Fogg, Judith Elaine

Childminder

Unique reference number (URN): 2857458 Registered with Ofsted: 16/09/2025 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 consistently positive progress from their starting points because the childminder plans activities that support their next steps in learning. Children communicate confidently with adults and each other, using a growing range of vocabulary during play and daily routines. For example, during a water play activity, the childminder added sand to the water to change the consistency and encourage children to explore different textures. Children used words such as 'gritty', 'slimy' and 'thick' to describe how the mixture felt. Children are curious and eager to join in with new experiences.

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Achievement Strong standard

Children develop increasing independence in managing their personal needs. Younger children wash their hands independently and confidently choose their own utensils at snack time. Children show good coordination when using outdoor equipment and wheeled toys. Children also develop mathematical understanding through stories. They develop their understanding of numbers, shapes and size while reading mathematical picture books together.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a welcoming and stimulating environment where children develop very positive attitudes towards learning. She provides exciting and enriching experiences that encourage children to be curious, engaged and eager to take part in activities. Children behave exceptionally well and demonstrate kindness and respect towards one another. They happily share resources, care for each other and work together cooperatively, helping to create a warm and highly inclusive environment where every child feels valued and supported. For example, a younger child thoughtfully collected an older child's favourite book so he could enjoy reading it independently. This demonstrates the kindness, respect and strong friendships children develop within the setting.

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Behaviour, attitudes and establishing routines Strong standard

Children are encouraged to become independent in their daily routines. For example, they confidently hang up their coats, put away their shoes after outdoor play and register themselves when they arrive at the setting. These opportunities help children develop responsibility, confidence and a strong sense of belonging within the environment. The childminder consistently encourages children to take pride in their achievements and manage tasks independently where appropriate. Attendance is promoted very effectively, helping children to develop secure routines, strong relationships and consistency in their learning and development. The nurturing environment supports children to feel safe, happy and confident learners.

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Children's welfare and wellbeing Strong standard

The childminder creates a warm, caring environment where children's wellbeing and safety are given high priority. Daily routines are organised well and help children feel secure and confident throughout the day. Children enjoy healthy snacks and meals together, where they are encouraged to use good manners and develop positive social skills. The childminder supports children gently during routines and ensures that their privacy, comfort and emotional needs are respected at all times. The childminder supports children to sleep safely and makes regular checks.

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Children's welfare and wellbeing Strong standard

The childminder understands that every child develops differently and provides care that reflects each child's individual needs. She works closely with parents to maintain consistency between home and the setting, especially during times such as toilet training. Regular discussions with families help to share progress, celebrate achievements and identify ways to support children further. Children are encouraged to try new experiences, including different foods. The childminder positively praises children when they try foods that they have not tried before.

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Children's welfare and wellbeing Strong standard

Children benefit greatly from daily outdoor experiences, including walks and time in the fresh air. These opportunities help children stay active and develop a love of nature. Being outdoors allows children to explore their surroundings, build confidence and develop curiosity about the world around them. They confidently use their ride-on toys and benefit from the range of activities on offer to support their physical development

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Curriculum and teaching Strong standard

The childminder works very effectively to carefully plan and deliver a well-sequenced curriculum that meets the needs of all children in the setting. Activities and learning experiences are thoughtfully designed to provide exciting opportunities for children to develop across all 7 areas of learning. The curriculum is highly inclusive, with high expectations for every child's progress, development and achievements. Activities are planned carefully to build on children's interests and next steps.

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Curriculum and teaching Strong standard

The childminder creates a positive love of books and storytelling for children of all ages. She reads stories with enthusiasm, expression and excitement, which captures children's attention and encourages them to become fully involved. Babies and young children are supported to develop their communication skills through repeating words, copying sounds and joining in with animal noises. Books are carefully included throughout the daily routine, making reading an important and enjoyable part of children's learning and development.

