Moyes, Natasha Shannon

Childminder

Unique reference number (URN): 2835074 Registered with Ofsted: 13/05/2025 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

Children typically make suitable progress from their starting points. Children join in with familiar songs, count during routines and begin to use number language as they choose numbers and count objects. They develop communication and vocabulary as they talk about sea creatures they have learned about and plants they are growing. Children practise physical skills such a coordination as they pour water between containers and paint colours onto a large board.

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Achievement Expected standard

Children build independence as they wash their hands, find their lunch boxes, peel and cut fruit and manage toileting routines with adult support. They develop social and emotional skills as they talk about feelings, listen to stories about kindness and sharing. Children seek reassurance from the childminder and begin to play alongside others.

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Achievement Expected standard

Generally, children who are more confident express their ideas readily, while quieter children participate more when the childminder notices and supports them. In the main, children develop the confidence, communication, independence and early learning skills they need for their next stage.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a positive environment. Children know familiar routines and generally understand the expectations for their behaviour. Children join welcome songs, move to snack time, wash their hands and follow daily routines with the childminder's support. Relationships between the childminder, her assistants and children are warm and caring. Children seek cuddles and reassurance from the childminder, who responds kindly when children need comfort or emotional support.

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Behaviour, attitudes and establishing routines Expected standard

Children receive support to learn to share, collaborate and get along with others through stories, discussion and activities that encourage turn-taking and kindness. The childminder promotes the importance of punctuality and attendance through discussion with parents and carers. She understands the need to monitor children's absences and follow up promptly when they do not attend. The childminder usually consider children's ages, stages and circumstances when supporting their behaviour, including recognising when children may need nurture and clear boundaries. However, the childminder does not always adapt group times, transitions and routines well enough to meet children's individual needs. Some confident children receive more adult attention, while quieter children do not always receive support quickly enough to participate or access resources.

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Children's welfare and wellbeing Expected standard

Care practices generally meet children's individual needs and support their welfare and wellbeing. The childminder gathers information from parents and carers about their children's settling, sleep, feeding, weaning, toileting and health needs. She uses this information to provide familiar routines. The childminder explains how she would adapt her practice to support different groups of children's care. Babies and children form secure and responsive relationships with the childminder and her assistants. Children enjoy chatting with the childminder and seek cuddles or reassurance and comfort from her. The childminder responds warmly when children need emotional support. Children receive support to develop physical development, health and wellbeing through outdoor play, gardening, healthy snack routines and discussions about nutritious food. They learn about personal safety through reminders, safer eating routines and

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Children's welfare and wellbeing Expected standard

The childminder helps children to recognise, express and manage emotions through welcome-time discussions, and building skills in kindness and sharing. She provides nurturing support when children are unsettled. Sleeping routines are safe and monitored, including use of cots and checks for babies. Feeding and toileting routines are mostly effective and promote children's independence.

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Curriculum and teaching Expected standard

The childminder understands the quality of the curriculum and teaching. She has clear priorities for improvement, including developing outdoor and forest school learning. The curriculum is broad, purposeful and meets the learning and development requirements of the early years foundation stage. It is designed around children's interests, next steps and seasonal themes, such as summer, pirates and sea creatures. The curriculum includes songs, stories, visits, gardening, water play, mark making and outdoor exploration.

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Curriculum and teaching Expected standard

The childminder supports children's language through conversation, naming objects, introducing vocabulary about colours, shapes, plants and sea creatures. She encourages children to recall previous experiences. The childminder promotes children's mathematical knowledge through counting songs, choosing numbers, counting bubbles and objects, recognising shapes and using number language in everyday routines. She prioritises children's physical, personal, social and emotional development. Children develop core strength as balance as they climb and run. They explore their feelings and emotions as they listen to books about friendships. Children receive support emotionally through warm relationships, cuddles for reassurance, discussions about feelings and books that help them understand change, kindness and sharing.

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Curriculum and teaching Expected standard

The childminder knows children's starting points and typically plans suitable next steps for children. However, she does not consistently make best use of assessment and observation during activities to adapt teaching quickly and meet each child's individual needs consistently. She does not consistently adapt teaching during group times, transitions and activities. This means that, at these times, quieter children do not consistently receive the same interactions and opportunities as others to join in.

