Jones, Rebecca Amy

Childminder

Unique reference number (URN): 2783098 Registered with Ofsted: 15/10/2024 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 establishes clear, consistent routines and maintains high expectations that help children understand what is expected of them throughout the day. Her nurturing relationships, consistent expectations, and well-established routines help children develop positive attitudes to learning, alongside the confidence, resilience, and social skills they need for the next stage in their education. The childminder creates a calm and organised environment where children feel safe, secure and ready to learn. She teaches children how to share, take turns and treat others with kindness and respect. When minor disagreements arise, she responds promptly and sensitively, using strategies such as sand timers, simple language and signing to help children develop the skills they need to resolve conflicts independently. She adapts her approach to meet children's age and stage of development, ensuring every child can participate successfully. As a result, children behave with

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Behaviour, attitudes and establishing routines Strong standard

consideration, cooperate well during play, share resources and confidently move between familiar routines.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently encourages children to become independent by embedding routines into everyday experiences. She supports children in collecting their belongings, preparing for meals, tidying away resources, and helping their friends. For example, children confidently find their own water bottles and hand bottles to their friends before lunch. She encourages children to think about others by talking about absent friends and modelling empathy and respect. Children persevere with new challenges, celebrate their achievements and encourage one another during play. The childminder understands the importance of developing positive habits for school and follows clear procedures to promote regular attendance and punctuality.

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Children's welfare and wellbeing Strong standard

The childminder puts children's welfare and wellbeing at the centre of her practice. She creates a safe, nurturing and inclusive environment where every child feels valued, secure and supported. The childminder follows robust procedures to promote children's health, safety and emotional security, while adapting care routines to reflect children's individual needs and experiences from home. The childminder works closely with children and families to ensure that children feel settled, understood, and confident in her care. She ensures that all settling sessions are flexible and tailored to the needs of children and families.

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Children's welfare and wellbeing Strong standard

The childminder promotes healthy lifestyles through meaningful daily experiences. She teaches children the importance of personal hygiene as they wash their faces after eating fruit, brush their teeth daily and learn how to care for themselves. Children develop healthy habits as they drink water regularly, wear hats outdoors and confidently help apply sunscreen. The childminder provides balanced and nutritious meals. She creates relaxed mealtimes where children socialise, make choices and develop independence.

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Children's welfare and wellbeing Strong standard

The childminder supports children's emotional development through warm, responsive interactions. She helps children recognise and communicate their feelings using photographs, mirrors, age-appropriate language and sign language to ensure every child can express their needs. The childminder builds secure attachments by continually listening

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Expected standard

carefully to children, offering reassurance and always responding with care and respect. The childminder's consistently caring, supportive and encouraging approach helps develop children's resilience and confidence and builds a secure sense of belonging.

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Inclusion Strong standard

The childminder creates an inclusive environment where every child participates fully and feels valued. She maintains high expectations for all children and adapts teaching, routines and resources so that children with special educational needs and/or disabilities and those experiencing disadvantage learn alongside their peers. She uses assessment and monitoring procedures to identify emerging concerns promptly. The childminder recognises gaps in children's development, such as delays in children's communication and language development, and acts quickly to secure additional support when needed. While waiting for professional involvement, she uses her knowledge and experience to introduce tailored strategies and adapts her approach to ensure children continue making progress. For example, she gives children who find changes between activities challenging extra time and support to help them transition smoothly. She demonstrates a clear understanding of how to

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Inclusion Strong standard

use available funding purposefully to remove barriers to learning and increase children's access to experiences that improve outcomes.

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Inclusion Strong standard

The childminder regularly reviews children's individual targets with families, shares successful teaching strategies and provides personalised resources, including visual communication aids, to promote consistency between home and the setting. Parents describe the childminder as supportive and recognise the progress their children make in communication, social interaction and confidence. These carefully planned adaptations enable all children to access the curriculum successfully and prepare them well for their next stage of learning.

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Achievement Expected standard

Children make expected progress from their starting points, including children with special educational needs and/or disabilities and those experiencing disadvantage. They develop the knowledge, skills and confidence needed for their next stage of learning. Children communicate with increasing confidence and express their ideas, needs and experiences. They sing familiar songs during play, name objects, join conversations and share their thoughts with others. Older children recognise their names, count accurately and develop early literacy and mathematical skills, while younger children build understanding through routines, exploration and practical experiences.

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Achievement Expected standard

Children strengthen their physical development and independence through daily activities. Young children run, climb, negotiate different surfaces, use large equipment such as slides with increasing skill and confidently manage self-care routines. Children develop positive relationships, learn to share, cooperate and take turns. They become confident learners who are ready for the next stage in their learning journey.

