Povall, Katy Anne-Marie

Childminder

Unique reference number (URN): 2831379 Registered with Ofsted: 06/04/2025 Registers: EYR

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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 generally achieve well across the areas of learning and development. They communicate confidently, express their ideas and take part in conversations about their play and experiences. Children listen attentively, negotiate with their peers and increasingly explain their thinking. They use their imaginations to recreate familiar experiences, such as serving food in the role play kitchen. Children who experience barriers to their learning or wellbeing are generally supported to make positive progress from their starting points.

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Achievement Expected standard

Children apply their knowledge and experiences during their play. They use construction materials to create representations of familiar places and experiences, such as swimming pools with separate areas for babies and adults. Children communicate their ideas clearly. They use words, such as 'huge' and 'loads' to describe their ideas and explain their thinking to others.

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Achievement Expected standard

Children generally develop the knowledge and skills expected for their age and stage, although opportunities to build further on what they already know are not consistently realised to maximise their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes warm and positive relationships with children. Children are happy, settled and generally engage well in their play and learning. They cooperate with one another, share resources and develop friendships across different age groups. Children demonstrate positive attitudes to learning and show sustained interest in activities that reflect their interests and experiences. Children generally understand expectations for behaviour and respond positively to guidance from the childminder. While they are developing an awareness of sharing and cooperation, the childminder does not consistently use everyday situations to develop children's understanding of fairness and the reasons that underpin expectations. As a result, children do not always develop a deeper understanding of how their actions affect others.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from predictable routines that help them feel secure and ready to learn. The childminder works closely with families to establish routines that support children's wellbeing, attendance and help to overcome barriers to learning. For example, she has adapted arrangements and daily routines to help children settle, participate fully and attend regularly. The childminder helps children learn what is expected of them through familiar daily routines, such as washing their hands before meals, helping to prepare for mealtimes and getting ready for outdoor experiences.

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Children's welfare and wellbeing Expected standard

The childminder generally supports children's wellbeing successfully. Children benefit from care routines that support their physical health and safety. They learn about healthy lifestyles through daily routines, including handwashing, hydration and healthy eating. The childminder works closely with families to understand children's dietary requirements, allergies and food preferences. She plans mealtimes carefully so that children can participate fully alongside their peers while gradually developing their willingness to try a wider range of foods.

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Children's welfare and wellbeing Expected standard

The childminder knows children and their families well and works closely with parents to understand changes that may affect children's wellbeing. She adapts her support in response to children's individual circumstances and provides reassurance and emotional support when needed. As a result, children feel secure, valued and confident to express their feelings and emotions.

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Children's welfare and wellbeing Expected standard

The childminder typically adapts daily routines to reflect children's individual needs. For example, she works with children to develop sleep arrangements that help everyone settle as they need. Older children contribute ideas about how rest times can work for everyone, resulting in a shared quiet time where children listen to stories and relax together before those who need to sleep settle for a rest. The childminder generally helps children to feel included, secure and able to participate confidently alongside their peers.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of what she wants children to learn and places emphasis on developing children's communication and language skills. She uses observations and assessment effectively to identify children's next steps and generally plans experiences that reflect their interests and stage of development.

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Curriculum and teaching Expected standard

Teaching is typically effective. The childminder uses questions, commentary and discussion skilfully during children's play to extend their thinking, language and understanding. She recognises when to join children's play and when to step back, allowing them time to explore their own ideas and develop independence. The childminder encourages children to think, investigate and apply their knowledge through a range of meaningful experiences.

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Curriculum and teaching Expected standard

The childminder adapts teaching and routines appropriately so that all children, including those who face some barriers to learning, can participate fully alongside their peers. Some of her planned adult-directed learning experiences do not provide the same level of engagement or learning as children's self-chosen play. In addition, opportunities to extend learning, particularly in mathematics, are not consistently developed to help children achieve the best possible progress. As a result, children generally make positive progress, although opportunities to deepen learning and build on what children already know are not yet consistently embedded.

