Ashton, Lara June

Childminder

Unique reference number (URN): 2765088 Registered with Ofsted: 15/12/2023 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

All children make notably excellent progress from their individual starting points, including those with special educational needs and/or disabilities. They develop strong independence skills, putting on their own shoes, managing toileting routines and other self-care needs. For example, children with limited diets have developed healthy eating and hygiene practices. This will support their transition to the next stage of education.

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Achievement Strong standard

Children's physical development is also promoted effectively. They learn to build resilience and willingness to try due to the extensive and stimulating outdoor learning environment. For example, children who were initially unable to jump develop this skill over time. Children are independent learners who are eager to try new experiences, such as planting and caring for the garden. They can also make their own choices and focus their attention for extended periods of time without constant input from an adult.

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Achievement Strong standard

Children are confident communicators with a wide vocabulary, and they enjoy singing a large repertoire of songs. They listen attentively, engage in conversations and confidently retell familiar stories due to their love of reading. Children show extremely positive attitudes to learning and are being prepared exceptionally well for the next stage in their education. They know how to play cooperatively, demonstrate kindness, show respect and behave well.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from a warm, consistent and nurturing environment where they feel calm, safe and secure. The childminder has high but age-appropriate expectations, which help children to develop positive attitudes to learning and behaviour. Children behave extremely well and demonstrate kindness, respect and cooperation in their interactions with others. Caring for guinea pigs helps children to develop compassion and respect for animals. The introduction of a self-registration tree has further supported children's sense of belonging and self-esteem.

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Behaviour, attitudes and establishing routines Strong standard

All children, including those with special educational needs and/or disabilities (SEND), show high levels of engagement due to the well-established curriculum. Children work well together, sharing resources and taking turns. They are kind and helpful, with daily tasks such as tidying away toys and helping to set the table. Good manners are extensively modelled and reinforced, and children can follow adult-led instructions confidently.

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Behaviour, attitudes and establishing routines Strong standard

Through the consistent praise and skilful conversations, children are developing self- regulation skills and growing awareness of their emotions. Established routines and smooth transitions help children, including those with SEND, feel secure and understand what is expected of them throughout the day. Children's attendance is monitored and consistent. As a result, they are well prepared for the next stage in their education.

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Children's welfare and wellbeing Strong standard

Children benefit from secure attachments and a consistently warm, nurturing environment where they feel safe. The childminder knows each child extremely well and builds strong, trusting relationships with them and their families. All children's dietary and health needs, including those with special educational needs and/or disabilities (SEND), are understood. The childminder gathers detailed information about each child's starting point. Therefore, children thrive due to the attentive care they receive. Observations and next steps are reviewed monthly to ensure children continue to make excellent progress.

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Children's welfare and wellbeing Strong standard

Emotional wellbeing is prioritised. The use of 'Eddie Bear' provides comfort and reassurance, helping children to settle in with greater ease. This excellent resource also supports emotional regulation during transitions. Children learn to identify and name different emotions in fun ways. Calming restful spots, such as cosy dens, are also available for children, including those with SEND, giving them time to relax or recharge.

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Children's welfare and wellbeing Strong standard

Children also benefit from excellent hygiene and healthy eating practices. They can wash their hands and wipe their faces after mealtimes, becoming increasingly independent. Physical development is a key strength of the setting. Children have extensive access to a well-planned outdoor space and learning experiences, such as trips to the local park and library. These opportunities help to develop key skills that prepare them for the next stage in their education, such as increasing their social skills and confidence.

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Curriculum and teaching Strong standard

The curriculum is clear and ambitious, with a focus on key areas of learning, in particular, communication and language. The childminder has successfully created an inclusive environment where all children are valued, supported and able to thrive. Children communicate confidently and use a wide and developing vocabulary, including those who have been identified as needing additional support. The childminder prioritises high-quality interactions, responding to children skilfully, as they play. She extends their learning by asking questions and supports further development naturally through play and everyday routines. The childminder follows children's interests to keep them engaged and focused for extended periods. For example, they excitedly re-enact 'The Three Little Pigs' in the outdoor playhouse.

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Curriculum and teaching Strong standard

The childminder encourages hands-on exploration and curiosity through structured activities, such as planting and caring for the garden. This not only deepens their understanding of the world around them, but gives the children a sense of achievement as they watch things grow. Mathematics is embedded seamlessly through daily activities, both indoors and outdoors. This enables children to build on what they already know in fun and creative ways, such as counting while jumping on the trampoline, quantity and size when planting beans and shape as they cut the fruit at snack time.

