Carson, Harriet Alice

Childminder

Unique reference number (URN): 2841304 Registered with Ofsted: 19/08/2025 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 Needs attention

Progress in personal, social and emotional development varies. Some children are still developing resilience and are learning how to build relationships with others. They are beginning to recognise and express their feelings, but do not always receive the support they need to do this confidently. Less-confident children sometimes hesitate to join in and do not always get the gentle guidance that would help them to feel more included.

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Achievement Needs attention

Children develop some skills and knowledge that prepare them well for future learning. They make notable progress in communication and physical development. They are confident and articulate talkers who use a wide range of vocabulary and enjoy conversations during play. Some children are confident enough to lead group activities, for example, greeting their friends with a 'good morning' through familiar songs. They develop strength and coordination through outdoor play and using climbing equipment. Children develop independence, for example when they prepare their sandwiches and manage their own clothing. Children develop a sense of responsibility and are keen to help. For example, they tidy the line of wellington boots without prompts, and offer to help the childminder carry toys and clean up.

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Behaviour, attitudes and establishing routines Needs attention

The childminder's boundaries for children's behaviour are not always clear, and expectations are sometimes inconsistent. She often asks children questions rather than instructing them, which leads to confusion about what is expected. When minor conflicts happen, the childminder does not always follow up with explanations or guidance that would help children understand how to manage these. Routines are, at times, disorganised, and children are unsure what will happen next. They become unsettled during transitions, and move away from activities when they need to wait too long or lose interest.

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Behaviour, attitudes and establishing routines Needs attention

Children do enjoy warm interactions and respond well to the childminder's consistent praise. They show responsibility, for example when they enjoy collecting litter at the park and helping with small tasks. Children engage positively during outdoor play and show curiosity in nature. They show positive attitudes to learning when activities interest them. For example, children show great focus when lining up textured tiles on the floor to make a pattern, and they concentrate hard to build a tower that does not wobble. They show pride when they complete small tasks and enjoy being given responsibility. Generally, children respond well to gentle encouragement and are eager to please.

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Children's welfare and wellbeing Needs attention

The childminder does not consistently teach children ways to keep themselves safe. For example, when they stand on chairs and run indoors causing them to clash with others or tumble, she does not consistently guide them towards safer choices or provide clear boundaries that help them stay safe. When children become unsettled, for example when routines are not calm or organised well, they do not always receive the support they need to cope with these experiences and manage their feelings. Children do show trust in the childminder and show that they feel happy, confident and safe in her care. For example, they climb eagerly onto her lap to share a book. The childminder is kind to children, and her gentle manner puts them at ease. She wants the very best for the children in her care.

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Children's welfare and wellbeing Needs attention

The childminder provides children with healthy, nutritious meals and prepares them mindfully, in line with safe eating guidance. Children develop healthy habits, such as washing their hands, that help to promote their good health. The childminder ensures that children get daily fresh air and exercise, for example on walks in the local area and visits to the playground.

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Curriculum and teaching Needs attention

The curriculum for personal, social and emotional development is less effective than for other areas of learning. The childminder does not consistently support children to develop self-control, make friendships or build resilience. Some children are unsure how to join in with others and do not always receive guidance that helps them take turns or manage small disagreements. Opportunities to help children to recognise and manage their feelings are not yet developed. Children become unsettled when routines are unclear or disorganised. They do not experience the calm, predictable environment they need to develop confidence in managing their emotions. While children enjoy their learning, sometimes they disengage when activities are less well organised. At times, when routines do not run smoothly, children become restless, which interrupts their learning.

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Curriculum and teaching Needs attention

The childminder adjusts her learning plans depending on the weather, children's interests or what they need to learn next. Her focus is on helping children become happy, healthy, confident and ready to learn what comes next. She introduces early literacy and numeracy in practical ways and focuses on whether children have secure skills and knowledge before offering new challenges. Most areas of learning are, generally, well sequenced and help children to build on their abilities.