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Inclusion Expected standard

The childminder knows children and their families well and works closely with parents to identify and respond to barriers to learning and wellbeing. She uses observations, assessment and discussions with families to understand children's individual circumstances and adapts her practice accordingly. Children who experience changes in their family lives or health needs receive support that helps them remain included in daily experiences alongside their peers. The childminder takes positive action to reduce barriers that may affect children's participation and development. For example, she has worked closely with parents to adapt sleep arrangements so that children can settle, attend regularly and take part fully in the experiences on offer.

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Inclusion Expected standard

The childminder understands the importance of seeking additional support when required. She knows how to access advice from other professionals and how to use the progress check at age two to identify concerns at an early stage. Although no children currently receive additional funding, she understands how funding should be used to meet children's individual needs and reduce barriers to learning and wellbeing. As a result, children are generally well supported to access the same opportunities as their peers and make positive progress from their starting points.

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Leadership and governance Expected standard

The childminder typically reflects on her practice and demonstrates a clear understanding of the children and families she supports. She works closely with parents to identify children's individual needs and responds appropriately when barriers to learning or wellbeing arise. This helps to create an inclusive environment where children are supported to participate fully in daily experiences and routines.

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Leadership and governance Expected standard

Parents speak positively about the childminder's care and communication. They value the detailed information she shares about children's learning and development and appreciate the support she provides during significant changes in children's lives. The childminder maintains positive links with the local community through regular visits to community groups and the library and is developing links with local schools to support children's transitions.

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Leadership and governance Expected standard

The childminder engages in professional development and keeps her knowledge up to date. She generally identifies areas where she wishes to develop her expertise further and accesses training to support this, including developing her understanding of sign language in response to children's interests and experiences within the local community. She understands when additional support may be required and knows how to access advice from other professionals to help meet children's needs.

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Leadership and governance Expected standard

The childminder has a clear vision for her provision and is committed to ongoing improvement. While she reflects on her practice and identifies priorities for development, she has not identified some aspects of practice that can further enhance children's experiences and achievements.

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

Children benefit from warm, nurturing relationships and settle quickly into this welcoming home-from-home environment. They play alongside children of different ages and develop positive social skills as they learn to share, negotiate and cooperate during their play. Children are happy, confident and secure. They arrive happily, separate from their parents with confidence and engage enthusiastically in the experiences available to them. Children attend regularly and benefit from consistent routines because the childminder works closely with families to support their individual needs. Parents value the childminder's care and appreciate the individual attention and support she provides for their children and families.

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

Children enjoy a broad range of experiences both indoors and outdoors. They benefit from the varied opportunities the childminder provides through her well-resourced playroom and large outdoor environment. Children enjoy attending community groups and visiting the local library, which the childminder incorporates into their weekly routine. They become familiar with their local community and develop a love of books and stories.

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

Children benefit from plenty of opportunities to learn outdoors. They explore the natural world through activities, such as planting and growing, creating bug hotels and searching for wildlife. Children develop confidence and physical skills as they climb, balance, transport resources and manage increasing levels of challenge. Children learn to investigate, test their ideas and learn about the world around them.

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

Children who experience barriers to their learning or wellbeing are supported to participate fully alongside their peers. Their individual needs, including dietary requirements and allergies, are understood and considered by the childminder so that they can take part in daily routines and experiences. As a result, children feel included, secure and make positive progress from their starting points.

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Next steps

The childminder should provide more consistent opportunities for children to learn about fairness, cooperation and resolving minor conflicts positively, to further support positive behaviour and relationships. The childminder should recognise where aspects of children's learning that need greater ambition and develop ways to extend learning and achieve the best possible progress.

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About this inspection

The inspector spoke with the childminder, children and parents 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 08:00 - 16:30

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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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6

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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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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