Stephanie Marie Turner

Childminder

Unique reference number (URN): 2786334 Registered with Ofsted: 07/05/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes a calm and positive environment where expectations for behaviour are clear, consistent and well understood by all children. She uses effective modelling and highly consistent reinforcement. This enables children to increasingly manage their own feelings and behaviour. For example, during outdoor play, children listen carefully. They follow instructions to remain within the garden boundaries. This demonstrates respect for rules and an understanding of how to keep themselves safe. Warm, secure relationships underpin practice. Children confidently seek reassurance from the childminder. They respond positively to guidance, reflecting the strong bonds they have with the childminder.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children well to collaborate and get along with others. She encourages them to take turns, share resources and consider each other's feelings. For example, she invites children to tidy up rather than completing tasks for them. Children show positive attitudes towards their play and learning and to each other. They respond well to the childminder's encouragement and engage confidently in familiar routines and activities. The childminder also places strong emphasis on punctuality and attendance. She works closely with parents to promote regular attendance and consistent routines. She takes thoughtful action to minimise disruption to children's learning. The childminder adapts expectations effectively to children's ages, stages and individual circumstances. She uses her knowledge of each child to provide tailored support, including promoting independence and supporting emotional regulation. This inclusive approach enables all children to meet expectations. It

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Behaviour, attitudes and establishing routines Strong standard

also establishes secure, positive routines in preparation for school.

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Achievement Expected standard

Children make steady progress across the areas of learning from their starting points. They develop age-appropriate knowledge and skills, particularly in communication and language. Children listen attentively and follow instructions. Younger children increasingly use words and short phrases, such as 'bubbles', 'green' and 'bye-bye'. This helps them to express their needs, ideas and feelings. Children engage confidently through regular interactions during play and daily routines. This aids children's language development.

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Achievement Expected standard

Children achieve well. They play cooperatively alongside their peers, sharing resources and taking turns. This reflects their growing social understanding. The childminder identifies children's needs early. She adapts support to help them make consistent progress, although at times some activities are not tailored precisely enough to sustain the engagement of all children and maximise learning opportunities. Children develop the skills they need across the curriculum. They build confidence and independence. Children show curiosity and a willingness to try new experiences. They are well prepared for their next stage of learning, including school, as they develop the key skills they need for future learning.

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Children's welfare and wellbeing Expected standard

The childminder creates a safe and welcoming environment where children enjoy their play, learning and social experiences. Children benefit from regular opportunities to access outdoor learning. This ensures continuity in their physical play and exploration within and beyond the childminder's home. The childminder supports children's physical and emotional wellbeing well. She provides age-appropriate guidance. This helps children understand how to keep themselves safe. For example, she clearly sets boundaries in the home and garden. Children trust her and immediately respond to her guidance. Warm and responsive relationships enable children to form secure attachments. The childminder responds sensitively to children's individual care and emotional needs, helping all children feel included, valued and secure. Children confidently seek reassurance when needed and quickly return to their play. This demonstrates a secure sense of belonging and emotional

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Children's welfare and wellbeing Expected standard

The childminder supports children's developing independence and personal care effectively. Children understand and follow well-structured hygiene routines. For example, the childminder gives children appropriate support with handwashing and during mealtimes. Children confidently manage their own needs, such as accessing their drinks independently. The childminder promotes healthy choices. She works with parents to ensure a balanced approach to food. She also encourages active play. She uses mealtimes appropriately to support children's social skills and good manners.

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Curriculum and teaching Expected standard

The childminder demonstrates a clear understanding of what children need to learn. She plans activities based on what children already know and can do. She also identifies children's next steps. She builds a curriculum around children's interests and supports learning across all areas. The childminder encourages all children to participate, including those who need additional support. She adapts activities to suit different stages of development and promotes inclusion by valuing each child's uniqueness and helping children understand similarities and differences. However, sometimes group activities are too long, and occasionally, children lose focus and disengage during these times.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language through singing, stories and daily conversations. During singing activities, children choose songs. They join in with actions, which helps them participate and builds confidence. She supports early mathematical development through counting and daily routines. She prioritises children's personal, social and emotional development, helping them feel safe, secure and settled. Children demonstrate secure emotional attachments. They confidently seek reassurance from the childminder and quickly return to their play once reassured. She provides opportunities for physical development both indoors and outdoors.

