Tobin, Jessica

Childminder

Unique reference number (URN): 2787534 Registered with Ofsted: 04/06/2024 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 Strong standard

Children make rapid and sustained progress from their individual starting points as they engage in rich and inspirational learning experiences. Any gaps in learning are closing swiftly. Children quickly acquire new vocabulary, such as 'squeeze' and 'mix', and confidently use these words in their discussions and conversations.

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Achievement Strong standard

Children skilfully manipulate play dough and small tools, strengthening their dexterity and fine motor skills. They also develop new gross motor abilities, such as throwing and catching, and show great enthusiasm when practising skills such as tennis. In addition, children demonstrate a remarkable ability to recall previously learned knowledge. For example, when they discover small apples in the garden, they readily engage in conversations about using them to make apple crumble.

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Achievement Strong standard

Children consistently show high levels of energy and enthusiasm when participating in the wide range of learning opportunities available. They develop key skills that support them to become confident and independent learners. As a result, they are very well prepared and make smooth and successful transitions from one stage of education to the next.

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Behaviour, attitudes and establishing routines Strong standard

Children develop very warm and trusting relationships with the childminder, who establishes clear, consistent and age-appropriate expectations and boundaries. As a result, all children behave incredibly well and follow daily routines with confidence and ease. For example, they prepare independently for outdoor play and, before mealtimes, confidently take part in well- established hygiene routines. They wait patiently for their meals, demonstrating a secure understanding of the setting's expectations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model who consistently demonstrates kindness, respect and positive behaviour. She gently supports children to be considerate of one another, to share resources patiently and to take turns. For instance, in the garden, children wait for their turn to participate in sports activities, showing perseverance and enthusiasm. The childminder sensitively encourages cooperative play, helping to strengthen children's social interactions. As a result, children develop a strong sense of belonging and show enjoyment in working alongside the childminder and their peers.

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Behaviour, attitudes and establishing routines Strong standard

The childminder recognises the importance of regular attendance and has effective systems in place to monitor this. She works closely with parents to promote consistent attendance and punctuality, supporting children's wellbeing and readiness to learn. This collaborative approach ensures that children feel secure, settled and fully prepared to engage in their learning experiences.

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Children's welfare and wellbeing Strong standard

The childminder creates a warm, welcoming and inspiring environment where children feel safe, secure and able to thrive. She establishes clear and inclusive routines that children understand and follow with confidence. For example, at mealtimes, children independently wash their hands before selecting their favourite healthy snacks. They show curiosity as they notice similarities between foods, such as observing that both strawberries and kiwifruits contain seeds. In addition, the childminder actively promotes oral health by engaging children in meaningful activities that help them learn to brush their teeth confidently.

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Children's welfare and wellbeing Strong standard

The childminder actively promotes a healthy and active lifestyle. In the garden, children have access to a wide range of equipment and take part in enjoyable physical activities that develop their stamina, balance, coordination and overall gross motor skills. They use the equipment safely and confidently, skilfully avoiding obstacles when necessary. This supports their understanding of personal safety and helps to build independence.

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Children's welfare and wellbeing Strong standard

The childminder consistently offers praise and recognition for children's efforts and achievements. She supports children in understanding and expressing their feelings and emotions. For example, at the beginning of the day, children confidently share that they feel 'good' by giving a thumbs-up. The childminder also introduces new emotions, such as 'nervous', which children quickly understand and begin to use. As a result, children develop a strong sense of emotional wellbeing and increasing confidence in managing their own emotions.

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Curriculum and teaching Strong standard

The childminder is highly skilled and experienced, with clear and ambitious expectations for what children can learn and achieve. She has created an inspirational curriculum that is carefully sequenced and encompasses all areas of children's learning and development. The curriculum is thoughtfully adapted to ensure that all children benefit equally from rich and meaningful experiences.

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Curriculum and teaching Strong standard

The childminder actively fosters a love for books from an early age. For example, as children listen to a favourite story about a dragon, she encourages them to think critically about why they should avoid 'flames'. She skilfully supports their understanding of concepts such as 'hot' and explores what causes heat, promoting deeper thinking. She further extends children's learning by encouraging them to move around the room, pretending to 'flap' like a dragon. This supports the development of their gross motor skills, balance and coordination.

