Cartwright, Emily

Childminder

Unique reference number (URN): 2826708 Registered with Ofsted: 06/03/2025 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

All children, including those with special educational needs and/or disabilities, make excellent progress from their starting points. They have abundant opportunities to engage in activities that reflect their interests. Children demonstrate confidence in their emerging communication and language as they learn to communicate using sign language. Children are well supported and show high levels of confidence in group activities.

p.2

Achievement Strong standard

Children explore the outdoors and learn to become independent from an early age. They use their imaginations in group play as they create dough, adding ingredients and mixing them together. Children develop their fine motor skills as they mix in more water and knead in flour. This helps them to develop their critical thinking skills as they problem-solve in their play. Children explore their physical abilities as they kick footballs. They develop their coordination and strength as they learn to ride balance bikes. Children delight as they mix water in the outdoor kitchen, where they explore twisting taps and squeezing spray bottles to develop the strength in their hands. Children are well prepared for their next stage in learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder provides an inclusive and nurturing environment. Children respond well to the high expectations the childminder sets. The childminder acts as an exemplary role model, demonstrating a kind attitude, manners and respect. This supports children to develop positive behaviour.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children who are not yet confident communicators use images and signs to express themselves. This helps those who face barriers in communication fully participate. Children develop meaningful friendships. The play and work together, offering help to one another. During activities, children regularly check in with the childminder if they need support. The childminder is always on hand which helps children feel secure and confident.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has clear communication methods with children and families. She has robust procedures in place to ensure that children's attendance is a priority and followed up promptly. There are clear expectations for punctuality, so children attend her provision consistently and settle well into her nurturing home. This helps children to establish positive routines and experiences in their early learning.

p.2

Children's welfare and wellbeing Strong standard

The childminder works closely with parents to ensure that children feel settled and secure. She has established an inclusive environment for children that considers their individual needs, including those with special educational needs and/or disabilities. The childminder gains information about children's care routines at home. This helps children to receive targeted support from the childminder. Children develop their physical skills and strength in various ways. The childminder provides children with opportunities to explore the outdoors. For instance, children climb, run and ride bikes in the garden area. The childminder plans an abundance of outings in the local community. She recognises that nature is important to children's experiences, contributing positively to their health and wellbeing.

p.2

Children's welfare and wellbeing Strong standard

The childminder teaches children the positive impact of hydration. Children learn about the importance of drinking water regularly and how exercise helps them. Children have opportunities to prepare their own snacks and meals with guidance from the childminder. Children develop positive attitudes to their learning and development and build on their independence skills.

p.3

Curriculum and teaching Strong standard

The childminder provides a broad and well-sequenced curriculum for all children. She plans her curriculum to engage children in learning following their interests. Communication and language development are prioritised throughout. The childminder introduces new words to children as she narrates their play. Children benefit from high quality interactions that contribute to their growing vocabularies. The childminder teaches children how to show a love for and interest in reading storybooks. Children engage with props, that help to guide a story about emotions. Children extend their thinking and have opportunities to copy faces relating to feeling and emotions. They express excitement as they laugh at the expressions the childminder demonstrates. She helps children to learn about their emotions.

p.3

Curriculum and teaching Strong standard

The childminder adapts teaching for all children and removes barriers to their learning in age-appropriate ways. She has high expectations for all children and uses clear language to introduce early mathematical concepts, such as numbers, shape and measure. The childminder is responsive to children's ideas and gives them time to think and respond. For example, children make links between adding 'more' flour to a dough mixture and it becoming 'less' sticky. This helps children to make comparisons, learn about cause and effect and become confident communicators.

p.3

Inclusion Strong standard

The childminder knows children and families extremely well. She offers a highly inclusive environment for children that considers their individual needs. The childminder collects detailed information from parents about children's needs and their development. She uses this to create supportive plans from their starting points. Alongside this, the childminder uses her observations to assess what children know and can do. This ensures support is specifically targeted for individual children, including those with special educational needs and/or disabilities.

p.3

Inclusion Strong standard

The childminder closely monitors the progress children are making and makes adaptations to remove barriers to their learning. For example, she teaches children to use sign language to express their needs. This helps those who struggle with spoken language to communicate. All children feel included and participate fully in learning. The childminder communicates daily with parents and has established close and respectful partnerships. She has fostered effective partnerships with other professionals. Children benefit from a multi-agency approach to their learning and development. The childminder demonstrates a secure knowledge of how to support children who may be disadvantaged.

p.3

Leadership and governance Strong standard

The childminder reflects on her provision and creates focused improvement plans. She is committed to her professional development. The childminder prioritises regular training to ensure that she makes the very best decisions based on children's interests to reduce barriers in their learning.

p.4

Leadership and governance Strong standard

The childminder has established supportive partnerships with parents, and they are impressed by the level of care their children receive. Parents praise the levels of effort made to communicate with them. The childminder supports parents with child development topics such as sleep and nutrition. This meaningful support ensures there is a consistent approach to learning. The childminder sensitively manages children's individual needs and makes flexible adaptations to prioritise their learning. When parents have concerns about children's progress and development, the childminder supports them to swiftly close gaps in their learning.

p.4

Leadership and governance Strong standard

The childminder makes strategic plans to support children's development. She expertly signposts parents to useful information. For example, the childminder shares information on safe sleeping, nutrition and online safety to help parents support their children from home. This helps to connect children's learning and give targeted support. The childminder continues to develop her provision and provide the best possible experiences to children. She is passionate about extending her learning and plans to undertake further projects to develop her knowledge and understanding even further.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children benefit from a nurturing and exciting learning environment. They are welcomed enthusiastically, this helps them to feel safe, secure and ready to start their day. Children are calm and inspired to learn. They independently explore the rich variety of resources that the childminder has thoughtfully provided. These appeal to children's interests and are appropriate for their stages of development. Children explore their creativity as they look at books, play imaginatively with small world figures and engage in role play. They show resilience and independence as they solve problems. The childminder supports children to build on what they already know and can do. Children form strong attachments with the attentive childminder. All children receive abundant levels of focused and nurturing care. These supportive relationships enable children to feel safe and valued.

p.5

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

Children are curious and demonstrate continued interest as they engage in well-planned activities. They develop independence and the skills required to move on to the next stage of their learning. For example, they confidently use appropriate knives to cut up bananas. They learn to label their feelings. Children, including those with special educational needs and/or disabilities, make substantial progress from their starting points. Children play alongside their peers happily in the inclusive environment, developing their social skills. Exceptionally positive relationships are well embedded.

p.5

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

Children thrive through well-established routines that ensure children feel safe and secure. The childminder explains what is happening next and gives children warnings about changes to routines. This ensures that all children are well prepared at times of transition. Family input is used to shape experiences for children, for example around trips and menus. Information shared by the childminder helps parents and carers to implement effective procedures at home, such as specific sleep routines. This builds a consistent approach to child development across the home and setting. Children's attendance is promoted effectively through secure partnerships with parents and structured routines and procedures.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 06:00

p.6

Facts and figures used on inspection

The childminder has consistently thoughtful and positive engagement with parents, professionals, other childminders and the local community.

p.6

Next steps

The childminder should sustain self-evaluation processes to ensure continued improvement and high standards. This should focus on creating a transformational impact on the outcomes of children who may face barriers to their learning and/or wellbeing.

p.6

About this inspection

The inspector spoke with the the childminder and children during the inspection. Parents shared their views of the setting.

p.6

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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 .

p.7

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8