.

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Children's welfare and wellbeing Strong standard

The childminder places a secure emphasis on fostering each child's sense of belonging within the setting. A thorough induction process ensures that families feel welcomed and understood from the outset. The childminder gathers meaningful information from parents that supports a smooth and emotionally secure transition for every child. Children contribute to the environment in personal ways, such as decorating a stone that is displayed at the entrance, symbolising their place within the childminding community.

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Children's welfare and wellbeing Strong standard

Children learn how to care for their teeth from an early age. The childminder provides supervised toothbrushing for all children who attend and works closely with families to encourage consistent routines at home, including regular visits to the dentist. She even takes children to visit the dentist as part of their learning, helping them understand why oral hygiene matters and reducing any anxiety about dental care. As a result, children grow up with strong habits and a clear understanding of how to look after their teeth.

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Children's welfare and wellbeing Strong standard

The childminder provides healthy snacks and meals and uses mealtimes as opportunities for learning. Each child has a place mat showing recommended portion sizes for different food groups. This naturally prompts conversations about what our bodies need to stay healthy. Children begin to recognise which foods help them grow, developing early awareness of balanced eating and positive attitudes towards food.

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Children's welfare and wellbeing Strong standard

Children develop essential skills in keeping themselves safe. The childminder actively involves them in daily risk assessments, such as checking the garden together to ensure there are no hazards. This approach helps children recognise potential dangers and make sensible decisions. The childminder provides a wide range of resources and strategies that help children recognise, express and regulate their emotions. She creates emotionally supportive spaces, including a cosy tent that acts as a safe and calming retreat where children can withdraw, reflect and regulate before re-engaging when ready.

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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

Parents describe the setting as a 'home from home, full of love and care', reflecting the warm and nurturing environment the childminder creates. She fosters a genuine sense of belonging by ensuring every child feels included, valued and emotionally secure. For instance, she creates personalised characters using photos of the children. These characters are then incorporated into small world play and storytelling. This helps children strengthen their sense of identity and connection within the setting.

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About this setting

Children develop a deep sense of kindness and consideration for others. The childminder consistently models positive behaviour and reinforces it in meaningful ways. She gently encourages children to think about the feelings of those around them, such as inviting others into their play and making sure everyone feels included. Acts of kindness are noticed and praised, helping children understand the value of caring interactions. The childminder creates an inclusive environment where children feel valued, listened to and supported in expressing their feelings. She helps them learn about their community through visits to the park and bus trips to the library. The childminder introduces them to different festivals by involving them in activities such as making a dragon for Chinese New Year. She also uses real-life events, like visiting the polling station during an election, to help children understand

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About this setting

the world around them. Through these experiences, children begin to develop an awareness of British values and their place within the wider community.

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About this setting

The childminder reads and creates stories that are playful and dynamic. She adapts stories by changing words, inventing alternative endings and substituting children's names into the narrative to make each story feel personal and exciting. This creative approach not only strengthens children's listening and language skills but also nurtures imagination, curiosity and a love of reading.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of any disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or well-being that they may care for in the future.

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About this inspection

The inspector spoke with the childminder, parents and children 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. Unique reference number (URN): EY222982

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Address:

24 Woodcote Way Caversham READING RG4 7HE

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 18:30

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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

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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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