Gray, Julie Catherine

Childminder

Unique reference number (URN): EY296403 Registered with Ofsted: 10/01/2005 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 rapid progress across all areas of learning from their starting points and develop the knowledge, skills and confidence needed for future learning. Communication and language are a particular strength. Children confidently engage in conversations, ask questions, share their ideas and experiences, and enthusiastically join in with songs, stories and group activities. They use an increasingly broad vocabulary and communicate their thoughts, needs and interests clearly.

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Achievement Strong standard

Children who face barriers to learning and wellbeing, including those with special educational needs and/or disabilities, receive carefully considered support. The childminder identifies children's individual needs and adapts experiences and teaching approaches to help children participate fully and achieve well. As a result, children develop confidence, independence and the skills needed to access learning opportunities successfully alongside their peers.

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Achievement Strong standard

Children demonstrate positive attitudes towards learning. They show curiosity, sustain concentration during activities and persevere when they encounter challenges. Through carefully planned experiences and daily routines, children develop independence, manage age-appropriate self-care tasks and build positive relationships with others.

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Achievement Strong standard

Children are well prepared for their next stage of learning, including school where appropriate. They develop secure foundations in communication and language, early literacy, mathematics and personal development. These foundations help children approach new experiences confidently and continue to build on their knowledge, skills and understanding.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a positive environment where children understand expectations and confidently contribute to daily routines. Children take responsibility for their environment by working together to tidy away resources and supporting tasks such as preparing for snack time. Even the youngest children are encouraged to participate, helping them develop independence, confidence and a strong sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds warm, trusting relationships with children. Children feel emotionally secure and valued, which enables them to confidently share their ideas, engage in conversations and seek support when needed. These relationships help children develop confidence and positive attitudes towards their experiences.

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Behaviour, attitudes and establishing routines Strong standard

The childminder skilfully supports children to collaborate and develop positive relationships with others. Children learn to take turns, share resources and work cooperatively during activities and routines. The childminder uses praise and encouragement effectively to reinforce expectations, helping children develop resilience, self-confidence and consideration for others. The childminder has a secure understanding of children's ages, stages of development and individual circumstances when supporting behaviour and maintaining expectations. She makes thoughtful adaptations where needed to ensure all children, including those with additional needs, participate fully and understand routines and expectations.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate kindness, respect and care towards others. They remain engaged in activities, respond positively to routines and develop increasing independence. The childminder monitors attendance appropriately and understands the importance of regular attendance in supporting children's learning, development and wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder meets children's individual care needs effectively and creates an inclusive environment where all children participate fully in daily routines and activities. She knows children and their families well and adapts her approach thoughtfully to reflect children's individual circumstances, developmental stages and changing needs. As a result, children feel understood, valued and confident within the setting.

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Children's welfare and wellbeing Strong standard

The childminder builds secure and responsive relationships with children. Children feel safe, emotionally secure and valued, enabling them to confidently seek reassurance, share their thoughts and engage positively throughout the day. These relationships support children's confidence, independence and sense of belonging.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's understanding of health, safety and wellbeing through meaningful everyday experiences. For example, she ensures children wear sun cream and hats before outdoor play and explains the importance of staying safe in the sun. She encourages children to drink water regularly, particularly during warmer weather, helping children understand how to make healthy choices and care for their own bodies.

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Children's welfare and wellbeing Strong standard

The childminder supports children's emotional wellbeing through sensitive interactions and effective strategies. She uses conversations and visual prompts to help children recognise, express and manage their feelings, supporting them to develop emotional awareness and increasing independence.

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Children's welfare and wellbeing Strong standard

Daily routines provide valuable opportunities for children to develop independence and understand healthy lifestyles. For example, children cut their own bananas safely under supervision and discuss where different fruits grow and the benefits of healthy foods. The childminder uses these experiences purposefully to extend children's knowledge, vocabulary and self-care skills.

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Children's welfare and wellbeing Strong standard

The childminder maintains high expectations for children's welfare and wellbeing and supports children to develop an understanding of online safety and the safe use of digital technology through age-appropriate discussions and guidance.

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Curriculum and teaching Strong standard

The childminder designs a broad and balanced curriculum that reflects children's interests, developmental needs, and the learning and development requirements of the early years foundation stage. She knows children exceptionally well and uses ongoing assessment, including progress checks, to identify strengths, gaps in learning and appropriate next steps. She uses this information highly effectively to adapt teaching and plan experiences that build on what children already know and can do. For example, she strengthens children's communication and language development through songs, stories and flashcards that are carefully matched to their individual needs, helping children develop confidence and extend their vocabulary.

