Kingston, Joanne

Childminder

Unique reference number (URN): 2786735 Registered with Ofsted: 07/06/2024 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 Expected standard

Children typically make appropriate progress from their starting points. They develop a love of books and reading. Children select stories to share and as the childminder reads, they turn the pages, make comments about the illustrations and anticipate what comes next. Children sustain interest and engagement for prolonged periods, building their concentration. Children learn early mathematical concepts. As they play, they learn to count accurately, explore more and less and investigate capacity. Children experience a culturally diverse society. They visit playgroups, parks and the market, meeting different members of the community. In the setting, children find out more about these diverse cultures through books and provision. Children develop respect and understanding of others who may be different to them. Children receive differentiated support to meet their needs, for example, support with speech and language targets. This helps children to be fully prepared for their

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour and attitudes to their learning. Incidents of poor behaviour are few, and where they do occur, the childminder uses behaviour management techniques suited to children's age and stage of development. For example, when supporting turn-taking, the childminder models how to appropriately communicate and distracts younger children with other activities while they wait. Older children learn to take turns with increasing independence, using egg timers for instance. The childminder reinforces positive behaviour with lots of praise.

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Behaviour, attitudes and establishing routines Expected standard

The childminder models respectful communication, which contributes significantly to children's positive behaviours and attitudes. They are keen to engage in play at the setting, and this supports attendance. The warm and trusting relationships that the childminder has with children give them confidence to explore and to seek support from her when they need it. She is calm and positive, allowing children time to think and act. All children have equal opportunities to make choices, and their voices are heard. This helps them to recognise themselves as individuals and develop their autonomy. Children typically develop positive attitudes to their learning and are keen to explore and try out new ideas. When challenges arise, the childminder supports children to build their resilience. For example, when struggling to fit more objects into a container, the childminder supports children with open questioning. This approach generally helps children to reason and think carefully about

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Children's welfare and wellbeing Expected standard

The childminder considers children's welfare from the start. She provides settling-in sessions to develop attachments before children begin attending. The childminder identifies individual needs during these visits and makes plans that support children. Her warm and attentive interactions with children typically help them to settle quickly. She exchanges information daily with families to ensure continuity of care between home and her setting. This enables the childminder to provide personalised care for children to meet their needs. For example, she supports families with weaning.

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Children's welfare and wellbeing Expected standard

The childminder generally considers how care practices meet children's individual needs and promote their welfare. She ensures children learn about personal safety appropriate for their age. For example, she provides children with privacy when changing nappies and teaches older children that their bodies are private. The childminder gives regard to hygiene practices, teaching children to wash their hands after personal care routines, before eating and after being outside. Children learn about healthy eating. Each week, fruit and vegetables are delivered to the setting, and children delight in preparing and tasting them at snack time. The childminder shares information about healthy lunches with parents and carers who provide their children with a packed lunch. Parents report how their children's diet is more varied as a consequence.

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Curriculum and teaching Expected standard

The childminder plans a curriculum focused on preparing children for their next stage of education, including developing their social skills, independence and respect for others. She reflects on the learning experiences she provides and considers their suitability for the children in her care. For example, during visits to the nature area in the park, the childminder provides different mark-making opportunities to reflect children's age and stage of development. However, the childminder does not consistently embed her use of observational assessment into everyday practice to build on what children know and can do even further.

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Curriculum and teaching Expected standard

The childminder prioritises opportunities for children to develop their communication, language and social skills. She visits a library for song time and takes part in group sessions with other childminders, focused on storytelling. This helps to build on children's vocabulary, language and comprehension. The childminder demonstrates knowledge of child development through her interactions with children. She joins children's play and extends their learning through her narrative and comments. She teaches thinking skills through her skilled questioning and thinking aloud with children, using phrases such as, 'I wonder what might happen.' As a result, children learn to sustain their focus for prolonged periods. The childminder takes opportunities to teach early mathematics. For example, while reading 'Five Little Ducks', the childminder uses rubber ducks to model counting with accuracy and to introduce concepts such as more and less. Personalised interactions ensure teaching

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Inclusion Expected standard

The childminder understands the importance of identifying children who may be disadvantaged or face barriers to their learning and/or wellbeing. She knows how to act to reduce any potential barriers. She typically has a thoughtful and tailored approach, providing extra support through teaching and assessing the impact of this. Where more specialist support is needed, she understands the avenues through which she can access this.

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Inclusion Expected standard

When children arrive at the setting, the childminder collects information about them from their parents and carers. This helps the childminder understand what children can do and are interested in so that she can plan appropriate learning experiences. The childminder uses her assessment of children to identify barriers to their learning. For example, the childminder identifies children who may need specialist support with their speech and language development and works closely with parents and other professionals to access this. She continues to work on targets set by specialists and contributes to ongoing assessments of children's progress. This helps to reduce barriers to children's learning.

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Leadership and governance Expected standard

Since her last inspection, the childminder has worked with the local authority to reflect on the suitability of the experiences she offers. She has embarked on professional development and accessed further training. This is helping to develop her knowledge. The childminder has made some improvements to her curriculum to ensure that the experiences she provides typically reflect what children already know and can do and focus on what they need to learn next. She understands the importance of continuing to access opportunities to deepen her understanding of all areas of learning to ensure the curriculum is highly impactful.

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Leadership and governance Expected standard

The childminder takes responsibility for the quality of education for all children, including those with special educational needs and/or disabilities and those who may face barriers to their learning. She makes referrals to specialists to gain support for children to ensure they do not fall behind. The childminder has developed professional working relationships. She works with parents and carers to share information about their children's learning and development. She works with the local authority to gain support and to improve her knowledge. In addition, the childminder meets with other childminders to share ideas and discuss changes to guidance, for example, around safe sleeping procedures.

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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 warmly welcomed into the childminder's home. They develop secure attachments with the childminder and demonstrate that they feel safe in her home-from- home setting. Children arrive with confidence and enthusiasm for the day ahead, quickly engaging in play and exploration. Parents and carers are delighted that children look forward to and enjoy the experiences the childminder provides. This gives them peace of mind when leaving their children, supporting regular attendance.

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

Children's social skills develop well. They engage with the wider community during outings with the childminder, for example, during trips to the market or to multi-generational play sessions at a care home. This helps children to develop their knowledge of the world around them and understand people living within their community. All children, including those who face barriers to their learning, develop a positive sense of self. They make choices that are listened to and, as a result, develop individual likes and dislikes. This helps children understand they are unique and contributes to them feeling supported.

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

Children make progress from their starting points. They learn new vocabulary and the rules of conversation through their interactions with each other and the childminder. Children choose stories to share. They listen to what is being read and respond excitedly, anticipating what might come next. They use resources and actions to engage with the story further, such as creating story sacks for books. This helps all children develop their grasp of language and inspires a love of books. Children enjoy trips to the park, where they develop their physical skills as they climb, slide and run. They practise these skills and learn how to perform them safely, for example, by holding onto the railings to climb carefully then turning around at the top of the slide before sliding down. This contributes to children's confidence and builds their resilience.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:00

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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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Next steps

The childminder should continue to strengthen the use of observational assessment to plan experiences that consistently build on what children know and can do. The childminder should continue to access opportunities to sustain her increasing knowledge of the programmes of learning and refine her curriculum to ensure it is highly impactful.

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About this inspection

The inspector spoke with the childminder, parents, carers and children 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 statutory framework for children's learning, development and care, known as the early years foundation stage. This data is from 15 May 2026

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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. 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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