Reynolds, Charlotte Emily

Childminder

Unique reference number (URN): 2792709 Registered with Ofsted: 02/07/2024 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

Behaviour, attitudes and establishing routines Strong standard

Children behave well and benefit from calm, well-established routines. The childminder sets clear expectations for kindness, cooperation and respect, and children respond positively to her consistent approach. Through the day, children were settled, knew what was expected and responded well to prompts. Older children are supported well to manage frustration, use emotional language and re-engage positively. The childminder's approach is clear and fair, helping children to understand what is expected of them and to behave positively.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder helps children to recognise and talk about feelings, including through stories and visual prompts. For example, children confidently identified emotional 'colours' for themselves and for others. She uses this well to help children understand emotions and talk about how they feel. Children are also encouraged to take part in routines such as tidying away, dressing and handwashing, which helps them to understand expectations and play their part in the day. Positive reinforcement is used well to encourage cooperation and build confidence.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder understands children's different ages, stages and temperaments, and adapts her tone, expectations and support accordingly. Children benefit from a positive atmosphere, familiar routines and strong emotional support that help them to take part with confidence and build increasingly positive attitudes to learning. She also places importance on attendance and continuity and follows up concerns where patterns of absence arise.

p.2

Curriculum and teaching Strong standard

The childminder provides a well-considered curriculum that supports children across a broad age-range. She is clear about what she wants children to learn and uses themes, stories, role play, outdoor play and daily routines purposefully to help children build knowledge and skills over time. Communication, personal, social and emotional development, physical development and early school readiness are given strong priority. This helps children to develop the secure foundations they need for their next stage. The childminder knows the children well and uses what she knows about their interests, development and starting points to adapt activities effectively.

p.2

Curriculum and teaching Strong standard

Teaching is calm, responsive and woven naturally through the day. For example, she uses stories, discussions about feelings, counting, comparison and role play to extend children's learning. In the garden, children used language such as 'big' and 'tall' and counted as they talked about how a crane moved materials and how buildings are made. She also adapts activities so that babies, toddlers and older children can all take part meaningfully. This helps children to remain engaged and included.

p.2

Curriculum and teaching Strong standard

The childminder uses her ongoing knowledge of children to identify next steps and shape what she offers. She makes strong use of routines, familiar interests and close day-to-day observation to plan purposeful experiences that reflect children's individual needs. As a result, children benefit from a curriculum that is thoughtful, meaningful and strongly connected to the stage they are at in their learning and development.

p.2

Achievement Expected standard

Children generally make progress from their starting points. They develop important skills in communication, confidence, independence and self-care through the childminder's day-to- day practice. Babies and toddlers are supported to explore, feed themselves and join in routines. Older children are helped to build emotional language, listening skills and readiness for school. Children learn to name and talk about feelings, and older children use this language to describe how they and others feel.

p.3

Achievement Expected standard

Overall, children who face barriers to learning and/or wellbeing are helped to join in and make progress from their starting points. However, the quality of support is not yet consistent enough to secure strong achievement for all children. At times, children who speak English as an additional language do not benefit from consistently well-embedded support to extend their communication, confidence and participation across the full range of daily experiences.

p.3

Achievement Expected standard

Parents describe children becoming more confident and communicative and developing stronger routines around toileting, eating and managing feelings. Children are prepared appropriately for their next stage through increasing independence, communication and self- care. Progress is strongest in children's personal, social and emotional development, communication and growing independence.

p.3

Inclusion Expected standard

The childminder identifies children who may need extra support and adapts her care and teaching so that all children can take part. She understands children's different starting points, confidence levels, interests and individual needs, and adjusts activities accordingly. For example, she supports babies who are not yet walking so that they can join in alongside older children, including through floor-based play, sensory experiences and everyday routines. She also adapts interactions for quieter children and those who need more reassurance. This helps children to join in fully with the experiences on offer and to take part alongside their peers.

p.3

Inclusion Expected standard

The childminder works closely with parents to help ensure that care and support are consistent. She can talk knowledgeably about children with diagnosed or emerging special educational needs and/or disabilities and understands when children may need additional help. She also works positively with the school and with other professionals to support continuity for children who need extra help. Parents describe the setting as welcoming, nurturing and responsive to children's individual needs. This matches what was seen during the inspection. The childminder makes sensible day-to-day adjustments so that children of different ages, stages and needs can all join in meaningfully.

