McGowan, Lisa Claire

Childminder

Unique reference number (URN): 2775317 Registered with Ofsted: 14/02/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes a calm, nurturing and highly consistent environment where children clearly understand precise expectations for behaviour and carefully structured routines. Children respond positively to the clear, calm and highly reassuring guidance that the childminder provides. The childminder promotes respect, kindness and cooperation throughout the day in a thoughtful and intentional way, which helps children to feel safe, secure and emotionally confident within the setting.

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Behaviour, attitudes and establishing routines Strong standard

Children develop warm, trusting and highly secure relationships with the childminder and show strong levels of confidence, independence and sustained engagement in daily routines and activities. Children collaborate effectively with one another and demonstrate positive, well-developed social skills for their age. For example, children share toys fairly during play and work together to carefully tidy away activities. Children take turns sweeping and cleaning up spilled rice during sensory play, showing cooperation, responsibility and pride in helping others. Even very young children show patience, awareness and growing self- regulation as they exchange books and wait for their turn during shared activities and mealtimes. Children develop positive attitudes to learning and sustain high levels of concentration and engagement during activities.

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Behaviour, attitudes and establishing routines Strong standard

The childminder considers children's age, stage of development and individual needs carefully and thoughtfully when supporting behaviour and routines. She adapts support precisely and effectively so all children, including those with special educational needs and/or disabilities, can participate successfully alongside their peers. The childminder promotes the importance of regular attendance and punctuality through highly effective partnerships with families and provides practical, supportive guidance that helps children to attend consistently, develop secure routines and sustain positive learning habits.

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Children's welfare and wellbeing Strong standard

The childminder creates a safe, nurturing and highly welcoming environment where children feel secure, valued and emotionally supported. Children build warm, trusting and secure relationships with the childminder and confidently seek reassurance, comfort and support when needed. The childminder understands children's individual routines and care needs carefully and works closely with parents to provide consistent, high-quality care. The childminder supports sleeping, feeding and daily care routines in line with children's stages of development and family preferences, ensuring these are delivered in a calm, responsive and well-considered way.

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Children's welfare and wellbeing Strong standard

The childminder supports children to develop a secure sense of emotional well-being through calm, consistent and highly responsive interactions. Children begin to recognise, express and manage their emotions with increasing confidence through reassurance, modelling and gentle, thoughtful guidance. Children develop confidence and independence as they complete simple self-care tasks, follow well-established routines and make independent choices during play. The childminder supports children's physical development through carefully planned outdoor play and movement experiences that build coordination, strength and confidence.

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Expected standard

The childminder promotes children's health, safety and wellbeing through effective hygiene routines and close, vigilant supervision. She carefully prepares and provides healthy, balanced and nutritious meals on site that support children's physical development and wellbeing. Children learn about animals and take responsibility for caring for animals on site, including chickens, sheep, turkeys and quails, which supports their understanding of responsibility and the natural world. Children also care for a growing area and water plants, developing curiosity and respect for living things and early environmental awareness. Children wash and dry their hands and clean their faces after meals as part of consistent daily routines that promote good hygiene habits. Parents consistently provide highly positive feedback about the supportive, nurturing nature of the care and how settled, secure and happy their children feel. The childminder also supports the wider family, recognising the

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Expected standard

impact this has on children's emotional wellbeing. The childminder supports all children, including disadvantaged children and those with special educational needs and/or disabilities through inclusive, carefully considered care that helps every child to feel safe, included and valued.

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Achievement Expected standard

Children in this setting develop age-appropriate knowledge and skills across all areas of learning and development. Children communicate confidently during play and daily routines and use growing vocabulary to express their needs, interests and ideas. They listen to stories with interest and develop early mathematical understanding through counting, sorting and practical experiences. Children develop independence and confidence through daily routines and play. They manage simple self-care tasks, take turns and follow familiar routines. Children develop physical skills through outdoor play and experiences that build coordination, control and confidence. They develop the knowledge, confidence and social skills they need for their next stage of learning. Children benefit from effective transitions to school and pre-school through open communication and strong partnerships with local pre- schools and schools.

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Achievement Expected standard

Children, including disadvantaged children and those with special educational needs and/or disabilities, participate in activities alongside their peers and make progress from their starting points. Children benefit from support that includes partnership working with other professionals where needed. However, some children do not make rapid progress because gaps in learning are not identified swiftly when delays first emerge.

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Curriculum and teaching Expected standard

The childminder provides a varied and balanced curriculum focusing on outdoor learning and communication skills. She plans learning using children's interests and individual next steps to guide provision and plan age-appropriate learning activities that are based around topics that interest them. The childminder has high expectations for all the children. She supports language and communication through regular interactions, story time and shared experiences. The childminder introduces and repeats vocabulary to build children's understanding, showing high-quality interactions and understanding of how children develop early language skills. She is aware that all interactions are learning opportunities and consistently supports children skilfully in their play. The childminder extends early mathematical knowledge through practical activities such as counting, sorting and comparing in everyday routines. She prioritises physical development through daily

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Curriculum and teaching Expected standard

experiences, such as climbing equipment outside, that build confidence and independence.

