Broad, Katie Alice

Childminder

Unique reference number (URN): 2795979 Registered with Ofsted: 31/07/2024 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's progress is typical for their age and stage of development. They develop a love of books and reading from a young age. Children access books independently and enjoy snuggling up with the childminder to listen to their favourite story. They repeat words from the book so that they can practise their growing vocabulary, although this is not always consistent. Overall, children concentrate when accessing the well-planned activities. Younger children enjoy learning through their senses. For example, they scoop different coloured pasta into bowls, trying to match the colours.

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Achievement Expected standard

Children spend lots of time out in their local area. They meet and socialise with a wide range of people, including those with disabilities. This helps them to learn about the wider world and feel part of the community in which they live. Generally, children build on what they know and can do. They are well prepared to achieve their next steps for learning, including school.

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Behaviour, attitudes and establishing routines Expected standard

The nurturing childminder has established a positive environment in which children feel valued and welcome. This helps children to build effective relationships with her. For example, when children tire, they approach the childminder for comfort and cuddles. She is responsive to children's needs and adapts the daily routine so that they can sleep and receive the rest that they need. Children are friendly and polite. They say 'please' and 'thank you' without prompt. They receive lots of praise from the childminder, who is a positive role model for children.

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Behaviour, attitudes and establishing routines Expected standard

Children understand and follow the routines of the setting. They are aware of the boundaries, which the childminder introduces in an age-appropriate way. When children struggle with their behaviour, the childminder explains about the consequences of their actions. This is done in a way that they can follow for their young age. She shares techniques with parents so that there is a consistent approach for children to manage their behaviour. The childminder also shares information with parents about funding and attendance. Parents and carers appreciate the flexible sessions on offer around their work commitments.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are central to the ethos of this setting. The childminder builds sensitive relationships with the children so that she can meet their individual needs. For example, care routines are adapted in line with children's experiences in the home. Children demonstrate that they feel safe and have a strong sense of belonging in the childminder's home. They explore with confidence and are keen to engage with her in their play. The childminder names children's emotions and helps them to explore feelings through discussion and stories. Children spend time outside every day to receive fresh air and exercise. They learn to keep themselves safe, such as when they climb the small ladder to go down the slide. The childminder works in partnership with parents to find out about weaning and food preferences. She provides nutritious home-cooked food each day for the children and promotes healthy food choices. In the garden, children help tend to the strawberries that

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Children's welfare and wellbeing Expected standard

they have been growing. At snack time, they choose their bowl and attempt to cut their fruit snack. However, at times, the childminder is quick to intervene and help the children. This does not always support children's growing independence skills or develop their resilience when they find something tricky.

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Curriculum and teaching Expected standard

The childminder's curriculum is typically well planned. She aims for children to develop their knowledge and skills across all areas of learning through play. There is a focus on children's physical development, especially their fine motor skills, through sensory exploration. Interactions between the childminder and the children are positive. They enjoy the time that they spend playing with her. She knows the children well and builds their interests into learning opportunities. For example, children use hammers and pipettes to break 'dinosaurs' free of ice. The childminder counts the dinosaurs that need to be rescued, and the children practise their counting skills with her. Mathematical language is typically weaved into children's play.

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Curriculum and teaching Expected standard

The childminder interacts warmly and responsively with children. She initiates conversations with children and encourages them to socialise together. For example, as children play with animals, she explains that a giraffe is tall and has a long neck. She then introduces new vocabulary, such as 'buffalo'. However, on occasion, the childminder uses language such as 'doggy' and 'moo moo' instead of 'dog' and 'cow'. This inconsistency means that children do not always hear the correct pronunciation of words. Despite this, children are developing into confident communicators for their young age.

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Inclusion Expected standard

The childminder has high expectations for all children. She has robust systems in place to identify, assess and meet children's needs. Before children start, the childminder finds out about children's prior abilities and interests from their parents. She typically uses this information alongside her own observations of children to identify where children need any additional support. If she identifies any gaps in their learning, the childminder focuses on these with small targeted next steps. For example, when children need support with their behaviour, she uses 'Now and Next' boards as a visual aid. Children use basic sign language when they are young to help them communicate. This means that they do not become frustrated and can convey their needs.

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Inclusion Expected standard

The childminder demonstrates a clear understanding of how and when to engage the support of external agencies. For example, she seeks advice from health visitors and refers parents to speech and language services. The childminder puts appropriate strategies in place to support children when they need this. She makes adjustments to remove any barriers to learning so that every child can succeed.

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Leadership and governance Expected standard

The childminder has established friendly but professional partnerships with parents. She shares information daily about the children's care routines, achievements and learning. Parents value the end-of-term updates about their children's progress and next steps. They speak highly of the childminder and the support they and their children receive. For example, the childminder has shared information about how to support early communication and language development. Children benefit from this collaborative approach, which provides consistency in their care and learning.

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Leadership and governance Expected standard

The childminder demonstrates a commitment to her professional development. She reflects on her practice, which helps her to identify areas for improvement. For instance, the childminder has recently extended her knowledge about how to support children's behaviour. This has helped her to introduce age-appropriate strategies for the children and help them to regulate their emotions. As a result, generally, she provides a calm and consistent environment for children to develop positive and friendly behaviours.

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Leadership and governance Expected standard

The childminder receives support from the local authority so that she can keep up to date with changes to legislation and good practice. She has reviewed healthy eating guidance and adapted the food that she provides. Children eat plenty of fruit and nutritious meals. The childminder reflects that she would like to learn Makaton. This is to support children even further with their communication and language development. The childminder takes all decisions in the best interests of children. She manages her workloads well and has established effective ways to manage her time so she can meet the needs of the children in her care.

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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, comfortable and confident in the care of the childminder. She has a calm and warm manner with the children. This helps children feel safe and form positive attachments with her. From the onset, the childminder takes time to get to know children well. Settling-in sessions are bespoke for each child and family. This means that when children start, they settle with ease and are keen to come in to play each day. The childminder uses her knowledge of how young children learn to observe what they can do and what they need to learn next. She sets small and achievable targets for each child so that they make continual progress. This information is shared with parents to create a collaborative approach to children's learning. This also means that the childminder can notice when children need more support. She works in partnership with other professionals to put strategies in place and close gaps in children's learning.

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

The childminder builds a sequenced curriculum based on children's individual interests. For example, when children show a fascination in farm animals, they walk to a local pond to feed the ducks. As children learn to walk, they visit soft-play centres so they can practice their new skills in a safe environment. The childminder weaves language, mathematics and physical development into activities on offer. As children listen to stories about dinosaurs, they count how many they can see before they help to 'rescue' them from ice. The careful balance of adult-led activities and free play helps children to engage in their learning for long periods of time, considering their young age. Children are learning to make choices and decide what they would like to do.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 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 enhance the language that she uses so that children consistently hear the correct pronunciation of words to extend their language development even further. The childminder should enrich daily routines to consistently allow children to practise their independence before providing support so that they learn to do things for themselves.

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About this inspection

The inspector spoke with the childminder, children and family members and read reviews from parents during the inspection.

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About this inspection

We carried out this inspection on the 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 28 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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