Davidson, Genna

Childminder

Unique reference number (URN): 2836729 Registered with Ofsted: 04/07/2025 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 significant progress and achieve consistently well across all areas of learning. From the earliest stages, communication and language is prioritised, with children confidently using ambitious vocabulary. Younger learners share their toys saying, 'red truck', 'blue car' and 'fast plane'.

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Achievement Strong standard

Children show sustained focus and positive attitudes to learning. They are polite and treat one another with respect and kindness. Children build strong relationships with peers, playing collaboratively together and cooperating harmoniously, for example, they work together to move toy bees on cue while listening to a story. Children are learning to share and take turns to build excellent emotional resilience and empathy with careful guidance from the childminder.

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Achievement Strong standard

Learning continuously builds on what children already know and can do. Children explore puzzles, mark making and numbers in pre-prepared activities. They are curious, interested and focused and secure breadth and depth in knowledge and skills. Children are confident and independent young learners.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has embedded a wholesome environment where all children thrive and achieve. Children consistently reach their full potential in her care. The childminder is finely attuned to their individualism and uniqueness and celebrates this through activities she provides. Children are excited to attend, and the childminder is quick to identify non- attendance and acts swiftly in collaboration with parents to support them. This decisive and rigorous approach supports a strong foundation for regular attendance as children move on to school.

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Behaviour, attitudes and establishing routines Strong standard

Positive and nurturing relationships ensure children confidently follow routines that are well rooted in high expectations. The childminder is a positive role model and, as a result, children demonstrate excellent behaviour and have a strong sense of belonging. For instance, they warmly include new adults in their play and excitedly show them resources. The children have consistently positive attitudes to learning and, with the ongoing support of the childminder, children consistently show high levels of perseverance. When children encounter problems, they tackle them both independently and together as a team. Any disputes are promptly dealt with. The clear boundaries set by the childminder offer a fair and nurturing response which children are highly responsive to.

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Children's welfare and wellbeing Strong standard

The childminder is thorough and rigorous in her approach to keeping policies up to date. Policies are consistently reviewed and refined to prioritise children's welfare and wellbeing. The childminder has a secure understanding of these and embeds them with great success in a safe environment where all children explore and thrive. The childminder has a precise knowledge and understanding of the children. She builds highly trusting relationships with them and regularly asks them how they are feeling. For instance, children who are upset are given cuddles as the childminder sensitively names emotions to help their early understanding. The childminder successfully encourages all children's independence skills. For example, children confidently eat their own lunches, proficiently use cutlery and use wipes to clean the table after themselves. The childminder helps children to understand the benefit food has for their bodies through impactful

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Children's welfare and wellbeing Strong standard

conversations at mealtimes. This creates a solid foundation of adopting healthy habits. The childminder vigilantly ensures children's dietary requirements are closely followed, while ensuring a balanced diet. The youngest children are remarkably independent in their sleep routines, which is fostered by highly impactful teaching. For example, children listen to soothing music, collect their comforter and happily settle down to sleep.

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Children's welfare and wellbeing Strong standard

Individualised and meticulous consideration is given to settling children. The childminder makes every effort to give them a calm and positive early experience. For example, if children become upset, the childminder offers cuddles and a resource she knows they enjoy. She offers reassurance and engages them in play until they feel more settled. Parents express full confidence in the childminder's care, noting she understands their child's routines, preferences and needs. The childminder consistently ensures that every child feels safe, valued and supported, reinforcing children's sense of belonging.

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Curriculum and teaching Strong standard

The childminder designs a highly inclusive curriculum that is ambitious, creative and decidedly responsive to children's interests and uniqueness. Communication and language is prioritised through consistently providing language-rich interactions. The childminder gives children time to practise and embed new language and skills through purposefully planned activities. The childminder is highly effective in every interaction and takes full advantage of every teaching moment that arises. The youngest children are building vocabulary through every opportunity. At lunch they sing together as food cooks and say, 'hot' and 'blow' when it is ready.

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Curriculum and teaching Strong standard

The childminder's in-depth knowledge of each child's unique needs and stages of development allows her to plan short, sharp, impactful sessions, which spark the children's curiosity. She incorporates meaningful learning into every activity. For instance, learning linked to springtime sees children enthusiastically running to chase toy bees whizzing down a washing line. Through high-quality interactions, the childminder swiftly identifies gaps in learning. Assessment and teaching is highly effective and children are consistently ready for their next transition. A parent proudly shared their child is already eating independently at a young age and that this was down to the dedication and hard work of the childminder.