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Curriculum and teaching Expected standard

The childminder reviews the quality of the curriculum and teaching through ongoing observation, assessment and reflection on children's learning. She uses this understanding to identify what works well and to make changes that improve children's experiences over time. The childminder adapts activities, routines and interactions to strengthen outcomes and ensure children build knowledge and skills across all areas of learning. She uses assessment effectively to understand what children know and what they need to learn next. However, she does not always identify gaps in learning swiftly enough, and she does not consistently take prompt action when children begin to fall behind. This can delay highly effective intervention and slow the progress some children make.

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Inclusion Expected standard

The childminder identifies children's needs through close observation, ongoing assessment and regular communication with parents and other settings. She uses this information to understand what children know, can do and need to learn next. Activities, routines and interactions are adapted to help children access learning and make progress from their starting points. However, when children, including those with special educational needs and/or disabilities (SEND), begin to fall behind expected milestones, the childminder does not always implement support swiftly enough using her own professional judgement. At times, she waits for guidance from external professionals before introducing targeted strategies. This can delay timely intervention and may slow progress for some children, particularly those with SEND.

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Inclusion Expected standard

The childminder reduces barriers to learning and wellbeing through inclusive practice and adapts expectations, resources and support so children take part in daily activities, including outdoor learning, stories, routines and trips. The childminder supports all children through calm and consistent care that helps them to feel secure and included. The childminder has not had any children who have additional funding, but she shows awareness of how to support if needed.

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Inclusion Expected standard

The childminder tracks children's progress through ongoing assessment and regular reviews of observations. The childminder uses this information to change provision when needed. She works with parents to share information and plan support. The childminder knows how to provide a safe and stable environment for all children and how to share information with relevant professionals when needed.

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Leadership and governance Expected standard

The childminder provides stable and consistent leadership that ensures children experience a safe and nurturing setting. She sets clear expectations for care, learning and behaviour and maintains a consistent approach that supports children's security and engagement. The childminder demonstrates secure oversight of the provision through ongoing reflection and review of practice. She identifies strengths in relationships with parents and children, outdoor learning and communication development and uses this understanding to maintain quality. However, she does not always develop a clear enough understanding of priorities for improvement or the reasons behind them, so actions do not consistently link to how they improve children's learning and development outcomes.

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Leadership and governance Expected standard

The childminder engages in regular professional development to improve knowledge and practice, including training in child development, safeguarding and inclusive practice, and she applies this learning in daily work. She builds positive relationships with parents and values their views through regular communication and detailed feedback. The childminder also works with local pre-school settings and the wider community to support continuity in children's learning and smooth transitions. The childminder makes decisions that prioritise children's needs, including children with special educational needs and/or disabilities. She shows awareness of how to support disadvantaged children, children known or previously known to children's social care, and those facing other barriers to learning and wellbeing.

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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 arrive to a calm, welcoming home-based setting where the childminder greets them warmly and supports them to settle into familiar routines. All children build secure relationships with the childminder and show confidence as they seek reassurance, share experiences and engage in play. They move between activities with growing independence, showing they feel safe and settled throughout the day.

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

Children access a curriculum that covers all areas of learning, and the childminder adapts it to their individual stages of development. Children enjoy regular access to books, which the childminder places within easy reach to promote interest and engagement. Children listen to stories and talk about what they see and hear, and the childminder extends their vocabulary through consistent interactions. Children develop early mathematical understanding through practical activities embedded in daily routines.

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

Children behave well and respond to clear and consistent expectations. The childminder creates a calm environment that supports children to regulate their behaviour. Children learn to take turns and share resources, including during mealtimes where they exchange books and wait for their turn. Children begin to develop early skills to focus, listen and follow routines. Children develop independence as they put on shoes and complete simple self- care tasks with support. Children follow hygiene routines and wash their hands regularly. The childminder promotes safety through close supervision and careful risk management, including during outdoor learning and animal interactions. Children benefit from strong partnerships with parents and pre-schools, supporting continuity in learning. Children with special educational needs and/or disabilities access activities and receive appropriate support to participate and make progress alongside their peers.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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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Next steps

The childminder should use professional judgement to provide timely support when children fall behind, ensuring early intervention helps children continue to make progress. The childminder should develop a clearer understanding of priorities for improvement and consistently link these to how actions improve children's learning and development outcomes.

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About this inspection

The inspector spoke with the childminder, parents 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 the statutory framework for children's learning, development and care, known as the early years foundation stage. This data is from 20 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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