Slater, Bonita Leigh

Childminder

Unique reference number (URN): 2754017 Registered with Ofsted: 11/12/2023 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 Expected standard

Children make steady progress from their starting points, particularly in communication and language. Children develop growing confidence in speaking and understanding because there is a strong focus on extending vocabulary and helping them express their needs.

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Achievement Expected standard

Children with special educational needs and/or disabilities benefit from early identification and tailored interventions. Children receive consistent support through close partnership working with parents and professionals, including speech and language therapy services. This helps reduce barriers to learning and supports children to make progress over time.

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Achievement Expected standard

Children develop good levels of independence, confidence and social skills. They make choices, manage self-care and show kindness towards others, for example helping peers during routines. Children are generally prepared for their next steps, including school, through developing communication, independence and social skills. Children do not yet benefit from fully established routines. As a result, transitions are not always smooth or consistent, and children are not always clear about what is happening next, which can affect their engagement and learning.

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Children's welfare and wellbeing Expected standard

Children experience a safe and welcoming environment where their welfare and wellbeing are prioritised. They form secure attachments with the childminder, which helps them feel safe, settled and confident. Children seek help when needed and show that they enjoy being in the setting.

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Children's welfare and wellbeing Expected standard

Care practices meet children's individual needs well. The childminder works closely with parents to understand routines from home, particularly for babies, and follows these to support continuity. She adapts her approach for children with additional needs, including providing targeted support for speech and language, which helps reduce barriers to learning and wellbeing.

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Children's welfare and wellbeing Expected standard

Children learn about healthy lifestyles. They practise good hygiene, such as handwashing, and enjoy healthy snacks where they make choices independently. They develop physical skills through active outdoor play, including climbing, running and using bikes.

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Children's welfare and wellbeing Expected standard

Children are supported to recognise and express their emotions. They begin to talk about how they feel and use words to manage simple conflicts. The childminder models positive behaviour and provides reassurance, which supports emotional security. The childminder is continuing to develop and embed daily routines in the setting. While children's care needs are met, some routines and transitions are not yet consistently established, which at times affects the smooth flow of children's experiences and engagement.

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Curriculum and teaching Expected standard

The childminder has an inclusive curriculum that focuses on supporting children's individual needs and interests. She plans ahead but remains flexible, adapting activities based on children's responses. The curriculum provides a broad range of experiences for the children.

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Curriculum and teaching Expected standard

There is a focus on communication and language. The childminder regularly extends children's vocabulary and engages them in meaningful interactions. This is evident in practice through activities such as story time, nursery rhymes with actions and everyday conversations during play. Children benefit from this approach and develop confidence in expressing themselves. At times, adults move quickly between questions and interactions, which means children do not always have enough time to fully think through and extend their responses.

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Curriculum and teaching Expected standard

Activities are based on children's interests, which supports engagement and enjoyment. Children also benefit from regular outdoor experiences and daily outings, providing real-life learning opportunities. The outdoor environment is used effectively to support language, exploration, physical development, coordination and hand-control skills.

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Curriculum and teaching Expected standard

The childminder uses assessment to understand what children know and can do. She identifies next steps and adapts teaching, including targeted support for children with additional needs.

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Inclusion Expected standard

The childminder creates an inclusive environment where all children feel valued and supported. She knows children and their families well and uses this knowledge to identify individual needs early and accurately. She completes the progress check at age 2 and shares this with parents and health professionals. She shows a clear commitment to supporting children's needs, particularly in identifying and responding to speech and language delays. Although routines are still developing in some parts of the day, children's individual care and support needs remain well considered.

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Inclusion Expected standard

She takes effective action to reduce barriers to learning. For instance, she uses interventions such as communication boards, targeted language support and modelling vocabulary. These approaches help children improve their communication, build confidence and engage more fully in activities. She works closely with parents to ensure consistency between home and the setting. She also seeks support from external agencies, including the local authority and speech and language therapy services, and implements their strategies in practice.

