Blackburn, Helen Marie

Blackburn, Helen Marie

Unique reference number (URN): 149680 Address: 6 Howes Close, Warmley, Barrs Court, Bristol, Avon, BS30 8SA Type: Childminder Registered with Ofsted: 13/03/2001 Registers: EYR, CCR, VCR Registered person: Blackburn, Helen Marie

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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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Children's welfare and wellbeing Strong standard

The childminder builds excellent relationships with children and their families. She is highly responsive to children's needs and values any expression of their feelings. Children are very well cared for, and the childminder tailors her support sharply to meet the individual needs of each child. For example, she closely follows children's personal care and toileting needs. Children's happiness and wellbeing are prioritised in all aspects of her work. Excellent procedures for settling in help children develop a secure sense of emotional wellbeing from the outset. Time is dedicated to getting to know children and their families well. For example, meticulous, bespoke settling-in procedures are in place that meet the needs of each child and family. Home visits enable the childminder to spend time with children in their most familiar surroundings.

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Children's welfare and wellbeing Strong standard

Parents and carers are provided with a wealth of advice and guidance on a wide range of parenting issues, and the childminder works in partnership with parents to ensure children have a continuity of care. For example, there are shared approaches in meeting children's medical needs to reduce any barriers they may have to their learning and ensure they are not further disadvantaged. The childminder works closely with parents to meet children's varying needs over time, to ensure that her techniques are appropriate.

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Children's welfare and wellbeing Strong standard

Children benefit from daily opportunities for physical exercise, and the childminder plans nutritious, healthy meals to help ensure children's health needs are well supported. Children thoroughly enjoy spending time outdoors and are becoming increasingly confident in their physical abilities. As a result, children build long-lasting healthy habits and make good decisions about their own health and wellbeing.

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Inclusion Strong standard

The childminder takes time to build warm relationships with each child and their family, ensuring children's individual needs are well understood from the outset. The childminder works closely in partnership with parents and carers to identify any gaps in children's learning and to recognise children with special educational needs and/or disabilities (SEND) at an early stage. Parents speak positively about the support they receive, including the prompt and effective referrals made to external professionals, which help ensure children receive timely and appropriate support.

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Inclusion Strong standard

The knowledgeable childminder closely monitors children's progress, which enables her to swiftly identify and remove any barriers to children's learning. She adapts learning and routines effectively to ensure that every child's individual needs are fully considered. For example, she creates personalised photo books tailored to each child, which successfully promotes children's communication and language development. This helps to close gaps in development and promotes a sense of belonging for all children. When adaptations to learning are made, the childminder reviews these to check for any changes needed to ensure children continue to make progress.

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Expected standard

The childminder has high expectations for all children and is committed to giving them a positive start to their education. Processes for managing the transition to school are robust, particularly for children with SEND, when additional time is taken to share information to help children to thrive from the outset in school.

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Achievement Expected standard

Children develop sound foundations in preparation for the next stage in their education and progress well across all areas of learning. Children communicate well and have and use a range of vocabulary. They become confident speakers from an early age. Effective strategies are implemented to support children who may need additional support with their language development, such as through the use of signing and visual aids. Children demonstrate a secure understanding of mathematical concepts, including counting, number recognition and more and less.

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Achievement Expected standard

All children, including those who face barriers to their learning, develop a growing range of skills and knowledge that prepares them well for the next stage in learning and the eventual move on to school. Children learn self-care skills as they dress themselves, pour their own drinks and routinely wash their own hands and faces. They show growing independence, are curious and motivated to learn.

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Achievement Expected standard

Generally, children learn well alongside others. They respond well to the support they receive to help them play cooperatively with their peers, such as to share and take turns. They listen and concentrate well. For example, they attend to group activities, such as arts and crafts using a range of materials and tools to create their own shamrocks.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created a nurturing environment where children are treated with respect and care. She manages children's behaviour well overall. She has clear and fair expectations, and children are aware of the rules, which they generally follow well. The childminder supports children to take turns and share with others and acknowledges how children are feeling. However, there is scope to strengthen practice further in this area to help children to understand and manage their own behaviour more independently in the future. The childminder has built highly positive relationships with the children in her care. The youngest children settle well, cuddling up to her to join in activities. The childminder is aware that some children with special educational needs and/or disabilities find changes in the daily routine a challenge and can confidently explain strategies she would put in place if needed. The childminder maintains accurate attendance records and follows procedures for

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Behaviour, attitudes and establishing routines Expected standard

absences to ensure children's safety and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Children make choices about their play and select resources from the broad range of age- appropriate toys. They know the routine well and what to do next. They spontaneously tidy up before eagerly moving on to new activities. Children delight in sharing photo books of their own families with their peers. They talk about family members and share details of the picture. This gives them a sense of belonging and helps them feel safe, and secure in their environment.

