Hale, Leanne

Childminder

Unique reference number (URN): 2786032 Registered with Ofsted: 08/05/2024 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 make consistent progress as they build on what they already know. Younger children develop their balance and coordination as they navigate uneven terrain and use both hands to steady jugs while pouring. Older children cut their own fruit with safety knives and pour drinks into their open-topped cups, with ease. Children manage their personal care and daily routines with increasing independence.

p.2

Achievement Strong standard

Communication and language skills develop rapidly. Younger children gain confidence in vocalising as they mirror sounds, such as 'roar', during dinosaur play. They build on this as they engage with a rhyme box and spontaneously join in with nursery rhymes. Older children use these foundations to explain more complex ideas. For example, they describe that role-play baby is going to the park. Children also identify and discuss healthy food, such as carrots.

p.2

Achievement Strong standard

Children develop a sense of security and belonging. Those who initially required extra support to settle, now confidently approach the childminder to join their play. Children, including those with special educational needs and/or disabilities, or those who may face barriers to learning, acquire the essential skills and knowledge required for their successful transition on to school.

p.2

Behaviour, attitudes and establishing routines Strong standard

From the outset, the childminder sets clear expectations for behaviour. She models 'kind hands' and maintains consistent boundaries to create a respectful inclusive environment where children thrive. Children develop positive relationships and show empathy when working together. For example, when their friend struggles to reach a resource, children are quick to offer support. They help their younger friends to access dressing-up resources, such as fairy wings.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder explains the reasoning behind rules, particularly when children want a resource held by another. This approach builds their understanding. Consequently, children respond immediately and respectfully when prompted to ask before taking an item. This positive attitude extends to tidying-up routines. Older children begin to tidy independently, while younger children follow the routine with specific tasks, such as placing books in a box.

p.2

Behaviour, attitudes and establishing routines Strong standard

Well-established routines ensure children navigate transitions calmly and with confidence. This predictability creates a sense of security, directly contributing to children's readiness to learn. Attendance is high. The childminder promotes regular attendance by helping parents and carers understand how consistent routines support children's learning and progress. She applies robust procedures to monitor any absence. Children show a sense of belonging and notice when their friends are not in the setting. The childminder uses these moments to talk about their peers and when they will return, which creates a welcoming and inclusive environment.

p.2

Children's welfare and wellbeing Strong standard

Children's wellbeing is consistently supported. The childminder knows children individually, including their routines, likes and dislikes. She talks openly with them about their feelings, helping them to name and understand their emotions. Children receive calm and consistent support when they feel unsettled. For instance, the childminder suggests creative activities, such as drawing a picture, to help those who miss their parents and carers. This redirecting of their focus helps children feel connected to home and secure in the setting. Family photos, displayed throughout the setting, provide a familiar and comforting reference point. Children point to these with pride, saying, 'They are my family'.

p.3

Children's welfare and wellbeing Strong standard

Children develop healthy-lifestyle habits. Snacks are nutritious, children prepare their own fruit, pour their own drinks, and sit together for meals. As a result, children's physical wellbeing is supported. The childminder works with parents around mealtimes, sharing ideas to make eating enjoyable and providing guidance on healthy lunchboxes. Fresh water is available throughout the day. Personal care is handled sensitively to maintain children's dignity and privacy, particularly during nappy changes. Safe-sleep arrangements are in place and align with current guidance.

p.3

Children's welfare and wellbeing Strong standard

Children gain understanding of healthy eating and where food comes from through the setting's allotment. Older children explain that plants need water and sun to grow, while younger children use a watering can to care for the plants, connecting meaning to their learning through direct experience. Sun safety is actively promoted and children are aware they need to wear hats in the sun to protect themselves, for instance.

p.3

Curriculum and teaching Strong standard

The childminder implements an ambitious, inclusive curriculum where personal, social and emotional development are prioritised. She teaches children to navigate social boundaries. For example, when children want the same ride-on car, she prompts them to problem-solve and take turns. As a result, children develop the patience and confidence to resolve situations independently.

p.3

Curriculum and teaching Strong standard

Physical development occurs naturally throughout the day. Children ride balance bicycles to coordinate large muscles and use spray bottles to build strength in their smaller muscles. By using regular assessments, the childminder identifies exactly what children know and can do, allowing her to target their next steps in learning through specific activities.

p.3

Curriculum and teaching Strong standard

Children benefit from high-quality teaching as the childminder joins their play to develop their thinking and extend communication. During storytelling, for instance, she uses expressive intonation to help children recall the plot and repeat key phrases. When children construct with crates, she challenges them to predict how many tyres their vehicle needs. This consistent interaction empowers children to articulate their thinking and explain their actions clearly.

