Hudson, Katie Ivy

Childminder

Unique reference number (URN): 2771320 Registered with Ofsted: 12/01/2024 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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Achievement Strong standard

Children make rapid and sustained progress from their individual starting points as they engage in rich, inspirational, and nature-based learning experiences. They quickly acquire new vocabulary, which they confidently use in conversations and discussions. Younger children observe and point to birds in the sky, demonstrating fascination and curiosity. Older children identify the birds they see and record their observations on a checklist, which further develops their early mathematical skills, such as counting and tallying.

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Achievement Strong standard

Younger children enjoy exploring a range of musical instruments and are excited to discover cause-and-effect relationships. They use sticks to tap the xylophone, creating different sounds while strengthening their fine-motor skills and hand–eye coordination. Older children confidently perform the actions to their favourite nursery rhymes, laughing and singing as they express themselves through music and movement.

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Achievement Strong standard

Children show high levels of enthusiasm and motivation to participate in all learning experiences. They develop the key skills needed to become confident, independent learners. As a result, children are well prepared and transition smoothly and successfully from one stage of education to the next.

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Behaviour, attitudes and establishing routines Strong standard

Children develop warm, secure, and trusting relationships with the childminder, who establishes clear, consistent, and age-appropriate expectations and boundaries. As a result, children behave remarkably well and follow daily routines with confidence and independence. For example, before mealtimes, children independently take part in well- established hygiene routines and then wait patiently and calmly for their meals, demonstrating secure self-regulation and understanding of expectations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model who consistently demonstrates kindness, respect, and positive behaviour. She gently supports children to be considerate of one another, encouraging them to share resources and take turns. Older children are encouraged to support and guide younger children, for example by helping them choose resources to explore next. This thoughtful approach strengthens collaboration, builds positive relationships, and nurtures a strong sense of belonging. As a result, children develop a positive attitude to learning and show enthusiasm for working together, engaging productively and cooperatively with their peers.

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Behaviour, attitudes and establishing routines Strong standard

The childminder places a great emphasis on the importance of regular attendance and has effective systems in place to monitor this closely. She works in close partnership with parents to establish consistent, positive routines that support children's emotional wellbeing, readiness to learn, and overall development. This precise collaboration ensures that children feel secure, settled, and fully prepared to engage in their learning experiences.

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Children's welfare and wellbeing Strong standard

The childminder creates an inspirational and welcoming environment in which children feel safe, happy, and deeply valued. She establishes clear, inclusive routines that children understand and follow with confidence. For example, younger children benefit from a calm and soothing environment that supports them to rest and sleep safely, promoting their wellbeing and emotional security.

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Children's welfare and wellbeing Strong standard

The childminder actively promotes a healthy and active lifestyle. She organises daily outings and long walks that enhance children's physical wellbeing, strengthen their gross motor skills, and broaden their understanding of the world around them. Older children confidently follow safety rules when out in the community. For instance, they stop at crossings, carefully check for potential hazards, and cross safely with the childminder's guidance and encouragement. This helps children develop a secure awareness of personal safety and builds independence.

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Children's welfare and wellbeing Strong standard

The childminder consistently offers praise and meaningful recognition for children's efforts and achievements. She sensitively supports younger children to recognise calming emotions that promote a sense of safety, while encouraging older children to identify and express their feelings, such as when they are tired or need a rest. As a result, children develop a strong sense of emotional wellbeing and growing confidence in understanding and managing their own emotions.

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Curriculum and teaching Strong standard

The childminder is highly skilled and experienced, with clear and ambitious expectations for what children can learn and achieve. These ambitions are carefully shaped by children's individual interests, needs and abilities. She has designed a unique and inspirational curriculum that is thoughtfully sequenced and embedded across all areas of learning. The curriculum is purposefully adapted to ensure that children who face barriers to learning are fully included and benefit equally from rich, meaningful learning experiences.

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Curriculum and teaching Strong standard

The childminder fosters a love of learning from a very early age. For example, as children explore toy garages and cars, she introduces new and challenging vocabulary such as 'engine' and 'petrol'. Children quickly become deeply engaged in imaginative role play, enthusiastically discussing their actions as they pretend to fix cars. The childminder further enriches this learning by organising visits to a real garage, where children can consolidate their understanding through first-hand experiences, such as observing an actual car engine.

