Blake, Natasha Victoria Serena

Childminder

Unique reference number (URN): 2774794 Registered with Ofsted: 31/01/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children achieve well across all areas of learning and develop the knowledge and skills they need for future learning through a wide range of meaningful experiences. They communicate confidently and use an increasingly wide vocabulary during play and daily interactions. Children listen attentively, respond appropriately and express their ideas clearly in familiar contexts. They engage positively in conversations, share their thoughts and ideas confidently and develop strong early literacy skills through regular access to books and stories.

p.2

Achievement Strong standard

Children develop secure early mathematical understanding through practical experiences and confidently explore concepts such as number, comparison and quantity during play and everyday routines. They count objects accurately, join in with number songs enthusiastically and apply mathematical language in their play. Children develop good physical skills and show increasing coordination, control and confidence in their movements. They use tools safely, develop early writing skills and demonstrate curiosity, resilience and independence as they explore and investigate their environment.

p.2

Achievement Strong standard

Children, including those with special educational needs and/or disabilities, make strong progress from their starting points. They engage fully in activities, play cooperatively with others and show high levels of confidence and motivation to learn. Children develop the communication, physical and personal skills they need for the next stage in their education and are well prepared for future learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder provides clear and consistent routines that help children feel safe and confident throughout the day. Children understand daily expectations and move happily between activities and routines. They manage tasks independently, such as tidying away resources, washing their hands and preparing for snack times. Children behave well and show positive attitudes to learning. They share resources, take turns and play cooperatively with others during activities and daily play. The childminder supports children's behaviour effectively through clear expectations, positive role modelling and gentle reminders, helping children understand how to treat others with kindness and respect.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children form warm and trusting relationships with the childminder and feel confident to seek reassurance and support when needed. The childminder responds calmly and sensitively, helping children manage their feelings and develop emotional security. She promotes regular attendance through ongoing communication with parents and clear expectations at the start. Children, including children with special educational needs and/or disabilities, take part fully in daily routines and activities. The childminder adapts support and expectations to meet children's individual needs effectively. As a result, children feel valued, engage positively in their learning and contribute to a calm and welcoming environment.

p.2

Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing through calm, responsive and consistent care. She creates a nurturing environment where children feel safe, secure and emotionally supported throughout the day. Children form secure attachments with the childminder and confidently seek reassurance, comfort and support when needed. The childminder responds sensitively to children's emotional and physical needs, helping them develop confidence, trust and emotional security. She treats children with kindness and respect, which helps them feel valued and develop a strong sense of belonging.

p.3

Children's welfare and wellbeing Strong standard

The childminder promotes children's health and wellbeing effectively through clear daily routines and consistent expectations. Children develop independence in self-care tasks, including handwashing and managing simple personal routines. The childminder helps children understand the importance of healthy lifestyles through everyday experiences and discussion. She ensures children, including those with special educational needs and/or disabilities, receive the support they need to participate fully and comfortably in daily activities and routines.

p.3

Children's welfare and wellbeing Strong standard

The childminder builds strong partnerships with families through regular communication and shared information about children's care and wellbeing. She works closely with parents to understand children's individual needs and respond quickly to any changes in their wellbeing or circumstances. This strong partnership helps ensure children receive consistent support between home and the setting and contributes to positive outcomes for all children.

p.3

Curriculum and teaching Strong standard

The childminder leads a well-sequenced curriculum that reflects children's individual needs, interests and stages of development. She uses continuous observation and assessment to plan learning that builds logically over time and responds to what children know and can do. The childminder places communication and language at the centre of the curriculum. She embeds books into daily practice and makes them freely available at children's level throughout the setting to encourage independent access. Children regularly choose books for themselves or share stories with the childminder during routines such as snack time, which strengthens their early literacy, listening and comprehension skills.

p.3

Curriculum and teaching Strong standard

The childminder teaches children effectively through highly responsive and adaptable interactions. She models language clearly, introduces new vocabulary in meaningful contexts and extends children's learning through skilled questioning and discussion. She adapts activities during sessions to reflect children's differing levels of development, ensuring all children receive appropriate support and challenge. The childminder develops children's early mathematical understanding through practical, hands-on experiences. She introduces concepts such as number, size, comparison and quantity in meaningful contexts, helping children develop secure understanding before applying these skills independently in play.

p.3

Curriculum and teaching Strong standard

The childminder provides an inclusive curriculum that meets the needs of all children effectively. She adapts learning experiences in response to children's engagement, progress and individual needs, including children with special educational needs and/or disabilities. She ensures all children participate fully in activities, develop confidence and make strong progress from their starting points across all areas of learning.