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Curriculum and teaching Expected standard

The childminder has designed a broad and well-sequenced curriculum that helps children build knowledge and skills across all areas of learning. She understands what she wants children to learn and plans experiences that build progressively on what children already know and can do. The childminder uses assessment to identify children's next steps and provides learning experiences that support their continued progress. She adapts activities, language and resources to meet the needs of children with special educational needs and/or disabilities and those experiencing barriers to learning. The childminder organises the environment carefully so children of all ages participate fully and access resources independently. For example, she positions sensory activities at a suitable height so babies can explore alongside their peers.

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Curriculum and teaching Expected standard

The childminder typically teaches mathematics, communication and language, and physical development effectively through everyday routines and children's self-chosen play. For example, she encourages children to count objects during stories, models how to use spoons, tongs and sensory materials with increasing control, and introduces new vocabulary through conversations and shared books. The childminder asks questions that encourage children to think and gives them time to respond, helping them remain engaged in their learning. For example, she asks, 'What do you think we need?' when children try to make moulds using only dry oats. However, the childminder does not consistently extend children's learning to the highest level. At times, she misses opportunities to model the correct pronunciation of unfamiliar or mispronounced words and to deepen children's mathematical thinking through further questioning.

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Leadership and governance Expected standard

The childminder generally maintains a clear oversight of her setting, children, families and staff. She typically understands the strengths of her provision and identifies areas where further improvement or support may be needed. The childminder regularly reflects on her practice, attends professional development to keep her knowledge and skills up to date, and uses feedback from parents to improve outcomes for children. She understands the individual needs of children and families who attend and uses this knowledge to provide an inclusive environment. The childminder demonstrates a clear understanding of how to access additional support and funding and how to use this appropriately to reduce barriers and help children achieve.

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Leadership and governance Expected standard

The childminder has established positive partnerships with parents, local preschools, nurseries and other childminders. She regularly communicates with parents, who value the advice and support she provides to help them continue their children's learning at home. The childminder works effectively with other providers to support children's transitions and typically provides wider experiences through local parks, childminder groups, library visits and swimming sessions. These partnerships help promote consistency in children's care, learning and development.

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Leadership and governance Expected standard

The childminder generally supports any assistants she works with through regular discussions, supervision and shared training opportunities. She manages her own and assistants' wellbeing and workload effectively. However, supervision arrangements are not yet fully robust. The childminder does not identify specific areas where any assistants she works with may need support or training to further develop their teaching skills. Strengthening supervision arrangements will help ensure that assistants continually develop their practice and that teaching is consistently high quality.

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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 settle quickly with this warm, welcoming and nurturing childminder who values all children as individuals. She takes time to understand children's interests, routines and family life. Children show they feel safe and secure with the childminder and any assistants she works with. Babies lift their arms for cuddles when they need reassurance, while older children ask the childminder for help, share their ideas and proudly show her what they have achieved. Children confidently choose from a wide range of inviting resources and enjoy learning through purposeful play indoors and outdoors. For example, children chase bubbles in the garden, make gingerbread moulds using oats and water, and investigate different sensory materials. They laugh, concentrate and persevere as they develop the confidence, knowledge and skills needed for the next stage in their learning.

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

Children benefit from a curriculum that covers all areas of learning and reflects their interests and developmental needs. The childminder adapts activities, routines and resources so that children with special educational needs and/or disabilities and those experiencing disadvantage participate fully alongside their peers. Children learn to respect one another, celebrate differences and support each other. Older children willingly help younger children during daily routines and proudly help tidy away resources and clear snack plates.

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

Children understand what the childminder expects of them as they follow consistent routines throughout the day. They independently collect their water bottles, wash their hands, prepare for meals and move confidently between activities. Children behave with consideration towards others, take turns, use polite language and show increasing independence. The childminder works closely with parents to ensure care routines are tailored to each child's needs. She follows clear policies and procedures to promote regular attendance and punctuality to ensure children's welfare and build positive habits for school.

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Next steps

The childminder should strengthen supervision processes to precisely identify where any assistants she works with may need further support of training to ensure consistently high-quality teaching. The childminder should ensure interactions consistently build on children's knowledge and skills to fully extend their learning and to enable them to achieve their full potential.

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About this inspection

The inspector spoke with the childminder, assistants, parents and children 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,Friday : 08:00 - 18:00

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About this setting

Local authority: Bath and North East Somerset 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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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

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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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