Smith, Deborah Jean

Childminder

Unique reference number (URN): 2536360 Registered with Ofsted: 05/08/2019 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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Achievement Strong standard

Children achieve highly across all areas of learning from their starting points. They make consistent progress in communication and language. For example, children who were previously nonverbal and socially withdrawn speak confidently, engage in conversations and play alongside others. Children use a rich vocabulary, including words such as 'engineer', and express their ideas clearly. As a result, they become confident communicators who can share their thoughts and needs effectively.

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Achievement Strong standard

Children develop secure mathematical understanding. They recognise complex shapes such as hexagons and talk about volume and measure during play. They apply this knowledge independently, showing they can recall and use what they have learned. Children demonstrate essential problem-solving skills, for example when testing and refining ideas during construction and exploratory play.

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Achievement Strong standard

Physical development is well embedded. Children use tools safely, manage their own care and benefit from daily outdoor experiences that continually support coordination, strength and overall health.

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Achievement Strong standard

Children show high levels of independence, concentration and confidence. They make choices, manage routines and take responsibility for their environment. As a result, children develop the essential skills, attitudes and resilience needed for their next stage of learning, including readiness for school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established clear and consistent expectations for behaviour and routines, creating a calm and purposeful environment. The childminder models kindness and respect and teaches children to understand the impact of their actions. For example, she reassures children when they feel worried and talks through feelings, helping them manage emotions and build positive relationships. As a result, children feel safe, behave well and show care towards others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder effectively supports children to form key, trusting relationships with herself and each other through modelling positive interactions. Children are kind, cooperative and inclusive, sharing resources, praising one another and working together during activities. For example, older children encourage younger friends during tasks such as colouring and cutting with scissors. This supports a wonderful sense of belonging, and children develop positive social skills.

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Behaviour, attitudes and establishing routines Strong standard

Children show excellent attitudes to learning. The childminder provides activities to engage children deeply. As a result, they sustain concentration and demonstrate perseverance, such as when creating patterns or refining ideas during play. The childminder encourages all children to take pride in their achievements and confidently share their work. Therefore, children develop resilience, motivation and a love of learning. The childminder's routines are well established and foster independence. Children manage handwashing, dressing and tidying up, and respond well to gentle reminders, such as preparing for tidy-up time. Attendance is well supported through close communication with families. The childminder's inclusive approaches ensure all children, including those with special educational needs and/or disabilities, are supported to succeed within consistent and nurturing practices.

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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the centre of her practice, creating a safe, nurturing and responsive environment. The childminder has a secure understanding of health procedures and implements these effectively. For example, she maintains high standards of hygiene, prepares food carefully to meet dietary needs and supervises children closely during routines such as mealtimes and nappy changing. As a result, children are kept safe and their physical needs are consistently met.

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Children's welfare and wellbeing Strong standard

Children's emotional wellbeing is prioritised through warm, attentive relationships. The childminder responds sensitively to children's worries and helps them understand and manage their feelings. For example, when children express anxiety about starting school, she provides reassurance and encourages them to share concerns with trusted adults. This helps children feel secure, valued and confident to express themselves.

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Children's welfare and wellbeing Strong standard

The childminder actively promotes healthy lifestyles and independence. Children learn to manage their own safety, for instance when using tools or identifying hazards such as spillages. They are encouraged to drink regularly, eat nutritious foods and understand how these choices support their bodies. For example, children openly discuss how water supports their digestive system. As a result, children develop a deep awareness of their own wellbeing and make healthy choices repeatedly.

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Children's welfare and wellbeing Strong standard

Welfare practice is inclusive and responsive to children's individual needs. The childminder works closely with parents, offering guidance and practical support where needed. This consistent approach ensures all children, including those facing challenges, feel safe, supported and able to thrive.

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Curriculum and teaching Strong standard

The childminder has designed a clear and responsive curriculum that reflects the needs of the children attending. The childminder knows children well and uses this knowledge to shape learning experiences that build on what they already know and can do. For example, within the same threading activity, younger children focus on recognising colours while older children develop number recognition and early mathematical language. As a result, all children are appropriately challenged and achieve well.

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Curriculum and teaching Strong standard

Teaching is consistently impactful and rooted in meaningful interactions. The childminder models language effectively, asks purposeful questions and encourages children to think, predict and explain. For example, during play with jelly, children explore concepts such as volume, temperature and texture. They use descriptive vocabulary like 'splat' and 'gooey'. Children sustain high levels of engagement, test their ideas and take pride in their achievements, which supports their confidence and motivation to learn. The childminder's curriculum places emphasis on communication, emotional literacy and understanding the world. She uses regular 'learning walks' to teach early language through listening to environmental sounds, while also developing children's physical skills and knowledge of nature, such as identifying birds and wildlife. As a result, children make valuable connections between their learning and real-life experiences.