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Curriculum and teaching Needs attention

The childminder prioritises 'guided independence', and she builds this into everyday routines. For example, she encourages children to wash their own dishes and take responsibility for small tasks. She models language clearly during stories and conversations, which strengthens the communication element of the curriculum. She generally gives close attention to children and typically supports their play effectively, for example when helping children to build a tower and count the bricks.

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Inclusion Needs attention

The childminder is developing her approach to responding to children's individual needs. Some children who find routines difficult do not yet receive the level of targeted support that would help them to feel fully secure. Children who become overwhelmed are not always given adaptations that would help them settle more easily. Planned approaches to emotional regulation and positive behaviour are still developing. This means inclusive practice is not as effective as it could be, and some barriers to learning remain.

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Inclusion Needs attention

The childminder recognises when children do not join in and offers alternative play opportunities to help them to feel part of the group. She is aware that family circumstances, such as the number of siblings at home, can affect how children learn. She is sensitive to this when supporting their participation. The childminder notices that some children are more active learners and offers plenty of time outdoors, where they can explore and engage in ways that suit them. The childminder reflects on the challenges she faces and is open about wanting to strengthen her understanding of how to reduce barriers to learning. She is committed to improving how she identifies and supports children who may need support beyond the usual curriculum.

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Leadership and governance Needs attention

The childminder typically reflects on her practice and thinks carefully about the care she provides. Her provision has grown quickly since her registration, and she recognises that this has brought some pressures for her. She identifies a need to strengthen her skills in supporting children's behaviour and emotional wellbeing and is open about the areas where she feels less confident. She has accessed some professional development to help her build her practice, but this has not been focused well enough on the aspects she finds more difficult. She is keen to continue developing her knowledge so that she can offer children consistently high-quality experiences.

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Leadership and governance Needs attention

The childminder is committed to providing the best possible care and education for young children. Her diligent approach helps her to maintain a secure understanding of all legal requirements, and she keeps her safeguarding knowledge up to date. She knows where to seek help for families if any welfare concerns arise and understands the importance of acting promptly to keep children safe.

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Leadership and governance Needs attention

Partnerships with parents are well established. The childminder shares plenty of information with them, and they are extremely happy with the care and learning experiences their children receive. She provides steady support for any assistants who work with her and ensures that their workload is manageable, including giving them time to work towards qualifications.

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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 do not always experience clear routines or consistent expectations, which sometimes affects their behaviour, confidence and sense of security. They are not supported as well as possible to learn simple boundaries or to understand ways to keep themselves safe. Some children face barriers to their learning, such as needing more support to feel settled. These children who, at times, find it difficult to manage their feelings, would benefit from more considered support to help them to develop their emotional understanding and coping skills.

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

Overall, children are keen learners who make progress in all areas of learning, although their progress in personal, social and emotional development is more varied. Greater focus on this area of learning would help children to further develop their resilience, relationships with others and to manage their feelings more effectively. Children achieve very well in their language skills and are confident communicators who chat readily with adults and children during their play. Children very much enjoy outdoor learning and explore nature with curiosity. They eagerly collect sticks and flowers on a walk through the park to make pictures on cards the childminder has prepared. They show a sense of responsibility when they offer to help the childminder to set up activities and tidy the room. Generally, children build well on what they already know and can do, and develop the skills that will support them well

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

Children are very happy here. They enjoy warm interactions with the childminder and respond well to her consistent praise and encouragement. They benefit from a consistent approach when the childminder works closely with parents. For example, she meets with

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About this setting

them to discuss ways to work together when issues arise. Parents feel very well informed and commend the childminder for her dedication and support.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

strengthen expectations for behaviour so that children receive clear, consistent guidance that helps them to stay settled, focused and able to keep themselves safe 31/05/2026

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Action Completion Date

identify children who need more than the usual curriculum and provide targeted support so that barriers to learning are reduced or removed 31/05/2026

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Action Completion Date

develop the curriculum for personal, social and emotional development to help children to develop more confidence in managing their feelings and behaviour 31/05/2026

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Action Completion Date

establish well-organised routines that better support children's sense of security and engagement in learning 31/05/2026

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About this inspection

The inspector spoke with the childminder, an assistant 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. Unique reference number (URN): 2841304

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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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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