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Curriculum and teaching Expected standard

The childminder delivers a well-sequenced curriculum across all areas of learning. She quickly forms secure attachments with children, helping them to feel confident, settled and ready to learn. The childminder knows the children well and can confidently discuss their starting points and interests. She uses this knowledge to plan experiences that build on what children already know and can do, supporting their progress across all areas of development.

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Curriculum and teaching Expected standard

The childminder effectively promotes children's communication and language development. She engages them in purposeful conversations, repeating words to support pronunciation and introducing new vocabulary. Children listen attentively, respond enthusiastically, and are able to recall what will happen next in well-known stories, demonstrating their growing understanding.

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Curriculum and teaching Expected standard

Mathematical concepts are embedded through play and routines. The childminder introduces ideas such as shape, colour and number and revisits them regularly to consolidate learning. Children also have frequent opportunities to develop their physical skills, for example concentrating for extended periods while creating patterns with buttons, enhancing hand–eye coordination and fine motor control.

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Curriculum and teaching Expected standard

Children explore the world around them through hands-on activities, such as observing a pretend spider encased in ice and watching it melt, supporting curiosity and scientific thinking. Typically, the childminder's teaching is effective and they are an enthusiastic teacher. The childminder personalises learning to meet the needs of all children, including those who face barriers to their learning and those who require additional emotional support. Generally, the childminder's enthusiasm successfully promotes children's enjoyment in learning. On occasion, such as when the childminder has to give increased support to children to enable them to positively learn alongside others, take turns and regulate their emotions, activities become interrupted, and children lose focus.

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Leadership and governance Expected standard

The childminder is committed and strives to provide high-quality care and education for the children, particularly those children who face barriers to their learning, such as those with medical needs or involvement or those who have special educational needs and/or disabilities. She demonstrates a strong commitment to her own professional development and regularly undertakes training to keep her knowledge up to date and to enhance her skills. For example, she has recently refreshed her safeguarding training and attended a course on sustainability and recycling of reusable materials, which further enhances the quality of care and education she provides. Self-evaluation is effective. The childminder has a clear overview of her setting and maintains the high quality of her provision.

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Leadership and governance Expected standard

The childminder builds effective partnerships with parents and carers. She works closely with them to gain a secure understanding of children's experiences, which informs her planning and supports children's learning. The childminder has established effective channels of communication with other early years settings that children attend. For example, she shares a communication book with key persons to ensure continuity of care and education. The childminder and key persons also take time to visit each other's settings and share assessments. This strong partnership working ensures a consistent approach and has a positive impact on children's development.

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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 feel at home in the experienced childminder's care. Younger children receive warm cuddles and reassurance, which helps them to feel safe and secure. The childminder knows children and their families extremely well and takes time to gather detailed information from parents about children's routines, care needs, interests and experiences at home. She uses this information effectively to plan purposeful learning experiences that help children develop the skills they need for future learning, including their move on to school. All children progress well in all areas of their development during their time with the childminder.

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

Children are curious and motivated learners. Older children demonstrate high levels of concentration as they explore the well-organised resources available to them. Children benefit from daily opportunities for fresh air and physical exercise. The childminder is an effective role model. Her calm, kind and nurturing approach positively influences children's behaviour. The childminder establishes consistent daily routines, which helps children to understand expectations and feel confident about what will happen next. For example, children respond promptly when reminded that it is time for snack by washing their hands and tidying away toys. The childminder promotes children's independence by encouraging them to find their own drinks and choose the fruit they would like.

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

Children use a wide range of vocabulary for their age and confidently apply mathematical language in context, such as 'full', 'empty' and 'heavy'. The childminder skilfully extends children's thinking by introducing new concepts that deepen their understanding of mathematical language. Older children confidently recognise numbers and begin to form letters and explore sounds as part of their play. Children play cooperatively, show that they are happy and settled, and form positive friendships. Children have frequent opportunities to develop a love of books. The childminder reads stories with enthusiasm and uses props effectively to capture children's interest and extend their enjoyment of stories.

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Next steps

The childminder should explore ways to further children's social skills to minimise interruptions during group activities to help children maintain focus and engage more deeply in their learning. The childminder should teach children effective strategies to enable them to positively manage their own behaviour independently.

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About this inspection

The inspector spoke with the childminder and children during the inspection. She read written accounts from parents and carers.

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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

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Address:

6 Howes Close Warmley, Barrs Court Bristol Avon BS30 8SA

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Address:

Registered person: Blackburn, Helen Marie

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Address:

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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Children numbers

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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Children numbers

The inspection started on 22 January 2026. An inspector returned on 17 March 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

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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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