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Curriculum and teaching Strong standard

The childminder creates a stimulating yet calm environment that supports children's emotional and cognitive development effectively. She encourages children to take an active role in imaginative play, such as making pizzas and cakes, while enriching their vocabulary through continuous interaction and meaningful conversations. She also supports children in recognising and expressing their emotions, encouraging them to practise facial expressions linked to different feelings. As a result, children develop remarkable imaginative and role- play skills, alongside a secure understanding of the world, which contributes positively to their overall cognitive development.

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Leadership and governance Strong standard

The childminder is highly knowledgeable, ambitious and deeply reflective in her practice. She demonstrates a remarkable and consistent commitment to providing children with the best possible start to their early education. She actively engages in high-quality professional development to continually enhance her skills and knowledge. This ensures that children benefit from rich, meaningful and engaging experiences. For example, she has begun incorporating more real-life resources into daily activities, which supports children's critical thinking, curiosity and problem-solving skills effectively.

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Leadership and governance Strong standard

The childminder has established positive and effective partnerships with parents. They speak highly of the nurturing and stimulating environment she creates and greatly value the regular trips and outings she organises. Parents report that their children have grown in confidence and developed new skills since attending the setting, reflecting the positive impact of her care and teaching.

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Leadership and governance Strong standard

The childminder also works closely and collaboratively with other professionals and local childminders. Demonstrating creativity and initiative, she organises visits to local libraries and parks, providing children with valuable opportunities to socialise and develop an understanding of their local community. Her reflective approach and professional curiosity ensure that all children thrive in this nurturing, inclusive and high-quality environment.

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Inclusion Expected standard

The childminder has high expectations for all children and has effective systems in place to identify emerging needs promptly. Although there are no children on roll with identified barriers to learning, the childminder demonstrates a secure understanding of how to support children with special educational needs and/or disabilities and has undertaken relevant training to strengthen her knowledge. However, the childminder has not yet implemented this training into practice.

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Inclusion Expected standard

The childminder establishes warm and positive relationships with families. She understands the importance of working collaboratively with other professionals, such as inclusion partners, to support children's development effectively. She recognises the value of following professional guidance and making appropriate adaptations to daily routines and activities to meet each child's individual needs.

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Inclusion Expected standard

The childminder keeps detailed records of children's progress and uses this information to make targeted adjustments that further support their learning and development. She shares this information regularly with parents and carers, ensuring they are well informed and actively involved in their child's learning journey.

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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 are very happy in this welcoming and carefully designed setting. They thrive as they explore a thoughtfully planned, stimulating environment that reflects their individual needs and interests. The highly experienced childminder carefully plans and organises rich and meaningful learning opportunities, including outings and trips. She skilfully adapts her teaching and interactions to ensure that all children benefit from purposeful and engaging experiences that support their next steps in learning. As a result, children are enthusiastic about attending and demonstrate a highly positive attitude towards learning. They attend

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About this setting

Unique reference number (URN): 2787534 regularly, and the nurturing childminder has robust systems in place to ensure they do not miss out on valuable learning experiences.

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About this setting

Children explore their immediate environment with curiosity and confidence, making independent choices about their activities. For example, they eagerly prepare to go into the garden, managing this routine with growing independence. While exploring the water tray, the attentive childminder sensitively guides them in using jugs and funnels with increasing precision, supporting the development of hand–eye coordination. She also encourages children to count aloud during play, promoting their early mathematical understanding effectively.

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About this setting

Children build warm and positive relationships with the childminder and their peers. The childminder has high expectations for every child and consistently supports their emotional wellbeing and development. For instance, the day begins with a 'hello' song, promoting a sense of belonging and strengthening social connections, followed by discussions about feelings to support emotional awareness. The caring childminder encourages children to engage, share and collaborate with one another, helping them to form secure and lasting friendships. Through consistent praise and recognition of their efforts, children become curious, inquisitive and highly motivated learners. They feel valued and included, which supports the development of robust emotional resilience.

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Next steps

The childminder should continue to develop skills, knowledge and expertise to make a demonstrable difference to all children's learning and development.

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About this inspection

The inspector spoke with the childminder and the 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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