Wright, Julie Elizabeth

Childminder

Unique reference number (URN): 2779294 Registered with Ofsted: 08/05/2024 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 Expected standard

Children experience an inclusive environment where they make progress from their starting points, particularly in their communication and language. Children with gaps in their learning experience targeted support through planned activities, which helps them build confidence and make progress. Children join in with stories and use familiar phrases and descriptive words in their conversations and play.

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Achievement Expected standard

Children learn from the positive role models around them and reflect the kind, respectful attitudes they see each day. Children thoroughly enjoy exploring the garden as they confidently hunt for bugs. Children receive reassurance when they need it, helping them share resources such as a favourite magnifying glass. This supports them to take turns and play happily together as they turn on the tap to fill buckets with water. Children make progress across the curriculum as they develop the confidence, skills and attitudes they need to become interested learners. The childminder provides information to parents about children's experiences. However, she does not routinely promote a consistent approach to learning between the setting and home. This means that children do not always get the support they need to build on their learning at home, so their progress is not as secure as it could be.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established an inclusive, welcoming environment where children understand the expectations for behaviour. She acts as a positive role model. For example, she models kind, respectful behaviour and responds warmly to the children. As a result, children show respect, listen to instructions and behave well throughout the day. For example, they follow instructions, such as to tidy up toys and put on sun cream. The childminder encourages children to work together and supports them to develop their social skills. For example, they share resources, take turns and play cooperatively, such as working together with dough and flowers to make unique creations and when playing games of hide and seek. The childminder praises helpful behaviours and encourages children to try new ideas. For instance, she celebrates when children climb up and over the climbing frame.

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Behaviour, attitudes and establishing routines Expected standard

Routines are overall in line with children's ages, stages of development and individual needs. For example, all children instinctively know the routine to read a book together after lunch. They enjoy cuddling up with the childminder as they read exciting stories. The childminder promotes attendance and punctuality. She explains to parents what experiences children will access through attending consistently. Children themselves are keen to attend. They enjoy interesting daily activities, such as trips out to play areas and cafes. Children settle quickly into the childminder's care and feel secure at the setting. The childminder considers individual needs. Children feel safe, valued and confident. They have positive attitudes towards learning and they are keen to engage with the range of experiences on offer. The childminder is supportive and caring, which helps children to develop respectful relationships with her and their peers.

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Curriculum and teaching Expected standard

The childminder has clear ideas for her inclusive curriculum and teaching. She knows the children and their families well. Observations of what children can do are used to determine what all children need to learn. For example, she builds early mathematics into daily routines. Children count equipment to use in games, talk about size during play and use numbers in real-life situations. The childminder plans her curriculum with a focus on physical development. Children learn to move in a range of ways and enjoy playing outside. They sing and join in action songs with enthusiasm. The childminder helps children to learn about the community as they explore the local area. She takes children to local parks to use large climbing equipment, promoting muscle development and confidence.

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Curriculum and teaching Expected standard

The childminder plans activities to help all children become confident communicators. She adapts her teaching so that all children develop their speaking and social skills. The childminder creates a language-rich environment through stories, conversations and questioning. She extends sentences, introduces new vocabulary and links learning with real- life experiences. The childminder promotes critical thinking and problem-solving in everyday play. Children develop positive attitudes to learning. However, the childminder does not consistently use the daily routines to help children practise and secure their emerging independence skills. This means children have fewer chances to refine the small independence skills they are ready to develop.

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Inclusion Expected standard

The childminder knows the children well and ensures all children, including those with barriers to learning, make secure progress from their starting points. She promptly identifies children's emerging needs and any potential gaps in their development. This ensures that she knows what the children need to learn next. The childminder works with parents, professionals and other early years settings to ensure experiences match children's individual needs. She carefully considers how she can best support those children with special educational needs and/or disabilities and those who speak English as an additional language. She knows where to access support, signposting parents successfully, and has plans on how best to use any additional funding, once received, to help children progress.

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Inclusion Expected standard

The childminder has high expectations for each child. She identifies any potential barriers to learning. Overall, meaningful interactions motivate children to engage in chosen and focused learning. For example, the childminder ensures those children with limited attention remain engaged by keeping conversations lively when playing a matching game. This means all children feel a sense of achievement. However, the childminder does not always give parents tips to ensure children can develop these skills at home.

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Leadership and governance Expected standard

The childminder is passionate about providing each child with the best possible care. She puts children first, including those who face barriers to their learning. This results in an inclusive setting. She shares information with parents and carers, for example, recipes and ideas to provide nutritious meals at home to support a healthy diet. Parents are happy that their children take part in activities that they could not themselves offer. They appreciate the

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Needs attention

outings and visits to libraries, museums and local cafes to enjoy a wide range of experiences.

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Needs attention

The childminder has developed effective networks so that she can remain responsive to sector changes and attentive to children's needs. The childminder has begun to implement a programme of targeted professional development for herself. This training is focused on enhancing teaching and improving outcomes for children. However, the childminder does not always reflect on her practice and identify areas she could further enhance. For example, she has not considered how daily routines can be used to help children to learn about safety while developing their independence.

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Children's welfare and wellbeing Needs attention

The childminder does not always identify potential risks in the environment or daily routines. For instance, she did not notice the risks associated with children climbing on equipment. As a result, children are not consistently supported to learn how to keep themselves safe. That said, she establishes suitable routines across parts of the day, although these routines are not always used to encourage the children to develop their independence skills. For example, she often completes tasks for them, such as blowing their noses, rather than helping them learn good hygiene routines. At mealtimes, older children sit in booster seats on high chairs, but this limits opportunities for them to practise skills such as using cutlery, clearing their plates and drinking from open cups. These missed opportunities mean children are not always fully supported to develop the independence skills they will need for

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Children's welfare and wellbeing Needs attention

their next stage of learning, including school.

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Children's welfare and wellbeing Needs attention

The childminder acts as a positive role model for children to be kind, respectful and compassionate towards each other. She fully includes all children and encourages them to talk about how they are feeling. Children are supported to understand the emotions of others. As a result, children build positive attitudes towards being active and begin to understand how daily movement supports their health.

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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 happy in the care of the welcoming childminder. They have positive relationships with the childminder and other children who attend. Children are kind and patient. They enjoy the range of activities that the childminder plans daily. She provides a wide range of activities to help children make progress from their starting points. For example, they enjoy a range of board games that help to develop the ability to match and sort items. Children enjoy looking at books and retelling stories. This helps children to develop a love of reading. They develop their coordination and strength as they dig and

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About this setting

climb in the garden. When children want to hunt for bugs, they share resources and engage in lively discussions. This develops children's thinking and problem-solving skills. Children count pairs they have matched in a game as they play cooperatively with their friends. All children, including those with barriers to their learning, grow into confident learners who make their own choices.

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About this setting

The childminder promotes the importance of attendance and builds a sense of belonging. She values every child and makes sure they recognise the interesting community in which they live. The childminder works in partnership with parents and carers, and children visit different places of interest, such as church groups and stay-and-play sessions. These experiences ensure children meet a wide range of people. This helps children to build understanding and the social skills they need to thrive in an inclusive environment. Children are excited to learn about the world and are ready to flourish in the next stage of their education and in modern Britain.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

strengthen risk assessments to identify and remove all risks to children in the environment and during daily routines. 19/05/2026

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About this inspection

The inspector spoke with the childminder 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 care, known as the early years foundation stage. Unique reference number (URN): 2779294

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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

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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