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Curriculum and teaching Strong standard

The childminder creates an inspirational yet calming environment that supports children's emotional and cognitive development. She gently encourages children to take on different roles and characters during play and to talk about their feelings and emotions, helping them to develop emotional awareness and self-regulation. She provides exciting opportunities for children to observe and identify different types of birds when out in the community. As a result, children develop a secure curiosity about the natural world, which deepens their understanding of the world around them and supports their overall cognitive development.

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Inclusion Strong standard

The childminder is highly experienced, knowledgeable, and confident in her practice. She uses a range of effective and well-considered strategies to identify children's emerging needs at the earliest opportunity, ensuring that any concerns are addressed swiftly and sensitively. The childminder works in close partnership with parents and liaises proactively with other professionals, including health visitors and speech and language therapists, to ensure that children benefit from coordinated, well-rounded support from the outset. She implements targeted intervention plans and carefully planned activities, that are tailored to meet each child's individual needs, while consistently monitoring their progress to ensure positive outcomes. She skilfully adapts daily routines, learning opportunities and interactions, to promote inclusion, ensuring that children who face barriers to learning are fully supported and able to engage in rich, meaningful learning experiences alongside their

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Inclusion Strong standard

The childminder maintains comprehensive records of children's learning and development. She completes regular, accurate assessments and closely monitors the progress of children who may require additional support. This information is shared effectively with parents and relevant professionals, fostering a secure sense of partnership. The childminder also provides parents with clear, practical guidance on how they can support learning at home, helping them to remain actively involved and informed throughout their child's learning journey.

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Leadership and governance Strong standard

The childminder is highly reflective and ambitious, demonstrating an unwavering commitment to giving children the very best start to their early education. She regularly engages in high-quality professional development to continually enhance her skills and knowledge, ensuring her practice has a consistently positive impact on children's learning and development. For example, she actively promotes nature-based learning within her setting and continually builds her expertise in this area to further strengthen outcomes for children.

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Leadership and governance Strong standard

The childminder has established highly positive and effective partnerships with parents, who consistently praise her caring, attentive, and professional approach. Parents are extremely appreciative of the stimulating and enriching learning experiences she provides for their children and express confidence in her care. They report that their children are happy, safe, and flourishing, and they value the significant progress their children make across all areas of learning.

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Leadership and governance Strong standard

The childminder also works closely and collaboratively with other professionals and childminders in the local area. She is creative, inspirational, and proactive in offering a wide range of trips and outings that enrich children's experiences and deepen their understanding of the world around them. Her reflective practice, professional curiosity, and relentless drive to continuously improve the quality of her provision ensure that all children, including those with barriers to learning, thrive in this nurturing and high-quality setting.

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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 thrive in this unique setting, where they are happy, confident, and highly motivated learners. The environment is thoughtfully organised to reflect children's individual needs, interests, and abilities. Children attend regularly, and the nurturing childminder has effective systems in place to monitor attendance, ensuring that no child misses out on valuable learning experiences.

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

Children explore the warm and stimulating environment with curiosity and enthusiasm. They are encouraged to make independent choices about what they would like to explore, with

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About this setting

Unique reference number (URN): 2771320 sensitive guidance and purposeful prompts from the caring childminder. For example, older children enjoy engaging in mark-making activities. The childminder gently supports them to hold pencils correctly, helping to refine their dexterity and develop precise fine-motor skills. She also encourages children to name colours and shapes, further strengthening their early mathematical understanding.

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About this setting

The highly experienced childminder carefully plans and organises meaningful, rich learning opportunities for all children. She skilfully adapts her interactions and teaching to meet individual needs, ensuring that all children, including those with barriers to learning, benefit fully from engaging and enjoyable learning experiences.

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About this setting

Children form warm, positive relationships with the childminder and with one another. The childminder holds high expectations for every child and is consistently caring and attentive to their emotional and developmental needs. She supports children to interact positively with their peers, helping to build long-lasting social skills. Through consistent, specific praise and recognition of achievements, children develop a positive attitude to learning. As a result, they are inquisitive, motivated, and eager to learn more. Children feel valued and respected within the setting and develop robust emotional resilience.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder and children during the inspection and took account of the written views of parents.

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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. Type: Childminder

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About this inspection

Operating hours: Tuesday,Wednesday : 08:00 - 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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