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Inclusion Expected standard

The childminder uses a graduated approach to assess, plan and review support. She monitors children's progress and adapts strategies as needed. Her work with children with special educational needs and/or disabilities shows a proactive approach and responsive partnership with parents and professionals. Although no children currently receive additional funding, the childminder understands her role in identifying needs and supporting all children to make progress from their starting points.

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Leadership and governance Expected standard

Leadership is effective and centred on children's wellbeing. The childminder has built trusting relationships with families, which supports open communication and helps children feel secure. She understands her setting well and reflects on her practice. She recognises areas that need improvement and has started to make changes, such as reducing daily outings to develop a more consistent morning routine in the setting.

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Leadership and governance Expected standard

She makes decisions in the best interests of children. She identifies needs early and works collaboratively with parents, the local authority, local settings and other professionals to ensure children receive the right support and consistent care. This helps reduce barriers and supports children's progress, particularly for those with additional needs.

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Leadership and governance Expected standard

The childminder keeps herself up to date with training to maintain her knowledge and ensure safe, effective practice. She ensures she keeps abreast of changes and attends local authority meetings and training. She is continuing to explore wider professional development opportunities to further strengthen practice and improve outcomes for children.

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Behaviour, attitudes and establishing routines Needs attention

Children experience a warm, positive environment where they feel safe, valued and included. They are interested, curious, engaged and eager to learn. Children build positive relationships with the childminder and her assistant, who act as positive role models. They use praise and encouragement to support children's confidence and promote positive behaviour.

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Behaviour, attitudes and establishing routines Needs attention

Children get along well with others and learn to collaborate through everyday play. They share, take turns and manage simple conflicts, for example using words to express when they are upset or want something back. They show kindness, such as helping peers and taking responsibility during activities. Children are respectful and demonstrate good listening skills. They attend regularly and settle well. Effective partnerships with parents support consistency and help children feel secure.

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Behaviour, attitudes and establishing routines Needs attention

The childminder uses an inclusive approach to managing behaviour. She adapts expectations based on children's age, stage and individual needs, including those who need additional support. This helps children feel understood and supported. Although there is no impact on children's learning and development, children do not develop a consistent understanding of what happens next in their morning routines.

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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

In this setting, children enjoy a warm, nurturing and homely environment where they feel safe, happy and valued. They build secure attachments with the childminder, which helps them feel secure and ready to learn. In general, children settle quickly, especially as the childminder works closely with parents to follow home routines and understand each child's needs from the start. She continues to develop routines and transitions at the start of the day, although these are not yet fully embedded into practice. Children achieve well from their starting points. They show a positive attitude to learning and enjoy a range of experiences, including daily outings that provide real-life learning opportunities. They explore, play and learn through activities that reflect their interests. For example, children engage in outdoor play, care for the garden turtle and take part in sensory activities. The childminder supports communication effectively by modelling language and

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

introducing new vocabulary. Children develop confidence in expressing their needs, for example saying when they are hungry or tired. Targeted support, such as speech and language strategies, helps reduce barriers to learning for children who need extra help.

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

Children develop independence and confidence. They make choices, manage self-care and take responsibility, such as selecting books or helping others. They enjoy familiar stories, recall events and join in with songs, showing a growing love of learning.

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

Children belong and feel included. They play alongside and with others of different ages, learn to share and build friendships. They show kindness, for example helping peers during play. There are positive relationships with parents and families, which help children feel welcomed, valued and supported.

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

Children thrive in this safe environment where their individuality is recognised. They confidently seek help when needed and show they feel secure. Overall, children flourish, make progress and develop the skills they need for their next steps.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

the childminder should establish and fully embed consistent daily routines and transitions to help children understand expectations, remain engaged and benefit from smoother learning experiences throughout the day 26/04/2026

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About this inspection

The inspector spoke with the childminder, the assistant, the children and the 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.

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About this setting

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

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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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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

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 .

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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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