Telfer, Julie Lorraine

Childminder

Unique reference number (URN): 2764086 Registered with Ofsted: 09/04/2024 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 Expected standard

Children make progress from their starting points and are developing confidence across different areas of learning and development. They communicate increasingly well, share ideas during stories, play and routines, and respond positively to questions and conversation. Children listen carefully, talk about familiar experiences and join in with activities enthusiastically.

p.2

Achievement Expected standard

Children who need additional support are helped to make progress through tailored interactions and close partnership working with parents. The childminder supports children's independence, communication, fine motor development and social confidence through regular encouragement and sensitive support during play and routines.

p.2

Achievement Expected standard

Children are developing useful skills for their next stage of learning. They make independent choices, engage with books, join in group experiences and begin to manage some routines for themselves. However, daily routines do not consistently support children's understanding of healthy practices and self-care.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes towards learning and play. They are interested, engaged and willing to take part in activities throughout the day. Children independently choose resources, play alongside one another and respond positively to the childminder's calm guidance and encouragement. They enjoy familiar routines and settle confidently into the day's experiences.

p.2

Behaviour, attitudes and establishing routines Expected standard

Relationships are warm and respectful. The childminder models kindness, patience and positive language during interactions with children. Children are supported to share, take turns and understand simple expectations within the setting. They benefit from a calm and welcoming environment where routines are generally familiar, reassuring and supportive of children's emotional security. Children respond positively to praise and encouragement and are beginning to understand how their behaviour affects others.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder considers children's age, stage and individual needs when supporting behaviour and routines. She gives clear explanations, such as reminding children to sit safely while eating and encouraging children to tidy away resources after use. Children are developing confidence and independence through these routines and interactions. However, some daily routines are not reinforced consistently enough to help children understand expectations around self-care, hygiene and keeping healthy. This means children are not always supported to develop healthy habits.

p.2

Curriculum and teaching Expected standard

The childminder provides a flexible and inclusive curriculum that reflects children's interests, individual needs and stages of development. Children learn through stories, role play, construction, sensory exploration, creative activities and everyday routines. These experiences support communication and language, early literacy, physical development, personal and social development, and early mathematical understanding.

p.2

Curriculum and teaching Expected standard

Teaching is warm, responsive and engaging. The childminder uses open-ended questions, commentary and modelling to extend children's language, thinking and understanding. For example, she encourages children to predict outcomes when building with blocks and introduces new vocabulary during imaginative play, snack times and daily conversations.

p.3

Curriculum and teaching Expected standard

Activities are adapted effectively to meet the differing needs of children. The childminder recognises when younger children require alternative resources, reassurance or shorter interactions, helping all children remain included and engaged in play and learning. Children benefit from meaningful experiences, positive adult interactions and opportunities that promote confidence and independence. Assessment is ongoing and used effectively to support children's next steps. The childminder uses her knowledge of each child to plan tailored experiences that build on prior learning and support continued progress across all areas of development.

p.3

Inclusion Expected standard

The childminder identifies and understands children's individual needs well. She gathers detailed information from parents, including allergies, dietary requirements, developmental needs and family routines, and uses this information appropriately to support children's care and experiences within the setting.

p.3

Inclusion Expected standard

Children who face barriers to learning or wellbeing are supported appropriately. The childminder responds promptly when concerns emerge and works closely with parents to seek further advice and guidance when needed. She supports children who are learning English as an additional language through warm interactions, repetition, modelling and regular opportunities to communicate during play, routines and social experiences.

p.3

Inclusion Expected standard

The childminder adapts experiences suitably so that all children can take part. Babies benefit from sensory exploration, close interaction and reassurance, while older children are encouraged to speak, think, count, explore and make independent choices. The childminder understands how families may access additional support, including early years pupil premium funding. She shares information sensitively with parents to help children receive appropriate support.

p.3

Inclusion Expected standard

The childminder monitors children's progress through regular observation and daily interaction. She uses this information appropriately to identify emerging needs, respond to barriers to learning and work with parents to support children's ongoing development and wellbeing.

p.3

Leadership and governance Expected standard

The childminder understands her responsibilities and has appropriate systems in place to support children's safety, care and wellbeing. Required documentation is maintained appropriately, including attendance records, accident and incident records, medication procedures and information relating to children's allergies and dietary needs. The

p.3

Needs attention

childminder keeps relevant information organised and accessible to help support children's individual care and welfare needs effectively.