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Curriculum and teaching Strong standard

The curriculum and teaching are highly inclusive. The childminder adapts her approach for children with special educational needs and/or disabilities (SEND). For example, children's sensory needs are supported through breaking learning into manageable steps. As a result, children, including those with SEND, make remarkable progress, feel confident and are well prepared for their next stage of learning.

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Inclusion Strong standard

The childminder demonstrates a professional commitment to inclusion through a highly personalised approach that identifies and reduces barriers for all children. The childminder knows children extremely well and adapts experiences to meet their needs. For example, resources such as essential clothing and winter coats are provided to ensure children's basic needs are met so they are ready to learn.

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Inclusion Strong standard

The childminder's support for children with special educational needs and/or disabilities (SEND) is a key strength. The childminder has enhanced her expertise by completing a special educational needs coordinator qualification. She uses this knowledge to assess children's needs, seek external advice and implement strategies, such as when preparing children for transitions to school. Children with SEND make considerable progress and are fully included in all aspects of the provision.

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Inclusion Strong standard

The childminder actively teaches children to value similarities and differences. She encourages children to talk about their own family make-ups and recognise that all families are unique. She supports children who speak English as an additional language through the use of visual aids, repetition and close partnership with parents to understand key words. She also provides opportunities to explore different beliefs, for example through visits to local places of worship. As a result, children develop respect for others, show acceptance and gain an early understanding of the diverse world around them.

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Inclusion Strong standard

Inclusion is thoroughly embedded in everyday practice, including adapting activities so all children can participate at their level. As a result, children feel deeply valued, develop confidence and make wonderful progress from their starting points.

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Leadership and governance Strong standard

The childminder demonstrates clear strategic direction by shaping the provision around the needs of children and their families. The childminder has particularly prioritised communication, emotional wellbeing and special educational needs and/or disabilities. Since the last inspection, the childminder has strengthened the curriculum for language and communication. She adapts her practice in response to the changing needs of children who are and will be attending. For example, the childminder moves from supporting bilingual learners through basic home language strategies to prioritising vocabulary and emotional expression for current children. As a result, children make remarkable progress in their communication. Additionally, the childminder has purchased a wagon so younger children who cannot walk long distances can access daily outdoor experiences and benefit from inclusive opportunities to explore the community and understanding of the world.

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Leadership and governance Strong standard

Partnerships with parents are highly effective and extend beyond day-to-day communication. The childminder offers sensitive support to families, including those experiencing mental health challenges or needing additional guidance. For example, she adapts communication to support parents' understanding, offers practical strategies and provides flexibility in care when families need extra help. This promotes parents' confidence and wellbeing. This, in turn, has a positive impact on the children, who experience greater consistency, security and emotional stability.

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Leadership and governance Strong standard

The childminder reflects well on her practice and identifies clear areas for development, such as improving the outdoor space and maintaining cultural experiences. She takes purposeful action, demonstrating a proactive approach to continuous improvement that enhances outcomes for children. For example, the childminder uses ongoing training to refine her practice and respond to children's needs. Therefore, knowledge remains current and has a direct, positive impact on the quality of teaching.

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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 thrive in this warm, highly personalised environment where they feel safe, valued and confident. Children arrive happily, greet visitors with enthusiasm and quickly engage in play, showing a prominent sense of belonging. The childminder forms secure relationships with the children, meaning they confidently seek reassurance when needed. For example, when children share worries about starting school, the childminder uses calm, sensitive discussions to ease fears. This supports children to feel emotionally secure and ready to learn.

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

Children develop wonderful social skills and behave positively. The childminder models expectations so children are kind, cooperative and inclusive. They share resources, praise each other's efforts and work together during activities. The childminder ensures respect for others by encouraging children to talk proudly about their families, showing acceptance of differences. Children confidently communicate their ideas, listen to one another and engage in meaningful conversations, reflecting the emphasis on language and relationships.

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

The childminder implements a rich and engaging learning environment where children show high levels of curiosity and involvement. They concentrate for sustained periods when threading beads, exploring jelly or creating artwork. The childminder encourages children to think critically, predict outcomes and test ideas. For example, children work out how to build a successful 'jelly mountain' after initial attempts fail. As a result, children develop resilience and a positive attitude to learning.

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

Children achieve very well from their starting points and build a wide range of skills, including remarkable communication, early mathematics and independence in their self- care. The childminder promotes regular outdoor experiences and real-life learning, which sparks children's curiosity about the world. They confidently talk about animals, nature and

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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. past experiences, showing secure understanding and recall. Children are happy, motivated and well prepared for their next stages of learning.

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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 children who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, children and their 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. This data is from 15 April 2026

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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. 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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