Freemantle, Daniella

Childminder

Unique reference number (URN): 2748298 Registered with Ofsted: 02/01/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for behaviour. Children benefit from clear and consistent expectations within a caring, inclusive and respectful environment. She promotes kindness, respect and inclusion, helping children to value others and develop positive relationships. As a result, children develop a secure sense of belonging and behave incredibly well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a positive role model and consistently teaches children to share, take turns and show consideration for others. She uses praise, encouragement and age- appropriate strategies to support children's understanding of expectations and positive behaviour. As a result, children respond positively to guidance, move confidently between activities and willingly help to tidy away resources.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses inclusive approaches to behaviour management and routines, adapting her support to meet individual needs and helping all children to participate fully. Routines are clear yet flexible, providing children with a sense of security while supporting their emotional wellbeing. For example, sleep times are adjusted when children show signs of tiredness.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to promote regular attendance and punctuality, helping children to develop positive habits and establish consistent routines that prepare them well for future learning.

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Achievement Expected standard

Children generally make steady progress from their starting points because they have regular opportunities to play, learn and explore. They typically develop key knowledge and skills across the areas of learning. For example, children are beginning to build early communication skills as they copy new words, join in with songs and share their ideas during play. They are beginning to develop an awareness of early mathematical concepts. However, opportunities to further extend and deepen their mathematical understanding are not always consistently available during play and everyday experiences.

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Achievement Expected standard

Children develop their fine motor control as they use tools to make marks in the sand, including circles, zigzags and other early writing patterns. These experiences help to strengthen the small muscles in their hands and support the development of the skills needed for early writing. They also build their physical skills outdoors as they run, balance and ride bikes and scooters, developing their coordination, strength and confidence. Children are beginning to demonstrate positive social skills, including taking turns, sharing resources and playing cooperatively alongside their peers. On the whole, children gain the age- and stage-appropriate skills they need for their next stage of learning.

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Children's welfare and wellbeing Expected standard

The childminder provides a warm, inclusive and nurturing environment where children feel valued. She knows children well and responds sensitively to their individual needs, helping to promote their welfare and emotional wellbeing. As a result, children confidently seek reassurance and support when needed, developing their confidence, resilience and sense of belonging.

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Children's welfare and wellbeing Expected standard

Children benefit from healthy packed lunches provided by their parents. Mealtimes are calm and social, and the childminder promotes safe-eating practices through close supervision and clear guidance. She has a secure understanding of safe-sleep guidance and keeps her knowledge up to date to support children's safety, welfare and wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder teaches children about making healthy choices, including the importance of balancing screen time with activities that support their health, wellbeing and development. Children enjoy daily access to fresh air and plenty of outdoor play in the well-resourced garden, promoting an active and healthy lifestyle. They also learn good hygiene routines, such as washing their hands before eating and after using the toilet. However, the childminder does not consistently promote children's self-care skills. At times, she completes tasks that children could manage independently. This limits opportunities for children to develop their independence and build the skills needed to manage their own personal care and wellbeing.

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Curriculum and teaching Expected standard

Overall, the childminder has an appropriate understanding of her curriculum and how it supports children's learning and development. She typically plans activities that reflect children's ages and stages of development, helping children build knowledge and skills over time. The childminder adapts her teaching to meet children's individual needs and uses her ongoing assessment of their development to identify and plan appropriate next steps in learning.

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Curriculum and teaching Expected standard

The childminder promotes children's communication and language skills well by introducing new vocabulary, modelling clear language and engaging children in meaningful conversations. She reads with enthusiasm and expression, helping to develop children's enjoyment of books and support their early literacy development.

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Curriculum and teaching Expected standard

The childminder supports children's physical development effectively by providing regular opportunities for active play both indoors and outdoors. Children develop their coordination, balance and physical skills through a range of enjoyable activities. She also plans activities that promote children's fine motor development, such as using tweezers to pick up pom- poms. This helps to strengthen the small muscles in their hands and develop the control needed for early writing and self-care tasks.

