Hobson, Michelle Caroline

Childminder

Unique reference number (URN): 2811679 Registered with Ofsted: 20/01/2025 Registers: EYR

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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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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. She provides highly effective settling-in procedures, which ensure children are supported to settle quickly and enable the childminder to gain a clear understanding of the unique needs of each child and their family including those with special educational needs and/or disabilities. As a result, parents are confident their children are happy, thriving and making progress in the care of the childminder. Children have developed extremely well-established relationships with their key person and regularly seek reassurance from them throughout the day.

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Children's welfare and wellbeing Strong standard

Children develop a positive attitude towards healthy eating and begin to build an understanding of the importance of nutritious food. For example, they learn to recognise whole fruits in their natural form before they are prepared or cut up and are learning simple explanations about how food is digested in their body to support their growth. In addition, the childminder regularly shares information with parents about the importance of healthy eating.

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Children's welfare and wellbeing Strong standard

Children have daily opportunities to engage in physical activity and explore the outdoors. The childminder provides children with the opportunity to participate in gymnastic sessions as well as visits to the local park. Children are confidently encouraged to take risks in their play. For example, they use plastic safety knives to cut their own fruit.

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Children's welfare and wellbeing Strong standard

The childminder has well-established care routines that are relaxed that are calm and responsive to children's individual needs. For example, she interacts positively with children during handwashing and nappy changing routines, supporting their independence as they wash and dry their hands themselves. The childminder has created a positive culture around safe sleep. Children have access to a separate sleep room and effective supervision is maintained as the childminder or one of her assistants takes on the role of sleep monitor.

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Achievement Expected standard

Children make progress from their starting points across all areas of their learning and development. This progress is typically steady and well sequenced. For example, in language development, children begin using single words, then progress to combining two words and eventually begin to form short phrases as their communication skills develop.

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Achievement Expected standard

Children are confident to make their own choices and select activities which interest them. They can maintain focus and sustain attention during a range of experiences. For example, children concentrate and demonstrate perseverance as they carefully place different-sized bangles onto a wooden stacking post. Children are also able to communicate their needs effectively and express preferences about the areas of the environment they wish to explore. For example, they choose to sit with adults and share familiar stories. Children are independent and motivated to explore different areas of the environment. For example, children confidently navigate and climb on a climbing frame structure, which supports the development of their physical skills including coordination. Children enjoy physical activity and demonstrate curiosity about the world around them. For example, they are provided with regular opportunities to participate in gymnastics, music and movement

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Achievement Expected standard

sessions, as well as visits to the local library and park.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a warm, positive and inclusive environment for all children. Children demonstrate a secure understanding of daily routines and are able to sustain focus and attention appropriately for their age and stage of development. The childminder and her assistants act as positive role models, consistently building secure and nurturing relationships with children. As a result, children are confident to explore the environment.

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Behaviour, attitudes and establishing routines Expected standard

The childminder regularly uses verbal praise to reinforce positive behaviour. For example, positive reinforcement is used when children sit down at mealtimes, helping them to understand expectations and develop appropriate social behaviours. The childminder adapts her approach where necessary to support children with special educational needs and/or disabilities. For example, she provides simple instructions and key words to children who have limited understanding and vocabulary.

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Behaviour, attitudes and establishing routines Expected standard

Children play happily alongside one other and are encouraged to take turns. The childminder supports children to develop respectful relationships with each other. For example, she uses songs such as 'hands are for hugging' to teach children about the importance of treating others with kindness. Children follow instructions well and take part in routines fully, such as handwashing.

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Behaviour, attitudes and establishing routines Expected standard

The childminder describes strategies she is introducing to support children to regulate their behaviour including the use of emotion flashcards. However, this strategy is not yet evident in practice. As a result, children become dysregulated which causes a disruption to the routine.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance and works collaboratively with families to identify any potential reasons or barriers that could impact children's attendance. For example, the childminder responds to identified barriers by offering flexible session times to support children's attendance.

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Curriculum and teaching Expected standard

The childminder has developed a well-sequenced curriculum which priorities social, emotional, physical and communication skills. She has a clear understanding of the skills she wants children to develop to be prepared for school and plans activities that support this progression. For example, children are provided with different types of zip bags to practise the skills needed to open and close a lunchbox.

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Curriculum and teaching Expected standard

The childminder is highly reflective about the quality of the curriculum and recognises when interactions and experiences may need to be adapted or changed to meet children's interests. The childminder understands that children's learning and development can be promoted in different ways through a single activity. The childminder adapts the curriculum to ensure all children, including those with special educational needs and/or disabilities, and other barriers to their learning, can access similar experiences. For example, interactions are tailored to children's developmental stages, such as singing and repeating sounds with younger children to support their communication development.

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Curriculum and teaching Expected standard

The childminder builds positive and nurturing relationships with all children, which supports their social and emotional development. Children feel safe and confidently seek reassurance from the childminder and are cared for in a warm and welcoming environment. The childminder provides regular opportunities for children to develop their independence through a curriculum that enables them to make their own choices and select the resources they would like to explore.