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Curriculum and teaching Strong standard

The childminder also supports children's physical development and independence very effectively. During snack time, children confidently use knives to prepare fruit safely while discussing different tastes, colours and textures. They stay focused and engaged in activities and consistently use good manners at the table. Younger children and babies are encouraged to become independent during mealtimes, with the childminder giving them opportunities to feed themselves using spoons. Her calm guidance and encouragement help children develop confidence, self-help skills and independence in their everyday routines.

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Inclusion Strong standard

The childminder demonstrates a committed approach to creating an inclusive and supportive environment for every child. She regularly monitors children's learning and development, allowing her to clearly identify their next steps and recognise where additional support may be needed. She carefully plans activities and adapts her teaching approaches to help children continue making positive progress from their starting points. Her understanding of local support services and funding opportunities enables her to seek the right help when required. While waiting for professional guidance, she effectively adjusts routines, resources and teaching methods to meet individual needs. For example, she has learned Makaton previously to support children's communication and language development, helping children develop their confidence with signing and learning new words and phrases.

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Inclusion Strong standard

Positive relationships with parents and carers are a key strength of the childminder's practice. She works closely with families and outside professionals when necessary to ensure children receive consistent support. She introduces unfamiliar foods gradually to encourage children to try new experiences at their own pace, while having high expectations of what all children can achieve.

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Leadership and governance Strong standard

The childminder's effective organisation of the setting has a positive impact on children's wellbeing and the smooth running of the setting. She plans activities carefully and ensures that the individual needs of all children in her care are consistently met to a high standard. This helps to create a calm, nurturing and organised environment where children feel safe, secure and valued.

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Leadership and governance Strong standard

The childminder undertakes significant professional development, including training focused on scaffolding children's learning. This strengthens her understanding of how to break tasks into smaller, manageable steps to reduce children's cognitive load and support their learning effectively. As a result, children make consistently positive progress in developing independence and self-care skills, including toilet training, handwashing and managing their personal needs confidently.

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Leadership and governance Strong standard

Parents speak very highly of the childminder and value the highly effective partnerships she builds with families. They appreciate the ongoing support and guidance she provides regarding children's learning and development, including practical ideas that help them continue supporting their children at home. Communication with parents is effective and consistent, helping to ensure continuity in children's care and learning.

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Leadership and governance Strong standard

The childminder demonstrates an excellent understanding of the setting's vision and aspirations. She undertakes training to ensure that the curriculum remains ambitious, purposeful and centred around what children need to learn and develop. This helps children to develop the skills, confidence and enthusiasm for learning needed to transition effectively to school.

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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 settle happily in this warm and friendly childminding setting where they feel safe, confident and excited to explore. Children eagerly gather around the water play activity, enjoying opportunities to investigate and learn through hands-on experiences. They carefully wash their toy cars using sponges and cloths, squeezing the water through their fingers and strengthening their physical skills and hand–eye coordination. Children laugh and smile as they move freely around the activity, becoming fully engaged in their play.

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About this setting

Younger babies observe the activity closely, watching the older children with curiosity and interest.

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About this setting

The childminder supports the children's learning by introducing new words, ideas and experiences throughout the activity. The children listen carefully as they learn how a dam can stop the water from flowing, helping them develop their understanding of the world around them. They become fascinated by the movement of the water and begin testing their own ideas and predictions. The childminder models how to make marks and patterns in the wet sand, and the children eagerly copy her actions, creating circles, swirls and lines with excitement and concentration. This helps to develop children's fine motor skills and strengthens their hand–eye coordination.

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About this setting

Children use their imagination to extend their play and think creatively about what other resources they could bring into the experience. They confidently share ideas with one another and enjoy playing cooperatively together. Babies continue to observe carefully and begin copying simple actions, smiling as the childminder claps the floating bubbles. The children excitedly describe the bubbles as 'snow', showing their creativity, growing language skills and enjoyment within this nurturing and stimulating environment. Children are keen to attend the setting, and regular attendance is highly promoted.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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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. Unique reference number (URN): 2857458

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 16:30,Friday : 07:30 - 16:00

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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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