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Curriculum and teaching Strong standard

The learning environment is stimulating and well-organised. The childminder carefully considers and implements activities that meet the age and stage of development of all children attending. All areas of learning are consistently supported and literacy is promoted effectively. The dedicated book areas and take-home book scheme foster a love of reading and help children to develop their attention skills. Frequent opportunities for mark-making

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Expected standard

and using tools help children to develop the early writing skills they need for the next stage of their education.

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Inclusion Expected standard

The childminder has an appropriate understanding of each child's individual needs and ensures they feel fully included and valued. All children demonstrate a sense of belonging and are confident to take part in all activities alongside their peers. Children with special educational needs and/or disabilities (SEND) are well supported. Clear routines and a thoughtfully-planned learning environment mean that children can access all areas of learning. Communication and language development are supported well through typically high-quality interactions, modelling and repetition.

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Inclusion Expected standard

The childminder works closely with parents, carers and other professionals to identify children's needs early. Specific strategies recommended by other professionals are implemented, and progress is assessed to ensure they remain effective. This helps children with SEND to make progress from their starting points. Planning is informed by regular observations and reviews of children's progress each month. Although the childminder does attend regular training, this is not targeted at supporting specific needs of the children in her care. This would ensure that children with additional needs are able to achieve the best possible outcomes for their learning.

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Leadership and governance Expected standard

The childminder has a clear vision for her practice and provision and generally provides high-quality care and education for all children. She has a reflective approach and continually reviews practice to identify ways to improve. She demonstrates a positive attitude to professional development and remains up to date with relevant training to help keep children safe. Procedures are in place to promote children's safety and to accurately record and track development. Observations, assessments and next steps in learning are used effectively to ensure children are making appropriate progress from their starting points. The childminder understands that she should seek further professional development through specialist training and closer collaboration with other professionals. This would help to enhance children's learning, in particular for children with special educational needs and/or disabilities, even further.

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Leadership and governance Expected standard

Partnerships with parents and carers are established and highly effective. Feedback is given through daily communication sheets and monthly learning-journey updates. Parents speak highly of the care provided and value the secure relationships they have with the childminder. The childminder is proactive in creating enriching experiences for children, regularly extending their learning through a variety of activities, events and outings. She has links with local agencies and services that can help families when needed, ensuring timely signposting and support.

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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 happy, confident and deeply settled in this warm and nurturing environment. They quickly become absorbed in play due to the familiar, trusting relationships they have with each other and the childminder. Children feel safe and valued, which helps them to explore their interests and express themselves with confidence. Children behave extremely well, cooperate with one another and respond positively to the clear and established routine. The inclusive learning environment is calm and thoughtfully planned to meet the needs of the children, including those with additional needs. The easily accessible variety of resources allows children at different ages and stages of development to learn to make their own choices and become more independent. Cosy reading corners, small-world play, role- play spaces and creative activities help children to explore, develop curiosity, participate and enjoy their learning. Snack time is a valued experience, where children practise manners

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

and help to prepare their own food. The childminder skilfully promotes early mathematics. For example, she encourages children to count pieces of fruit, describe shapes they have made and use positional language competently.

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

Communication skills and language development are clear strengths. The childminder models language and extends conversation during play, for example, while acting out familiar stories. Children with special educational needs and/or disabilities are supported well and are engaged during rhymes and story time. They confidently respond to questions and enjoy a wide range of stories and songs. Outdoor learning is rich and purposeful. Children spend long periods of time being creative and imaginative in the mud kitchen and playhouse. They also learn how to care for animals and plants. Feeding the guinea pigs, watering the garden plants and planting and tending to vegetables are part of the daily routine. These experiences help children develop a comprehensive understanding of the natural world.

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

The childminder values the input from the families she supports. Parents are encouraged to share home learning experiences and celebrate key moments of their children's development. Parents comment on the excellent communication and support given. This is evident in the high attendance and progress of the children that attend this setting since they started. The childminder also creatively celebrates the children's differences and uniqueness, for example, by learning key words in their home language and purchasing special resources for them to explore.

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Next steps

The childminder should improve the outcomes for children with special educational needs and/or disabilities through pursuing specific training tailored to their individual needs. The childminder should strengthen her practice further by collaborating with other settings more consistently to support the best possible outcomes of all children that attend.

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About this inspection

The inspector spoke with the childminder, children, parents and carers 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 : 07:30 - 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

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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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