p.4

Needs attention

The childminder understands her responsibility to maintain suitability, including Disclosure and Barring Service requirements, and knows when significant changes or concerns must be notified to Ofsted. She holds valid paediatric first-aid training and appropriate insurance to support children's safety and care. The childminder also understands procedures relating to accidents, medication and safeguarding, and she demonstrates an appropriate awareness of her responsibilities to keep children safe.

p.4

Needs attention

The childminder is reflective and responsive to feedback. She recognised weaknesses in hygiene practice, took responsibility for these and identified where her own procedures had not been followed consistently. She acted promptly to begin improving practice during the inspection and reflected appropriately on the impact these weaknesses may have on children's wellbeing and daily experiences within the setting. However, oversight of daily routines is not yet strong enough to ensure improvements are consistently embedded and sustained over time. The childminder works positively with parents and uses information from them to support children's care, wellbeing and development. Her willingness to reflect on practice and make improvements supports children's experiences and ongoing development within the setting.

p.4

Children's welfare and wellbeing Needs attention

Health and hygiene practices are not implemented consistently. Children are not routinely supported to wash their hands before eating or after returning to food from play. Food that falls on the floor or comes into contact with other surfaces is not consistently replaced or addressed appropriately. Equipment for nappy changing is not cleaned and stored in ways that consistently prevent cross-contamination with food preparation and eating areas. As a result, children are not always protected from avoidable risks to their health and wellbeing.

p.4

Children's welfare and wellbeing Needs attention

Despite this, children form secure attachments with the childminder. She responds sensitively when children are upset and helps them to feel safe, comforted and emotionally secure. Children are supported to build confidence, independence and positive relationships through warm interactions and consistent reassurance.

p.4

Children's welfare and wellbeing Needs attention

The childminder understands procedures relating to accidents, medication, allergies, dietary needs and safer sleep. She also supports children's individual needs, including feeding and emerging developmental concerns. During feedback, she reflected honestly on weaknesses in practice, recognised where procedures had not been followed appropriately and began to implement improvements. These changes now need to be securely embedded in daily practice.

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 are warmly welcomed and quickly develop secure relationships with the childminder. They confidently seek reassurance when needed and respond positively to her calm and nurturing interactions. This helps children to feel emotionally secure, settle quickly and explore the environment with growing confidence and curiosity. Children arrive happily and separate from their parents with reassurance and support when needed. They show that they feel safe through their willingness to explore resources, seek comfort and engage in conversations and play. However, although children are generally supported to follow daily routines, hygiene practices are not consistently embedded. As a result, children are not always helped to understand healthy practices or fully protected from avoidable risks to their health and wellbeing.

p.5

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

Children enjoy taking part in stories, imaginative play and daily routines. They independently choose resources, share ideas and develop confidence in communication and social interaction. During story time, children listen attentively, respond to questions and talk about familiar experiences. Through play, they build towers, explore books, engage in role play and investigate sensory materials. The childminder joins children's play sensitively and uses questions, commentary and encouragement to extend their thinking, vocabulary and early mathematical understanding. Children remain engaged in activities for suitable periods of time and show increasing confidence when interacting with others. They are encouraged to make simple choices and develop independence through everyday experiences.

p.6

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

Children are included well. The childminder understands their individual needs and adapts experiences so babies and older children can participate successfully. Children who need additional support, including with communication or physical development, benefit from the childminder's close partnership working with parents and her prompt response to emerging concerns. Children learning English as an additional language are supported through regular opportunities to communicate during play and routines. Children are generally settled and engaged in their play and learning. They behave positively, show curiosity and are developing independence.

p.6

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:

p.6

Action Completion Date

ensure hygiene practices are implemented consistently throughout the day, including before meals and during food preparation and nappy changing, so children are protected from avoidable risks to their health 01/09/2026

p.6

Action Completion Date

The childminder should strengthen oversight of daily practice so that agreed procedures, particularly those relating to hygiene and children's wellbeing, are followed consistently and embedded securely over time.

p.6

About this inspection

The inspector spoke with the childminder 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 : 07:30 - 17:30

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