p.3

Children's welfare and wellbeing Needs attention

While the childminder generally considers children's safety well, she does not have adequately robust arrangements to ensure that her practices evolve in line with changing early years guidance. She does not have a secure understanding of current safe sleeping guidance. Some of her practices do not reflect the advice given to promote children's safety. In addition, the childminder does not always ensure that children are in both sight and hearing while they are eating.

p.4

Children's welfare and wellbeing Needs attention

The childminder knows children's care routines, preferences and individual needs well. A strength of her practice is the way she personalises care and responds thoughtfully to children's day-to-day needs. Hygiene routines are generally well established. Children are supported according to their age and stage of development at mealtimes and in personal care routines. The childminder encourages children's growing independence in areas such as feeding, handwashing and dressing.

p.4

Children's welfare and wellbeing Needs attention

Children's day-to-day care is thoughtful in many respects. For example, nappy changing is carried out respectfully and in a way that protects children's dignity while still enabling the childminder to remain aware of the other children. Children are also helped to learn about personal safety. For instance, when a child tried to drink water gathered on the slide, the childminder responded immediately and redirected her safely. The childminder also adapts care routines to support children's individual needs, including helping children to wake and regulate according to their usual routines.

p.4

Leadership and governance Needs attention

The childminder does not have fully effective procedures to ensure that she is aware of changes to relevant early years guidance and legislation. This impacts on her ability to ensure that she continues to meet all requirements. As a result, she has not identified weaknesses in the arrangements to support children during sleep and mealtimes.

p.4

Leadership and governance Needs attention

The childminder is clearly committed to providing personalised care. She knows the children and their families well and has warm, positive relationships with parents. Parent feedback is positive about communication, reliability and the way the childminder understands children's individual needs. She thinks carefully about what works for the children she cares for and adapts routines and the environment accordingly. She is also mindful of workload and family balance and has made deliberate decisions about how she organises her week. This includes limiting her working days so that she can sustain the quality of care she provides.

p.4

Leadership and governance Needs attention

The childminder understands many of the setting's strengths and can talk honestly about areas she would like to develop further. She uses close day-to-day knowledge of children to shape what she offers and works positively with parents and with the school to help support continuity for children who need extra help. This supports children's routines, wellbeing and participation.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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 are happy, settled and confident in this warm and nurturing home-from-home setting. A real strength is how well the childminder knows the children and personalises their care. She understands their routines, interests and individual needs well. Babies and toddlers explore freely and benefit from calm, responsive care. Older children are supported with language, reassurance and opportunities that help them prepare for their next stage. Children benefit from a setting where the childminder understands them as individuals and adapts her care and interactions accordingly.

p.5

Inspector:

Sharon Kamel Children enjoy positive relationships with the childminder and with one another. The childminder helps them to manage feelings and supports them sensitively according to their age and stage of development. Her warm encouragement helps children to build confidence and self-esteem. Clear expectations, inclusive practice and familiar routines help children to join in and develop increasing independence. Children are encouraged to take part in tidying away, washing hands, dressing and feeding themselves, which helps them become more confident in everyday routines.

p.6

Inspector:

The childminder provides a broad range of experiences that support children's learning and development. Children develop communication, self-care and growing independence through day-to-day routines and play. They benefit from stories, role play, outdoor play and shared experiences that help them to build confidence, language and social understanding. Children also benefit from shared experiences in the garden, including growing vegetables, which helps them learn about the natural world and changes over time. Parent feedback describes children as happy, valued and eager to attend, and this matched what was seen during the inspection.

p.6

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:

p.6

Action Completion Date

ensure children are not left unsupervised while eating or drinking 22/06/2026

p.6

Action Completion Date

review and improve sleep arrangements to ensure that these are in line with current safer sleep guidance. 22/06/2026

p.6

About this inspection

The inspector spoke with children, parents, leaders, practitioners and the special educational needs coordinator during the inspection.

p.6

About this inspection

This inspection was carried out 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.

p.6

About this setting

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

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.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

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.8

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