p.3

Curriculum and teaching Strong standard

Mathematics is woven into play to make learning purposeful. The childminder uses children's interests, such as in dinosaurs, to support counting from one to 5. During ice- cream themed role play, she introduces words and concepts, such as 'same' and 'different', to help children describe and compare. By tailoring learning opportunities to children's individual stages, she ensures children, including those with special educational needs and/or disabilities, or those who may face barriers to learning, make consistent progress in all areas of learning.

p.3

Inclusion Strong standard

The childminder is consistently responsive to the needs of children, including those with special educational needs and/or disabilities, or those who may face barriers to their learning. Using regular observations and a visual tracking system, she identifies individual gaps and patterns in learning. Assessments are completed termly to monitor progress. The childminder uses these findings to adapt the environment. For example, after identifying a gap in mark making, she introduced a dedicated area in the play environment to support this. This directly impacts learning, as older children now independently use pens to make marks with intention, successfully developing their coordination and control.

p.4

Inclusion Strong standard

The childminder completes mandatory progress checks, involving parents and carers to plan children's next steps in learning. Where assessments identify that children need additional support, she signposts parents to outside agencies, such as speech and language therapists, and uses local referral pathways to prevent delays. The childminder understands how to use additional funding to source targeted resources to improve outcomes for children.

p.4

Inclusion Strong standard

Resources are positioned at low levels throughout the indoor cabin and garden, allowing all children to lead their own play. The childminder consistently sequences activities to suit different stages of development. For instance, children practise drinking from closed-lid cups before progressing to open cups as coordination grows. This ensures all children make consistent progress from their individual starting points.

p.4

Leadership and governance Strong standard

The childminder is a reflective leader who is committed to the continuous improvement of her setting. She uses regular observations and tracking to evaluate the impact of her teaching. This ensures that provision remains consistently responsive to children's evolving needs. Training in first aid, safeguarding and food hygiene ensure the childminder's knowledge and practice remain current. Links with other local childminders to share best practice help her stay up to date and support her morale and wellbeing. The childminder works alongside her local authority to gain advice, ensuring her practice is well informed and supported.

p.4

Leadership and governance Strong standard

Partnership working with parents and carers is a significant strength. The childminder maintains open communication, ensuring parents are kept informed about their children's progress and daily experiences. She works collaboratively with families to support individual needs, for instance, managing allergies or finding engaging ways to support children's experiences around food. Parents trust the childminder and have confidence in her care, valuing the nurturing and homely environment she provides.

p.4

Leadership and governance Strong standard

The childminder has a clear understanding of her role in keeping children safe. She maintains robust practice and is knowledgeable about local procedures for reporting any concerns. Her dedication to professional development and her child-centred approach result in a setting where children are safe, happy and consistently well prepared for the future.

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 arrive with confidence and separate from parents and carers with ease. They engage immediately in play, exploring an inviting environment that sparks curiosity and imagination. Resources and books are independently accessible, enabling children to make their own choices and follow their specific interests. The childminder manages boundaries in a consistent manner, ensuring children feel safe and secure. For example, those attempting to climb chairs respond positively to calm reminders that chairs are for sitting, accepting the boundary without disruption to their play. Relationships are warm and children reflect this by instinctively offering comfort to their peers, such as gently touching a friend's arm to provide reassurance.

p.5

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

Children, including those with special educational needs and/or disabilities or those who may face barriers to learning, thrive as their individual needs are recognised. They become confident communicators through attentive interactions. For instance, younger children gain new vocabulary, such as 'shiny', while exploring sensory items. Older children learn to use complex sentences to share thoughts. They confidently explain that an open door is to 'keep the room cold', during warm weather.

p.6

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

Tailored support extends to physical development. Children build hand strength by using large pipettes to squeeze water. They gain the confidence to navigate steps safely, with the childminder celebrating as they master this skill. Children develop a deep sense of belonging and personal identity. They take visible pride in managing their own belongings, such as finding their personal coat peg and selecting their colour-coded towel, during handwashing routines.

p.6

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

Experiences extend beyond the setting. Regular outings to a library help children develop a love of books, while visits to an adventure playground support physical confidence. These experiences broaden children's understanding of their community. The childminder promotes regular attendance to families, emphasising that consistency is key for effective learning. As a result, all children make the best possible progress and become ready for their next stage in education.

p.6

Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing.

p.6

About this inspection

The inspector spoke with the childminder, parents, carers and children 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 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.6

About this setting

Operating hours: Monday,Tuesday,Thursday : 08:00 - 16:45

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8