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Curriculum and teaching Expected standard

The childminder and her assistants build on children's interests to ensure mathematical concepts are taught. For example, children are introduced to number names and the language of size as they place different-sized cogs onto a threading pole. The childminder focuses on children's communication and language by providing an environment rich in conversation. She introduces vocabulary and narrates children's play to support language development. However, there are occasions where children are asked too many questions in quick succession, which does not always allow them sufficient time to process what has been asked and respond appropriately.

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Inclusion Expected standard

The childminder effectively identifies and understands each child's individual needs. She uses information gathered from parents during tailored settling-in sessions to ensure children receive appropriate support that meets their needs. For example, she adapts communication strategies by ensuring she faces children while talking to them and recognises that maintaining eye contact supports children's language development.

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Inclusion Expected standard

The childminder has an in-depth understanding of children's starting points, interests and the progress they make while at the setting. She uses information shared with her by external professionals to plan next steps for children. The childminder ensures any recommendations from professionals are implemented effectively to support children's development. The childminder has established positive relationships with external professionals and proactively seeks their advice to strengthen her knowledge of supporting children with special educational needs and/or disabilities (SEND).

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Inclusion Expected standard

The childminder is thoughtful and considerate of children's individual needs. She guides her assistants to adapt activities, physical experiences and routines to help ensure children with SEND can join in and participate successfully. For example, adaptations are made to the environment to support the youngest children to develop their physical skills and access supported tummy time. The childminder demonstrates an understanding of inclusive practice and recognises how additional funding could be used to meet children's needs and reduce barriers to their learning.

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Leadership and governance Expected standard

The childminder is highly reflective and demonstrates a strong commitment to continually developing her knowledge and enhancing the quality of care provided to children. She regularly engages in professional development opportunities and ensures that her assistants complete frequent training across a range of topics, including safeguarding. This enables the childminder to continually improve practice across the setting, as training is accessible and provided frequently.

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Leadership and governance Expected standard

The childminder has developed positive and meaningful relationships with parents and regularly shares information about children's progress. Parents speak highly of the childminder and report feeling listened to, particularly during the thorough settling-in process. This enables the childminder to gain a secure understanding of each child's individual needs and places inclusion at the centre of her practice.

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Leadership and governance Expected standard

The childminder has a clear understanding of the setting's strengths, including the positive relationships established with parents. She evaluates her practice accurately and identifies areas for further development. For example, she recognises opportunities to refine interactions with children by allowing them more time to think, respond and process questions. The childminder supports her assistants through regular supervision and reflective discussions. She actively gathers the views of her assistants to help identify children's interests, next steps in learning and aspects of the setting that could be enhanced further. These discussions ensure that all assistants feel valued, supported and confident to raise any concerns should they arise.

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Leadership and governance Expected standard

Safeguarding is given high priority within the setting. The childminder ensures that both she and her assistants have a secure understanding of how to identify, respond to concerns and are confident in sharing information with appropriate professionals and parents when necessary. This helps to promote children's safety and welfare effectively.

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

Children are extremely happy, secure and confident within the childminder's warm and welcoming home-from-home environment. Children confidently explore all areas of the setting and readily engage with a wide range of resources that capture their interests. Children demonstrate high levels of involvement, maintaining their focus and attention for extended periods as they play and learn. Children communicate as they continue to develop their language skills. The childminder and her assistants interact skilfully with children, supporting learning across several areas of development through meaningful conversations and responsive interactions. As a result, children thrive in the childminder's care and make progress from their starting points.

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

Children's individual needs are well understood and effectively supported. The childminder works closely with parents to gather information about children's development and to identify strategies that will further support their learning and wellbeing. For example, during the settling-in process, parents are encouraged to share information about any external professionals involved in their child's care or development. Children take part in targeted activities and experiences based on recommendations from professionals, helping to ensure children receive consistent and personalised support.

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

Children develop their independence and learn how to take appropriate risks during their play. For example, children use child safe tools to cut pieces of fruit, helping them to develop their fine motor skills and confidence. Children thoroughly enjoy outdoor learning opportunities, where they engage in a range of physical activities. For example, they use different spades, jugs and contains to transport and pour water.

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

Children enjoy regular outings, including music and movement sessions, visits to the local park and walks along the canal. These experiences broaden children's understanding of the world around them. Children show a keen interest in books and stories. They independently select stories and attentively listen and enjoy those that reflect their interests. Children confidently recall familiar words and phrases from rhymes and enthusiastically join in with actions which develop their language and communication skills.

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Next steps

The childminder should further refine strategies to support children in understanding and managing their behaviour during key routines, such as snack time. The childminder should further promote children's communication and language development by providing sufficient thinking time when asking open-ended questions, enabling children to process information and respond more effectively.

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About this inspection

The inspector spoke with the childminder and her assistants during the inspection. The inspector obtained written feedback from parents.

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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 : 07:30 - 18:00

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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

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