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Inclusion Strong standard

The childminder consistently considers children's uniqueness and makes systematic and robust adaptations to their curriculum to best support each child. She promptly identifies children's individual needs through clear assessment processes. Plans are continually under review with parents. The childminder's knowledge and understanding of how best to utilise external professional support is evident. This builds trust and shared understanding, which is praised by parents.

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Inclusion Strong standard

The childminder's collaborative approach ensures all children, including those facing barriers to their learning, can thrive. For example, the childminder works tirelessly to review additional support by building carefully mapped-out chronologies of behaviour and new skills children learn. She implements interventions ensuring she addresses barriers to learning effectively. The childminder uses her knowledge of children's interests to pique their curiosity in all activities. Therefore, all children benefit from rich, tailored experiences and opportunities that are inclusive to their individual needs.

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Inclusion Strong standard

Regular professional development and reflective practice ensure the childminder can apply strategies consistently and impactfully. The childminder skilfully applies learning from training in daily practice. She systematically adapts activities to bespoke next steps, so the children are successful. As a result, all children make significant progress in communication, emotional development and independence, reflecting the high success of this inclusive approach.

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Leadership and governance Strong standard

The passionate childminder systematically evaluates the setting's practices and implements improvement to drive continuous development. She has a clear action plan forecasting the aspirations for the coming years and is consistently reflective in her practice. This highly impactful approach reflects her dedication to care, teaching and support for all children.

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Leadership and governance Strong standard

The childminder fosters highly effective relationships with children and families. She holds the children's best interests at the heart of all she does and strives to offer them the best experiences and opportunities that support their induvial learning needs. The childminder is proactive in her approach to supporting children with barriers to learning. For example, she plays a pivotal role in compiling logs for external agencies and guides families to source additional support. Parents are kept well informed and are consistently supported by the childminder to continue their children's successful learning and development at home. Parents share their delight and gratitude for the ongoing support the childminder provides. These secure partnerships enable children to consistently achieve and thrive.

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Leadership and governance Strong standard

The childminder makes positive links within the local area, joining groups and play sessions that broaden the children's experiences. These are purposefully selected to allow children to extend social skills and build confidence. For children with barriers to learning, these experiences offer a safe space to extend their tolerances. The childminder's willingness to strive for the very best for children is reflected in her consistent self-evaluative approach to leadership. This focused attitude results in securing excellent outcomes for all children in her 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 are safe and extremely well cared for. They flourish in a nurturing environment established by the childminder who is deliberate and purposeful in building secure relationships. She cares deeply about the children's success and wellbeing. As a result, all children demonstrate a clear sense of belonging and are confident, independent young learners. Children are valued as individuals and their interests are celebrated through carefully crafted activities that pique their curiosity.

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Inspector:

Nic Henson Children are excited to learn and are well supported by the childminder who engages in high-quality interactions alongside them. The childminder's knowledge of the children in her care is reflected in her approach to curriculum design. She plans purposefully, with clear intent, which offers experiences that create awe and wonder. For example, children walk into the room and say, 'Oh wow!', before they eagerly engage in play.

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Inspector:

Children's barriers to learning are skilfully reduced by the childminder who is dedicated to supporting their every need. For instance, interventions are swift and children receive the support they need to make progress from their relative starting points. Clear next steps are identified, and the childminder is highly effective in planning activities that enhance opportunities to meet specific needs. For example, obstacle courses are set up to promote physical development and build core strength. Parents share the incredible impact this has had on their children's confidence at home and in the community, as it allows them freedom to explore with increasing independence. Early communication is prioritised and the childminder ensures every interaction is purposeful and high quality. Children babble and speak to one another, and the childminder, throughout their day. All efforts are praised and children are confident to master new words, for example, 'stomp' as they stomp together like

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Inspector:

Children benefit from the positive relationships the childminder builds with families. Together they work to support the best outcomes for every child. The childminder is flexible with the sessions she offers and settling-in sessions, which promotes good attendance and allows children to flourish.

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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, children and 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 : 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

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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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