Andrews, Rachel Michelle

Childminder

Unique reference number (URN): 2818913 Registered with Ofsted: 16/01/2025 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

Achievement Expected standard

Children are engaged and curious learners. For example, children show delight in making music and singing familiar songs. They make confident choices about what instruments to play and what song to sing next. Children learn to communicate their choices, wants and needs from an early age. Younger children babble excitedly and typically older children learn to use words effectively. They develop a range of age appropriate skills that will support their future learning.

p.2

Achievement Expected standard

Children listen to what the childminder says and follow instructions, such as to put their hats on before going outdoors to play. Children develop small hand muscles as they pick up ice cubes and squeeze juice from fruit slices. They enjoy outings and experiences away from the childminder's setting, gaining an understanding of the wider world.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model. For instance, she calmly explains to older children why younger children need time to explore toys that they want. The childminder helps all children to develop positive attitudes to each other, and their learning. She knows what children like to do and play with. The childminder uses this knowledge to plan activities that support children to get deeply engaged in their learning. For example, older children generally enjoy exploring sensory play. They typically show high levels of focus and determination as they play, such as carefully using tongs to pull leaves off rosemary stalks. The childminder offers children plenty of warm praise and encouragement. This supports them to continue to engage in their play and learning, and raises their self-esteem well. The childminder supports children to feel proud of what they do and achieve.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder builds effective partnerships with parents. This supports children's regular attendance and ensures they benefit from her teaching. The childminder helps children to learn about their emotions and feelings. They typically play cooperatively together, such as when sharing the dolls in prams. The childminder helps children to thrive in her care through a secure routine. This helps them to know what is happening next.

p.2

Children's welfare and wellbeing Expected standard

The childminder promotes children's wellbeing effectively. She has secure procedures in place to ensure children have the support they need to help develop healthy lifestyles. For instance, she teaches them effective hand washing routines, and supplies nutritious meals and snacks. Children enjoy social meal times with the childminder. She supports them to develop positive manners, such as by modelling when to say please and thank-you. The childminder helps children to learn about their own safety, such as sitting still to eat.

p.2

Children's welfare and wellbeing Expected standard

Children learn to do things for themselves, such as rubbing in their own suncream. However, this is not consistent. At times, the childminder completes tasks for children instead of encouraging them to try themselves first. She has not fully considered how to consistently use everyday routines as teaching and learning opportunities for children. Occasionally, children do not have the opportunity to fully develop their independence skills.

p.2

Children's welfare and wellbeing Expected standard

The childminder supports children to develop strong bonds with her, and each other. She is highly responsive to children's individual needs, which are met swiftly. For instance, when younger children show signs of being tired, the childminder readily offers them cuddles and comfort. This secure bond supports children's emotional wellbeing effectively.

p.3

Curriculum and teaching Expected standard

The childminder has clear aims for all children in her care. She plans a curriculum to teach children the skills that will support them as they move on to the next stage of their education. For instance, older children learn to be tolerant towards younger children by taking turns and sharing resources. The childminder plans her teaching to build secure foundations for future learning. For example, she places a strong focus on supporting children to develop positive social skills with one another as they play.

p.3

Curriculum and teaching Expected standard

The childminder understands how to support children's developing speech. She introduces many new words for children to hear as they play. For instance, the childminder teaches children about tea infusing, and what a colander is. However, the childminder has not fully considered how to encourage children to use these new words in their speech. At times, she asks simple questions instead of supporting children to talk freely about what they know. This does not consistently help children to have opportunities to fully develop the use of their expanding vocabulary.

p.3

Inclusion Expected standard

The childminder understands her role to support all children to make progress in their learning. She readily identifies where children may need extra help and puts plans in place to offer them finely tuned support. This helps children to make progress in their learning. The childminder is aware of how to signpost parents to additional help for their children. She knows some of the external professionals who can help children in her local area, although is not fully confident in this process. The childminder recognises that she would benefit from further research and training in supporting children with special educational needs and/or disabilities. She is proactive in seeking out development opportunities, such as by attending training to meet this need.

p.3

Inclusion Expected standard

The childminder plans an inclusive curriculum for children. She skilfully adapts her teaching to meet children's individual needs. This helps all children to make progress in their learning. For example, the childminder understands how to build on what children already know and can do. Younger children who have mastered gross motor skills, such as walking, have more support for their fine motor skills. They use a variety of tools and implements to develop these skills through playful activities.

p.3

Leadership and governance Expected standard

The childminder has a secure understanding of her strengths and what she wants to develop further. She knows what works well and uses this knowledge to develop the quality of her practice further. The childminder uses training opportunities to develop her skills and knowledge. For example, she has attended training to make sure that her safeguarding knowledge is current. This helps to keep children safe in her care.

p.3

Leadership and governance Expected standard

The childminder readily identifies and puts plans in place to support her weaker areas of practice. For example, she plans specific times to complete administrative tasks. She knows how to support her own wellbeing and avoid unnecessary burdens on her time. This generally helps the childminder to run her setting smoothly and effectively.

p.4

Leadership and governance Expected standard

The childminder builds strong parent partnerships. This supports open communication and helps her to know what children need to flourish. For instance, parents share how their children like to fall asleep to rain sounds. The childminder ensures she has the same sounds available for children in her setting. This supports high levels of continuity for all children and promotes their wellbeing very effectively.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

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 show they feel safe and secure in the childminder's care. They snuggle in for comfort and reassurance when needed, and receive warm hugs from the childminder. Children benefit from being in the care of an attentive childminder who knows them well. They freely access a range of resources and activities that the childminder uses to support their learning. For instance, children enjoy playing with farm animals. They learn the names of the different animals and try to make the sounds they would hear at the farm. All children make progress in their learning from their individual starting points. Children receive plenty of warm praise and encouragement as they play. This supports their wellbeing and raises their self-esteem effectively.

p.5

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

Children demonstrate they enjoy their time with the childminder. They are confident to make choices and communicate what they want or need. Children take part in a variety of activities that engage them in their learning. For example, children enjoy a sensory activity that the childminder plans for them. They show high levels of focus and determination as they play. Children develop positive relationships with each other, and the childminder. They play cooperatively and behave well.

p.5

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

Children are valued for who they are. They benefit from being part of an extended 'family- feel' setting. This helps them, and their families, to feel welcomed. Children have effective support to learn a range of skills. This will help to support them in their next stage of learning.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:45 - 17:30

p.6

Facts and figures used on inspection

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

p.6

Next steps

The childminder should make more opportunities for children to develop their independence in completing tasks for themselves, especially in their personal care skills. The childminder should strengthen opportunities for children to use their developing vocabulary, such as through the use of open-ended questioning.

p.6

About this inspection

The inspector spoke to the childminder and children during the inspection and took into account the written views of parents.

p.6

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. This data is from 6 July 2026

p.6

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.7

Needs attention

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

p.7

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.

p.7

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