Owen, Helen Louise

Childminder

Unique reference number (URN): 2812663 Registered with Ofsted: 19/05/2025 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 make progress across all areas of learning and development. They make secure progress in their communication and language. Children typically experience a wide range of language that increases their vocabulary. They use new words in their play, such as kiwi. Children develop their knowledge of the world. They learn about animals and habitats from visits to the zoo. They attend a variety of playgroups and go on regular trips into the community. For example, children attend playgroups where they develop their social skills and confidence in new environments.

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Achievement Expected standard

Children develop their independence through routine care moments. For example, children practise cutting a banana for snack and wash hands with increasing independence. Children make progress through targeted support that meets their individual needs, including children with barriers to their learning or special educational needs and/or disabilities. For example, children develop their language skills by singing nursery rhymes.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets clear expectations for children's behaviour and promotes good manners. For example, the childminder calmly reminds children of being kind and to say thank you. The childminder ensures that children with special educational needs and/or disabilities and those with barriers to their learning understand behaviour expectations. The childminder adapts their approach based on individual needs and stages of development. The childminder uses positive behaviour strategies to support children to understand expectations. For example, the childminder distracts upset children with washing hands. The childminder promotes and monitors children's attendance to ensure continuity of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has warm and caring relationships with children. She plays alongside children, and they laugh when the tower they are building falls over. The childminder is a positive role model, showing respect and kindness. The childminder values children's views and encourages them to make choices. For instance, when children want to continue playing outdoors, the childminder adapts routines and enables them time to finish their play before coming inside for a snack. The childminder supports children to play with others. Children show joy and enthusiasm in their play and learning.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm and welcoming space for children to play and learn. She builds positive relationships with children, especially for children with special educational needs and/or disabilities and those who have barriers to their learning. The childminder focuses on their wellbeing and emotional needs. She knows the children well and is responsive to their verbal and nonverbal cues. For example, the childminder offers support to children when they transition between activities. The childminder assesses risk in the environment to keep children safe. She talks to children about safety and supports them to begin to understand what is safe. For example, the childminder encourages children to drink more water during hot weather. The childminder offers children regular opportunities to explore and play outdoors, such as in the garden and local parks. This supports children's health and wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder promotes practices that support children's understanding of keeping themselves healthy. She promotes healthy eating with parents and carers to help them provide balanced and nutritious meals for children. The childminder supervises eating to ensure that children are safe. She follows safer sleep guidance for children who need to rest. The childminder supports children to develop healthy habits. For example, she supports children to brush their teeth and encourages independence through handwashing.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that uses children's interests to promote learning. She has a clear understanding of children's progress. The childminder identifies their next steps of learning to support their development. She provides opportunity to explore the local community. For example, children regularly visit a natural playground where they develop their balance, coordination and strength. The childminder assesses children's progress effectively. She adapts her approach to meet their individual needs and stages of development.

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Curriculum and teaching Expected standard

The childminder ensures that children have the skills and knowledge ready for the next stage in their learning and development. She supports children to develop their independence, social skills and language skills. For example, children are encouraged to take turns on equipment and put on their own shoes and coats. The childminder generally supports children's language and communication through play, mealtimes, stories and songs. For example, the childminder spends time reading stories to children with joy and enthusiasm, creating a love of storytelling. She talks about the pictures and uses this as an opportunity to increase children's range of words. For example, the childminder introduces new words, such as 'nocturnal' when talking about owls. The childminder does not consistently adapt their teaching to respond to children's emerging thinking. This means that, at times, children do not excel in their learning and development.

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Curriculum and teaching Expected standard

The childminder has recently purchased books to support children's understanding of diversity. However, the childminder has not embedded teaching strategies to support children's understanding of different cultures, similarities and differences into the curriculum.

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Inclusion Expected standard

The childminder assesses and identifies when children need additional support. She supports children with special educational needs and/or disabilities by planning activities that build on their knowledge. She focuses on small steps and repetition to ensure that children make progress. The childminder typically supports children's communication and language skills. She uses single words and gradually increases this to create short sentences. The childminder assesses the progress that children make and uses this information to create children's next steps in learning. She supports all children, including those who have barriers to their learning, by adapting her approach to meet their individual needs. The childminder uses support from the local authority to strengthen her knowledge and skills so that she can support children in her care. For example, the childminder attends regular training on special educational needs that supports her ongoing development and practice.

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Inclusion Expected standard

The childminder works well with parents and carers. She shares children's progress with them, celebrating children's development. The childminder makes referrals to external agencies when needed. She seeks advice and guidance from other professionals, such as health visitors and the local authority advisers.

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Leadership and governance Expected standard

The childminder has a clear understanding of children's development. She identifies what children need to learn to enable them to reach the next stage of learning. The childminder ensures that children with special educational needs and/or disabilities (SEND) have specific support to prepare them for future learning, for example building children's language and communication skills through thoughtful conversations. The childminder works with local schools. She shares children's progress with schools to ensure a smooth transition.

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Leadership and governance Expected standard

The childminder reflects on her current practice. She looks for ways to improve the education and care that children receive. The childminder seeks advice and support to ensure that they meet the needs of all children, especially those with SEND or who have barriers to learning. She attends training and development to support her practice. The childminder has a passion for supporting children's language and communication skills. She completes extra professional training and development in this area.

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Leadership and governance Expected standard

The childminder works well with parents and carers. The childminder uses the progress check at age 2 to identify areas for support. She shares children's progress with parents regularly. The childminder has positive relationships with parents, providing guidance and support when needed.

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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 show enjoyment and joy as they play alongside the childminder. They take part in a variety of activities that support their ongoing learning and development. Children show a great love of stories and songs. They enjoy spending time reading books they have chosen with the childminder. Children are supported to develop early numeracy skills by counting and measuring in water play activities. Children eagerly join in activities, such as play dough, where they are encouraged to roll the dough and create shapes. Children are confident to try new activities. They are supported by an attentive childminder who recognises their needs. Children typically receive tailored support to ensure that all children, including those with special educational needs and/or disabilities, make progress from their starting points.

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

Children experience an environment that is warm and welcoming. They have positive relationships with the childminder, who knows them well. Children are typically encouraged to be independent through daily routines. They are involved in cutting their own fruit and serving their snack. They have frequent opportunities to explore the local community and attend playgroups. Children learn alongside their peers. They attend playgroups, where there are further opportunities to develop their social skills.

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

Children are happy and safe in this homely setting. They show a sense of belonging as they choose activities and laugh as they play alongside the childminder. Children typically behave well. They are supported to manage their feelings and express their needs in appropriate ways. The childminder promotes children's regular attendance. Children are supported to build confidence and make steady progress in their learning and development. Children are nurtured and supported by a responsive childminder who recognises their uniqueness and provides learning opportunities to meet their needs.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this setting

Local authority: Cheshire West and Chester

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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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Next steps

The childminder should ensure that teaching strategies consistently support children's understanding of the diverse world. The childminder should embed teaching strategies that support children's emerging thinking and curiosity.

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About this inspection

The inspector spoke with the childminder, children and parents 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. This data is from 22 June 2026

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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. 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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