p.3

Inclusion Strong standard

The childminder identifies children's needs promptly through detailed observation, secure knowledge of child development and daily interactions. She works closely with parents from the outset to share information quickly and ensure any concerns are identified and addressed without delay. The childminder tracks children's progress carefully through ongoing assessment and structured reports shared with parents, including the statutory progress check at age two. She identifies whether children are meeting expected developmental milestones and plans clear next steps to support continued progress. When she identifies any delay in children's development, she puts targeted support in place promptly and monitors children's progress closely.

p.4

Inclusion Strong standard

The childminder uses a graduated approach to support children with special educational needs and/or disabilities (SEND). She adapts activities, resources and adult support to meet individual needs effectively. She works closely with the local authority and other professionals to ensure referrals are made promptly so children receive appropriate support at the earliest opportunity. The childminder provides highly effective support for children with SEND. She uses tailored strategies, including simplified instructions, modelling and visual support, to help children participate fully in learning and make consistent progress over time.

p.4

Inclusion Strong standard

The childminder understands how to support disadvantaged children and children known to social care effectively through responsive and inclusive practice. She makes swift adjustments to routines, activities and support strategies to remove barriers to learning and promote children's engagement. As a result, children attend regularly, feel safe and secure and develop the skills they need for the next stage in their education.

p.4

Leadership and governance Strong standard

The childminder demonstrates strong leadership and maintains a clear focus on children's learning, development and wellbeing. She uses detailed observations, ongoing assessment and secure knowledge of child development to make informed decisions about children's learning and care. The childminder reflects carefully on her practice and uses self-evaluation effectively to identify priorities and improve outcomes for children. She makes meaningful changes to the provision in response to children's needs and the views of families, ensuring the setting continues to develop and improve over time.

p.4

Leadership and governance Strong standard

The childminder strengthens her practice through ongoing professional development, independent research and reflective learning. She uses this knowledge to improve teaching, enhance children's experiences and maintain high-quality interactions. The childminder also shares ideas and good practice with other childminders to support professional development within the early years sector. She maintains clear policies and procedures and reviews them regularly to ensure they remain effective and up to date. The childminder implements these consistently in daily practice to maintain a safe, organised and well-managed environment.

p.4

Leadership and governance Strong standard

The childminder builds strong partnerships with parents through regular communication, detailed reports and newsletters that support continuity between home and the setting. She actively seeks parents' views through discussions and questionnaires and uses their feedback to improve her practice further. The childminder also works effectively with other professionals and early years settings to support children's development and ensure smooth transitions between settings and into the next stage of their education.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children feel safe, secure and highly valued within a nurturing environment where warm, respectful and consistent relationships are firmly embedded. The childminder creates a calm and supportive atmosphere in which children develop strong trust and confidently seek reassurance, comfort and support when needed. Children's voices are listened to and acted upon, including during care routines, where they are regularly offered choices and involved in simple decision-making. This promotes independence and reinforces their sense of autonomy and self-worth.

p.6

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

Children develop positive and caring relationships with one another. They demonstrate kindness, empathy and consideration in their interactions, supporting a calm and inclusive environment where all children feel a strong sense of belonging. Older children often support younger peers during play and routines, which strengthens social development and builds a shared community ethos within the setting.

p.6

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

Children achieve well across all areas of learning and development. They access a well- organised and stimulating environment independently and engage confidently in a wide range of experiences both indoors and outdoors. Communication, independence and emotional understanding are developing strongly through consistent adult interaction, high- quality modelling of language and well-established routines that support learning over time.

p.6

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

Children thrive due to predictable routines and clear, consistent expectations that help them feel secure and confident throughout the day. The childminder manages transitions well, supporting children to move smoothly between activities and maintain focus and engagement. She ensures that learning opportunities are purposeful and build effectively on what children already know and can do.

p.6

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

The childminder provides highly effective support for children with special educational needs and/or disabilities. She identifies needs promptly and makes appropriate adjustments to ensure children can participate fully in all aspects of the provision. As a result, children are confident, motivated and make strong progress from their individual starting points.

p.6

Next steps

The childminder should share their good practice externally with other childminders to make a wider significant impact on the welfare and wellbeing of children.

p.6

About this inspection

The inspector spoke with the childminder, children and parents during the inspection.

p.6

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

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Our grades explained

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.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8