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Inclusion Expected standard

The childminder promotes an inclusive culture. She has a secure understanding of how to identify and assess children's individual needs. The childminder gathers information from parents and carers. She uses children's starting points and next steps. The childminder responds to children's emerging needs, such as changes in behaviour, settling, toileting and communication. She has no children with special educational needs and/or disabilities (SEND), children who are disadvantaged, or children known or previously known to children's social care currently on roll. However, the childminder understands how to reduce barriers through reasonable adjustments, adapted routines, targeted support and inclusive practice. The childminder's previous experience in settings for children with SEND, teaching assistant work with children with SEND and relevant training help her understand how to best develop effective support for children and when to seek advice.

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Inclusion Expected standard

The childminder explains how she would work with families, other early years professionals and external agencies to shape support and review children's opportunities and experiences. The childminder monitors children's progress through observation, discussion with parents and planned next steps. She explains how she would review support to check its impact. The childminder confidently explains how she would use early years pupil premium funding and disability access funding to improve access, resources or targeted support for disadvantaged children. She also understands how to work with families and professionals to support children known to social care. However, the childminder does not support quieter children consistently with focused attention and opportunity.

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Leadership and governance Expected standard

The childminder understands the setting's strengths, including warm relationships, practical learning, positive outdoor experiences and a curriculum that links to children's interests and next steps. She typically takes action to improve, including planning further development of outdoor and forest school learning. The childminder uses feedback from parents and carers to reflect on future improvements. She generally makes decisions in children's best interests.

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Leadership and governance Expected standard

The childminder understands how she would seek advice and adapt her provision if children needed additional support. She explains how she would use additional funding and work with families and professionals to reduce barriers to children's learning. The childminder works with assistants. She checks her own wellbeing and discusses workload with assistants through regular conversations, modelling and shared routines. The childminder ensures her assistants understand their roles and safeguarding responsibilities . She supports them to build relationships with children.

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Leadership and governance Expected standard

Professional development is relevant and generally has a positive impact. The childminder has accessed training on safeguarding, supporting children with special educational needs and/or disabilities, mathematics, babies and two-year-old checks. Her assistants are undertaking forest school training. This supports improvements in curriculum, care and outdoor learning. The childminder is typically reflective, knowledgeable and committed to improvement.

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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 receive a welcome into a homely setting where they know the routines and generally feel safe and settled. They take part in familiar welcome songs, talk about feelings and begin to build early mathematical understanding. For example, children count during songs, choose numbers and count items in a book. They enjoy practical experiences that link to the current theme of 'summer and the sea'. For example, children recall a visit to a local seal sanctuary, looking at images of sea creatures and talking about what they have learned.

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About this setting

Children develop independence as they wash their hands, find their lunch boxes and help to prepare snack by chopping mango fruit and trying new foods. They benefit from regular outdoor learning, including climbing, sliding, running, pouring water, gardening and exploring plants and vegetables as they grow sunflowers and courgettes. Children learn new vocabulary as the childminder names objects, talk about colours, shapes and living things. Children receive support to remember their previous experiences. They develop physical skills through mark making, painting, water play and moving around the garden. Children form warm relationships with the childminder and her assistants and seek reassurance from them when they need it.

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About this setting

Children receive encouragement to be kind, share resources and understand emotions through stories and discussion. Children who are confident and verbal engage readily with the childminder and make their needs known. They engage in rich interactions and eagerly explain what they know and can do. Children's individual needs are mostly understood, and the childminder knows children's next steps, including support for personal, social and emotional development, communication, mark making and toileting. Children are prepared appropriately for their next stage, display signs of safety and happiness as they smile and laugh during play. Older children are socially confident and make close friendships with other children in the group.

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Next steps

The childminder should strengthen group times, transitions and routines so that all children, especially quieter children, receive timely support and interactions even more. The childminder should make more consistent use of assessment and observation during activities to adapt teaching quickly and meet each child's individual needs consistently.

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About this inspection

The inspector spoke with the childminder, her assistants 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. Unique reference number (URN): 2835074

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,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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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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