Turton, Claire

Childminder

Unique reference number (URN): 2779950 Registered with Ofsted: 17/06/2024 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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Achievement Expected standard

All children, including those who face barriers to their learning, make progress from their starting points. They are confident, curious and eager to learn. Children typically develop the key skills needed for the next transition in their education.

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Achievement Expected standard

Children develop emotionally and socially. They are kind and warm in their interactions with the childminder and their peers. Children seek out their friends to join in activities and ask each other if they are okay and if they need a cuddle.

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Achievement Expected standard

Babies develop a love of books and enjoy listening to nursery rhymes, which supports their communication and language. Older children recall what happens in their favourite stories and are introduced to new vocabulary, such as cocoon and chrysalis.

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Achievement Expected standard

Children develop effective mathematical skills as they learn to count, name colours and recognise different shapes. They develop their physical skills as they move confidently, running and exploring. They strengthen their fine motor skills and hand–eye coordination through using scoops and large tweezers to pick up objects.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children have a positive attitude to their learning and are keen to join in all activities and routines. They have a good understanding of expected behaviours, such as taking turns and helping to tidy away. For instance, children know when the 'tidy-up' song is played, they tidy away the toys.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is mindful and sensitive of individual family needs and works closely with them to promote regular attendance. She understands how this consistency supports children's learning and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well. They are kind to each other, happily sharing resources and taking turns. Children have effective bonds and relationships with the childminder, her assistants and their peers. This helps them develop a sense of belonging. The childminder gives praise for positive behaviours and uses a calm approach with children. Any minor disagreements children may have are dealt with in a gentle and supportive way. The childminder gives simple and clear instructions to children for them to follow, appropriate for their age and stage of development. The childminder and her assistants praise children for their efforts and achievements. This helps children gain a sense of pride.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of the quality of her curriculum and teaching. The curriculum is typically taught well and is adapted for children who may face barriers to learning or wellbeing. This means all children can access the curriculum.

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Needs attention

Overall, the curriculum is designed across all areas of learning. The childminder and her assistants support children's language development well. They talk to children about their interests and lives outside the setting. The childminder and her assistants ask children questions to extend their thinking and understanding. Furthermore, they frequently share books with children and sing nursery rhymes. Children recall what happens in the story and confidently sing their favourite rhymes aloud. Mathematics is woven meaningfully into everyday experiences, such as counting bowls for snack time, identifying colours and naming shapes.

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Needs attention

Parents receive regular updates about what their children have achieved and information about their next stages of learning. Parents report that their children find the activities fun and interesting and the childminder shares activity ideas to do at home. For instance, parents comment on how their children have recently shown an interest in creative play and enjoy painting activities at home.

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Inclusion Expected standard

The childminder provides a warm, inclusive and welcoming environment where every child is valued as an individual. She works closely with families from the start, taking time to get to know each child, ensuring that she understands their routines, interests and backgrounds so she can meet their needs effectively. This generally allows her to identify any potential barriers to children's learning and take action to minimise them. For example, children who struggle to separate from their carers benefit from carefully planned settling-in sessions. The childminder typically works closely with parents to gradually build on children's time spent at the setting.

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Inclusion Expected standard

Although the childminder currently has no children with special educational needs and/or disabilities on roll, she understands the importance of providing high-quality childcare for all children. She understands how to recognise any additional needs children may have and how to make links with other professional agencies to ensure children get the right support.

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Inclusion Expected standard

Overall, the childminder identifies, assesses and monitors children's progress through regular observation and interactions. This helps to determine what they need to learn and develop next. All children are included in the experiences the childminder provides. She adapts the activities to meet the different ages and stages of each child.

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Children's welfare and wellbeing Needs attention

The childminder has created appropriate policies and procedures to demonstrate that children's welfare is promoted. However, some of these are not implemented well enough to ensure children are kept safe. For example, the childminder does not consistently ensure the premises are kept secure. At these times, unauthorised persons could gain entry, and children could potentially leave unaccompanied. The childminder and her assistants are effective at ensuring that care routines meet the individual needs of the children, including those who face barriers to learning. Children are welcomed into the childminder's provision and settle quickly. The childminder arranges personalised settling-in sessions to meet the needs of each individual child. This helps children to adjust at their own pace and supports their emotional wellbeing.

