Lees, Tracy Jane

Childminder

Unique reference number (URN): 2784767 Registered with Ofsted: 10/05/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder adopts a calm and consistent approach to managing children's behaviour and implements clear boundaries that are appropriate to children's ages and stages of development. Children respond positively to the expectations in place and demonstrate increasing responsibility for their actions. For example, older children independently tidy away activities before selecting new resources.

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Behaviour, attitudes and establishing routines Strong standard

Well-established routines help children understand what is expected of them and contribute to the smooth running of the day. For instance, children independently wash their hands before lunchtime without prompts from the childminder. These consistent routines support children to develop confidence, independence and effective self-care skills. As a result, transitions between activities and mealtimes are calm, organised and purposeful. The childminder has clear policies in place to monitor children's attendance.

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Behaviour, attitudes and establishing routines Strong standard

The childminder carefully plans opportunities for children to engage in cooperative play and develop their understanding of sharing and turn-taking. Children interact positively and confidently invite others into their play. For example, during imaginative play, children prepare pretend drinks for the childminder. These experiences support children to build social skills, develop friendships and learn to cooperate effectively with others.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's understanding of healthy lifestyles effectively. She encourages children to make positive choices through meaningful experiences and high- quality discussions. For example, children learn how to keep themselves safe in hot weather by wearing hats for protection and drinking water regularly to remain hydrated. This helps children to develop an understanding of how to care for their own health and wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder supports children's communication skills effectively by teaching them the vocabulary they need to express their thoughts, feelings and care needs confidently. Children are encouraged to develop their independence and self-care skills through everyday routines, activities and stories. They demonstrate resilience and determination as they continue to practise new skills and persevere when faced with challenges. This helps children to develop confidence in their own abilities and become motivated learners.

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Children's welfare and wellbeing Strong standard

The childminder plans regular outings that provide children with valuable opportunities to benefit from fresh air, physical exercise and first-hand learning experiences within the local community. These experiences support children's physical development, confidence and overall wellbeing.

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Achievement Expected standard

Children are making steady progress from their starting points. They develop a range of skills across all areas of learning that support them to succeed when moving on to school. For example, children show confidence in moving through the routine of the day.

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Achievement Expected standard

Children develop their social skills as the childminder skilfully encourages positive learning conversations while on trips or attending playgroups. Furthermore, children are supported to interact positively with others and demonstrate kindness and cooperation in their play. For example, they confidently invite others to join activities and willingly share resources to include them in their play.

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Achievement Expected standard

Children demonstrate positive attitudes towards their learning. They show determination and resilience as they persevere with activities, even when they face challenges. This supports children to develop confidence in their own abilities and become motivated learners.

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Curriculum and teaching Expected standard

The childminder builds the curriculum on children's interests and plans activities around all areas of learning. Children confidently express what they would like to do. For example, children ask to play with the pretend teeth and toothbrushes. The childminder plans appropriately, building on children's previous learning. For example, children confidently sort foods that are good or bad for their teeth. The childminder extends the activity by using play dough to represent cavities in teeth. This helps children to understand how eating too many unhealthy foods can damage their teeth.

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Curriculum and teaching Expected standard

The childminder places a clear focus on supporting children's communication and language development. For example, during imaginative play with dolls, the childminder introduces vocabulary from familiar stories children have previously enjoyed. Through high-quality interactions, she repeats words clearly and introduces new vocabulary, such as 'stethoscope' as children engage in role play as doctors. This contributes to the rich- language environment the childminder provides and supports children to become confident communicators.

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Curriculum and teaching Expected standard

Generally, the childminder supports children's mathematical learning as they count up to 6. She also introduces some language that supports children's understanding of size, such as 'big' and 'little' as children make shapes with play dough. Sometimes, children's interest in numbers is not further developed in order to support children to problem-solve and to develop their mathematical understanding further.

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Inclusion Expected standard

The childminder welcomes all children to her setting. She gathers detailed information from parents and carers when their children first start and carefully observes children to have a clear understanding of their development. The childminder is quick to identify what it is that children need to learn next. When the childminder identifies possible barriers to learning, she puts plans in place to meet children's individual needs and shares her observations with parents to promote a shared approach. This means that issues or concerns are identified early, timely referrals are made and information is shared with other professionals when needed. The childminder's approach to inclusion means children with barriers to learning continue to make progress alongside their peers.

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Inclusion Expected standard

The childminder creates an environment that is accessible for all children. For example, she adds a small step next to the sink to allow all children to build on their independence and personal care. She makes effective use of any additional funding that is unique to each child to offer children experiences that they may not otherwise have.

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Leadership and governance Expected standard

The childminder builds positive relationships with parents and carers. She seeks feedback from families and makes appropriate changes to her practice to support children's experiences and learning. For example, she provides opportunities for parents to continue children's learning at home. The childminder communicates effectively with parents to gain information about any changes to children's routines or home circumstances so that she can support their wellbeing appropriately. She also works in partnership with other professionals involved in children's care to help ensure that support is consistent and children remain safe.

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Leadership and governance Expected standard

The childminder reflects on her practice and takes steps to make improvements to her provision. She recognises her strengths and understands the importance of following children's individual needs and interests to support their learning and development. This helps children to make steady progress from their starting points. The childminder is committed to professional development and regularly accesses training opportunities. However, professional development is not always sharply focused on the areas that will have the greatest impact on children's outcomes and the effectiveness of the provision, and help her to manage her workload.

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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 and settled in the childminder's home-from-home setting. They experience quality care and are supported to grow and flourish from their starting points, ready for their next stage in learning. Children happily explore the learning environment that the childminder carefully plans. This helps children to make independent choices in their play. Activities on offer reflect children's age and stage of development and their current interests. As a result, children sustain their attention and develop their imagination skills as they enjoy role play activities such as being a doctor and caring for dolls. Children show an eagerness to learn as they use language in their play that they have learnt from familiar stories. They persevere at tasks and independently dress the dolls.

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

Children learn about the world around them through first-hand experiences, such as visiting parks, libraries, farms or local shops. They build friendships and learn to cooperate with others during shared experiences. Children learn about keeping themselves safe, such as road safety. These first-hand learning experiences are planned on different days to support the confidence, physical skills and social interactions of all children, including those who attend on a part-time basis.

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

Children manage their behaviour very well and are confident to ask for help when they need it. For example, when there is a change in routine children accept this and take it in their stride. They are kind and helpful as they tidy away toys they have finished with and take turns in their play. Children thrive in the nurturing environment that the childminder creates. They feel like they are part of her extended family and show a secure sense of belonging.

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About this setting

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

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About this setting

Local authority: Nottinghamshire County Council

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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 develop further ways of extending children's learning throughout her teaching to support children's progress, particularly in mathematics. The childminder should sharpen professional development to precisely focus on areas of practice that will have the greatest impact on children's learning, while also managing workload effectively.

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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 and care, known as the early years foundation stage This data is from 30 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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