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Curriculum and teaching Strong standard

The childminder prioritises language development throughout the day. She engages children in meaningful conversations, introduces new vocabulary during play and uses skilled questioning to encourage children to think, explain and share their ideas. For example, during a tower-building activity, she modelled mathematical language such as 'bigger', 'taller' and 'smaller', enabling children to develop early mathematical understanding through purposeful play.

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Curriculum and teaching Strong standard

The curriculum places a clear emphasis on children's physical, personal, social and emotional development. Children access rich opportunities to explore, cooperate and develop independence through daily routines and carefully planned experiences. As a result, children develop confidence, curiosity and the skills they need for their next stage of learning.

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Curriculum and teaching Strong standard

The childminder makes thoughtful adaptations to ensure all children, including those with special educational needs and/or disabilities, access the curriculum fully. Her secure understanding of child development and consistent use of assessment enable her to provide highly personalised experiences that help children make strong progress from their individual starting points and develop the knowledge, skills and confidence needed for future learning.

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Inclusion Strong standard

The childminder creates a highly inclusive environment where children's individual needs are identified promptly and supported effectively. She knows children exceptionally well and uses observations to understand their strengths, interests and emerging needs. She adapts activities thoughtfully to ensure children participate fully and gain the most from their experiences. For example, younger children are provided with resources that match their stage of development, helping them remain highly engaged and develop increasing independence and confidence.

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Inclusion Strong standard

The childminder takes decisive action to reduce barriers to learning and wellbeing. She works closely with parents and external professionals where required and understands how to access additional support and referrals for children with special educational needs and/or disabilities or those learning English as an additional language. She works effectively alongside other agencies, including social workers, to ensure children receive appropriate support and experience a consistent, nurturing approach.

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Inclusion Strong standard

The childminder monitors children's progress closely and reviews the impact of support and adaptations regularly. She values strong partnerships with families and professionals and shares information appropriately to ensure children's needs are understood and met. As a result, children who face barriers to learning and/or wellbeing are fully included in the life of the setting and develop the confidence, independence and skills needed to make strong progress towards their next steps in learning.

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Leadership and governance Strong standard

The childminder demonstrates a clear understanding of the setting's strengths and areas for development. She reflects regularly on her practice and takes appropriate action to improve children's experiences and outcomes. Since the last inspection, she has focused on strengthening communication and interactions with children, which has helped children become more engaged, confident communicators and active participants in their learning.

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Leadership and governance Strong standard

The childminder places children's best interests at the centre of her decision-making. She creates an inclusive environment where children access learning opportunities regardless of their individual circumstances or any barriers they may face. She considers children's needs carefully and adapts provision appropriately to support their participation, development and wellbeing. As a result, children receive support that enables them to feel included, develop confidence and make progress from their individual starting points.

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Leadership and governance Strong standard

The childminder engages in regular professional development to maintain and extend her knowledge. Recent training includes recording children's development, developing children's learning, leading and managing a childminding setting, introduction to early help and raising concerns with parents. She applies this learning to strengthen her practice and improve the quality of experiences provided for children.

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Leadership and governance Strong standard

The childminder completes regular health and safety checks and risk assessments to maintain a safe environment. She works closely with parents and other professionals, sharing information appropriately to support children's learning, development and wellbeing. Through these partnerships, she ensures children's individual needs are understood and supported.

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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 happy, confident and ready to learn. They feel safe, secure and valued within this warm and nurturing environment. The childminder builds highly effective relationships with children, which helps them develop a strong sense of belonging and emotional security. Children consistently show kindness and consideration towards their peers and confidently contribute to daily routines, such as preparing for snack time and tidying away resources. These experiences help children develop independence, responsibility and confidence.

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

Children access a broad and highly engaging range of experiences that reflect their interests and support their development across all areas of learning. They spend significant amounts of time outdoors, where they paint large cardboard boxes, throw beanbags at targets, push shopping trolleys, ride cars, kick balls and engage in imaginative role play. The childminder actively joins children's play and uses skilled interactions to extend their thinking, vocabulary and problem-solving skills. As a result, children remain deeply engaged and develop curiosity, creativity and resilience.

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

Children communicate confidently and enjoy meaningful discussions throughout the day. For example, they enthusiastically recall experiences from home during snack time and join in with songs and rhymes that strengthen their communication, language and mathematical understanding. Children sustain focus for long periods and demonstrate a strong motivation to learn.

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

The childminder knows children exceptionally well and carefully adapts experiences to meet their individual needs and stages of development. Children, including those who may face

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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Facts and figures used on inspection

barriers to learning or wellbeing, participate fully and develop the confidence, independence and skills needed to make a successful transition to their next stage of learning.

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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 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 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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