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Children's welfare and wellbeing Needs attention

The childminder generally promotes children's physical health. She encourages children to follow good hygiene practices, such as washing their hands before eating. In addition, children are provided with drinking water throughout the day, and they have healthy and nutritious meals.

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Children's welfare and wellbeing Needs attention

Overall, the childminder provides a calm and comfortable environment for children who need to rest or sleep. She completes frequent checks on children during their nap times and follows safe sleep procedures well. The childminder works collaboratively with parents to establish safe sleeping at home.

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Leadership and governance Needs attention

The childminder does not consistently ensure the safe management of the premises. For example, there are occasions when the childminder leaves the door of the premises unlocked. This means that an unauthorised person could enter or children could leave the premises unsupervised. Having said this, children are closely supervised by the childminder and her assistants. Therefore, impact on children is minimal.

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Leadership and governance Needs attention

The childminder builds excellent parent partnerships. Parents speak highly of the care she provides for their children. The childminder gathers information on children's starting points and shares children's progress and next steps with parents. She obtains parents' views and opinions through regular discussion and questionnaires. She uses the information gathered to make adaptations to her practice to support children in her care. The childminder offers flexible sessions to support parents with their work schedules and reduce barriers to children's learning.

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Leadership and governance Needs attention

The childminder has not yet considered how to develop relationships with other early years settings that children attend. She recognises the need to further strengthen her methods for sharing information with other professionals. This will support continuity of care for children to help them achieve the best possible outcomes.

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Leadership and governance Needs attention

The childminder works closely with her assistants and manages daily workload through informal discussions. However, the childminder has not implemented an effective supervision programme for her assistants. Supervisions do not focus on targeted professional development. Strengthening supervision and increasing access to high-quality training would enhance the assistants' confidence and capability to improve outcomes for children.

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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

The childminder does not consistently ensure children are safe. The premises are not always made secure, which presents a risk of unauthorised persons entering or children leaving the premises unattended. The childminder and her assistants closely supervise children at all times.

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

Children arrive at the setting happy and confident. From the moment they arrive, children appear comfortable and settled. The youngest children are excited to start their day and separate from their parents with ease. They quickly become involved in the experiences available to them. Children develop warm and trusting relationships with the childminder and her assistants. The relaxed and playful atmosphere helps children feel confident to explore their surroundings.

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

Children take part in adult-led activities that are inspired by seasonal themes, such as spring, where children learn about the life cycle of a butterfly. Children learn that a caterpillar develops a cocoon and then develops into a butterfly. Their vocabulary is widened as they engage in lively discussions about how the caterpillar is feeling and what they are eating.

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

Children behave well. They form secure, trusting relationships with the childminder and her assistants. They are confident and independent when playing alone or with their friends. Children develop positive 'can-do' attitudes. For instance, when children complete jigsaw puzzles, they show real determination and perseverance to keep on trying. Children know that the childminder and her assistants are there to support them and confidently ask for help when needed.

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

Children enjoy their time spent in the childminder's garden. They are provided with various equipment to develop their physical skills, building on their core strength and coordination. For example, children race around on ride-on toys, negotiate their way up steps and down a slide. They giggle when practising hula hooping, wiggling their hips from side to side.

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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:

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Action Completion Date

ensure that the premises are secure so that children cannot leave the premises unsupervised and to prevent unauthorised persons entering the building 26/06/2026

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Action Completion Date

focus assistants' supervision and professional development more precisely on raising the quality of the provision 24/07/2026

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Action Completion Date

build relationships with other settings that children attend, so that information is shared effectively to support children's continuity of care and development 24/07/2026

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About this inspection

The inspector spoke with the childminder, assistants and parents during the inspection.

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About this setting

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

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About this setting

Local authority: Nottinghamshire County Council

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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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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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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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