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Curriculum and teaching Expected standard

The childminder generally promotes children's mathematical understanding through practical, meaningful experiences throughout the day. For example, children explore early mathematical concepts of capacity and measure as they fill, pour and empty containers with dried pasta. However, opportunities to extend children's mathematical learning are not consistently implemented. While the childminder introduces simple mathematical concepts and vocabulary, she does not consistently use questioning or mathematical language to deepen children's understanding further.

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Inclusion Expected standard

The childminder typically creates an inclusive and nurturing environment where children feel safe, valued and confident to participate fully in all aspects of the day. She effectively identifies children's emerging needs through ongoing observations, meaningful interactions during play and regular communication with parents. This enables her to build a thorough understanding of each child's stage of development, strengths and interests, while recognising any factors that may impact their learning, development or wellbeing. As a result, she is able to adapt her practice and provide appropriate support to reduce potential barriers to learning and help children make steady progress from their individual starting points.

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Inclusion Expected standard

There are currently no children with special educational needs and/or disabilities (SEND) attending the setting. However, the childminder demonstrates a secure understanding of how to identify, assess and meet children's emerging needs. She has completed training to develop her knowledge of SEND and understands the procedures for monitoring concerns, making referrals and accessing additional support. The childminder generally recognises the importance of early intervention in reducing barriers to learning, development and wellbeing. She is aware of the need to work closely in partnership with parents and other professionals, including health visitors, speech and language therapists and local authority services, to ensure children receive timely and effective support that enables them to achieve their full potential.

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Leadership and governance Expected standard

The childminder strives to offer children and families the best service and learning experiences. She takes appropriate steps to keep her knowledge up to date by completing relevant training courses and attending webinars to enhance her professional knowledge and practice. The childminder attends local childminder groups to share support and expertise. Overall, she demonstrates a secure awareness of her strengths and areas for development. Through her self-evaluation, she recognises that she would benefit from further professional development in mathematics to strengthen her confidence and support children's early mathematical learning more effectively.

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Leadership and governance Expected standard

The childminder has established friendly but professional partnerships with parents and works closely with them to support children's individual care needs. Robust information is shared during the flexible settling-in sessions. These are individually tailored to meet the family's individual needs. Parents speak highly of the care and education their children receive and value the regular communication, including photographs, videos and personalised feedback about their children's experiences, achievements and next steps. The childminder also shares activity ideas to support learning at home and promote continuity of care. She works closely with parents to provide consistent support for children's personal development, including potty training, helping children to make consistent progress through shared routines and approaches.

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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 enjoy a calm and caring home where they feel safe, secure, and valued. They quickly adapt to routines and play confidently. Children show curiosity and enthusiasm as they explore the carefully planned activities provided by the childminder, engaging independently and alongside their friends. For example, they giggle in delight as they explore posting dried pasta through tubes. This helps to develop their fine motor skills and concentration. Children benefit from the childminder's skilful interactions, which are carefully adapted to meet each child's individual needs. She offers encouragement, models

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Inspector:

Sarah Richards language, asks appropriate questions and allows children time to think and respond. As a result, any emerging barriers to learning or wellbeing are identified and addressed early, enabling children to make steady progress from their individual starting points and develop the skills they need for future learning.

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Inspector:

Children form warm and secure relationships with the childminder and confidently seek comfort and reassurance when needed. They enjoy regular outings within the local community, attending organised groups and meeting a range of children and adults. These experiences help children to develop their social skills, confidence and understanding of the world around them.

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Inspector:

Children learn to be kind, respectful and considerate of others. They are supported to share, take turns and understand how their actions can affect the feelings of their friends. Through sensitive discussions, modelling and everyday experiences, children develop a growing awareness of emotions and are taught simple strategies to help them regulate their feelings, such as taking deep breaths, using calming techniques and talking about how they feel. As a result, children feel valued and secure, develop a positive sense of belonging, and grow in confidence as they build positive relationships with others.

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Inspector:

The childminder talks to parents about the value of consistent attendance and punctuality. She explains that this helps to support children's progress and readiness for school.

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Next steps

The childminder should further promote children's self-care skills by consistently encouraging them to manage their personal needs independently. The childminder should continue to develop her professional knowledge of early mathematics to further enhance opportunities for children to explore number, counting, shape, measure and mathematical language through everyday play and routines.

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About this inspection

The inspector spoke with the childminder 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00,Friday : 07:30 - 17:30

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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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