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Inclusion Expected standard

The childminder identifies children's needs quickly and accurately through regular observation, including any emerging or changing needs. She communicates regularly with parents, both in person and digitally, and gathers clear information about children's starting points, including the languages they speak at home. She uses this information to shape her provision. The childminder monitors children's progress and identifies next steps, reviewing these regularly. This enables her to adapt experiences so children build on their existing skills and understanding. She works closely with parents to promote consistency and support children's developing language at home. The childminder has appropriate expectations for all children and is attentive to barriers to learning and wellbeing.

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Inclusion Expected standard

The childminder takes appropriate steps to reduce barriers to learning and wellbeing. She uses sign language to support communication and adapts her interactions to meet individual needs. The childminder demonstrates a secure understanding of how to support all children, including those with special educational needs and/or disabilities, disadvantaged children, and those who may be known to social care or face other challenges. She seeks advice from external professionals when needed and works well with others to promote consistency of support. The childminder understands how additional funding, including early years pupil premium, can be used to support children's progress.

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Leadership and governance Expected standard

The childminder understands her setting well. She maintains appropriate standards of education and care. She reflects on her practice and takes suitable action to improve. For example, she adapts the outdoor provision to suit the unique needs of the children in her care. She also arranges alternative opportunities during these periods for the children. This ensures children continue to access outdoor learning. The childminder engages in professional learning and keeps key knowledge, such as safeguarding, up to date. She uses this to inform her practice. She also identifies areas for development, including the need to establish a more structured professional development plan. She recognises the importance of continuing to build her knowledge through regular training. This reflects the childminder's ambition to provide consistent care and support children's readiness for their next stage of learning.

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Leadership and governance Expected standard

The childminder manages the provision effectively. She makes decisions that prioritise children's safety and wellbeing. She maintains required checks and procedures. She organises her day well. This enables her to balance care and teaching, ensuring her workload remains manageable. The childminder works positively with parents and other professionals. She uses professional judgement appropriately. For example, she seeks advice from other professionals when needed. She shares regular updates and discusses what is best for children. She communicates with other settings to support transitions. This helps children settle well and experience consistent care.

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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 experience a calm and welcoming environment where they settle quickly and feel secure. For example, during arrival, the childminder sensitively reassures children who are unsettled at separation from parents, and she helps them settle quickly into play and daily routines. Children are supported sensitively through daily routines and transitions, helping them to manage their emotions and build confidence. They learn alongside others in a small, consistent group. Children behave well and develop positive attitudes to learning as

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About this setting

they learn to take turns, share resources and respond to clear expectations. This supports their growing sense of belonging.

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About this setting

Children enjoy a range of experiences that reflect their interests and stages of development. They benefit from a wealth of purposeful interactions as they play or enjoy stories and songs. Children develop their vocabulary as the childminder models descriptive words such as 'squeeze', 'roll', 'squash' and 'stomp' during play dough activities. Children who speak English as an additional language benefit from repetition and modelling of key words and phrases, which helps to reduce barriers to their communication and language development. Children demonstrate increasing independence as they make choices in their play and take responsibility for simple tasks during daily routines.

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About this setting

Children make steady progress from their starting points. They develop early communication skills, explore resources with curiosity and begin to make connections in their learning. Children feel safe and benefit from a caring environment that supports their wellbeing. Their individual needs are understood and supported well, helping them to thrive. Children attend regularly and benefit from the consistency of care and learning experiences provided.

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Next steps

The childminder should more consistently adapt the timing and pace of activities, including group activities, so they match children's attention spans and maintain their engagement in learning. The childminder should implement a structured programme of professional development to strengthen her practice and further improve the quality of children's learning experiences.

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About this inspection

The inspector spoke with the childminder and parent 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. Unique reference number (URN): 2786334

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 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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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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