Cole, Lianne

Childminder

Unique reference number (URN): 2769091 Registered with Ofsted: 09/01/2024 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 Strong standard

Children make secure and consistent progress from their individual starting points across the areas of learning. They confidently use an increasingly rich vocabulary to communicate their ideas, join conversations and explain their thinking during play and everyday routines.

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Achievement Strong standard

Children develop a secure understanding of early mathematical concepts as they recognise quantities, compare objects and use mathematical language in meaningful situations. Babies begin to explore number through play, while older children confidently develop coordination, balance and increasing independence during indoor and outdoor activities.

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Achievement Strong standard

Children, including those who may face barriers to learning, achieve well because learning experiences are carefully adapted to meet their individual needs and stages of development. They confidently apply their knowledge, skills and understanding across play, daily routines and new experiences, developing the essential communication, physical, social and mathematical skills they need for future success and the next stage of their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm and respectful environment where children understand what is expected of them. She consistently models kindness and patience, helping children learn to cooperate, take turns and show consideration for others. She encourages warm interactions between children. As a result, older children naturally include and support younger children during play. They celebrate younger children's achievements and show affection, helping to create a culture of empathy and respect.

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Behaviour, attitudes and establishing routines Strong standard

Children show positive attitudes to learning. They remain engaged in activities for long periods, share their ideas confidently and approach new experiences with enthusiasm. They listen to the childminder and respond positively to guidance, moving between activities and routines with ease.

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Behaviour, attitudes and establishing routines Strong standard

Well-established daily routines help children understand expectations. Children happily tidy away resources, follow hygiene routines such as handwashing and manage everyday tasks independently. Familiar routines help children anticipate what will happen next, supporting a calm and purposeful atmosphere throughout the day.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses gentle, consistent interactions to support children when they become upset or unsettled, helping them re-engage with their play and routines. She works closely with parents to encourage regular attendance and maintain consistent routines between home and the setting. This helps children settle quickly, develop secure attitudes to learning and benefit from the continuity of care, learning and relationships that regular attendance provides.

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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the heart of her practice. Children benefit from warm, responsive care that supports their emotional wellbeing and helps them feel safe and secure. The childminder develops secure attachments with children and responds sensitively to their individual needs. Babies receive attentive care, including safe sleep arrangements and comfort when they are unsettled.

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Children's welfare and wellbeing Strong standard

The childminder promotes healthy eating through positive mealtime experiences. She reads food-related stories with children during meals, encouraging them to understand how different foods support their health. Children also benefit from regular outdoor play and physical activity, supporting their overall physical development.

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Children's welfare and wellbeing Strong standard

Children are supported to develop awareness of safety through clear expectations and well- organised experiences. The childminder carefully balances appropriate challenge with effective risk management, allowing children to explore confidently. She helps children think about whether their actions are safe in the moment. For example, when a child climbed on a climbing frame, she encouraged them to consider whether they were safe. Children also take part in simple safety routines, such as practising fire drills, to help them become familiar with emergency situations.

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Children's welfare and wellbeing Strong standard

The childminder supports children to recognise and manage their emotions. She helps them to understand their feelings and provides appropriate support when they become upset or overwhelmed. Children are guided gently back into their play when they are ready.

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Curriculum and teaching Strong standard

The childminder provides a broad and balanced curriculum that reflects children's interests and supports all areas of learning in line with the early years foundation stage. She plans flexibly around children's daily experiences and adapts activities to follow their ideas, helping them remain engaged and motivated.

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Curriculum and teaching Strong standard

Communication and language is consistently prioritised throughout the day. The childminder uses everyday interactions during play and routines to introduce new vocabulary and extend children's thinking. She promotes early mathematical development effectively through hands-on experiences, encouraging children to count, compare and sort during activities such as a treasure hunt, helping them develop an understanding of numbers in meaningful contexts. The childminder also prioritises physical development. Children are supported to develop coordination, control and strength through outdoor learning and handling a range of resources such as pipettes.

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Curriculum and teaching Strong standard

The childminder extends teaching and learning experiences in practical ways. For example, she introduces new fruits and vegetables and encourages children to taste and try them, helping to extend their vocabulary and broaden their experiences. She uses her detailed knowledge of each child to extend learning. Ongoing observation ensures activities build on what children already know and can do. As a result, children remain curious, confident and actively engaged in their learning.

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Inclusion Strong standard

The childminder has a detailed understanding of each child's individual needs and stages of development, built through ongoing observation, assessment and regular communication with families. This enables her to identify children's strengths, interests and any emerging barriers to learning or wellbeing at an early stage. She adapts experiences and activities to meet the children's varying ages, abilities and individual needs, helping all children to participate fully and make progress from their starting points.

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Inclusion Strong standard

The childminder responds promptly and sensitively when children require additional support. She demonstrates a secure understanding of how to adapt her interactions and learning experiences to support children with special educational needs and/or disabilities, children experiencing disadvantage and other children who may face barriers to learning or wellbeing. For example, she uses modelling, repetition and simplified language to support children's communication and carefully adjusts routines and provision to help children remain settled, engaged and fully included in learning. She recognises the importance of working closely with families to ensure support remains responsive to children's changing needs.

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Inclusion Strong standard

The childminder understands the significance of working collaboratively with schools, health professionals and, where appropriate, children's social care to ensure children receive consistent support. She shares relevant information to promote continuity in children's learning and development and recognises the importance of establishing effective partnerships to support smooth transitions and reduce barriers to children's learning and wellbeing.

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Leadership and governance Strong standard

The childminder has a clear understanding of the strengths of her provision and reflects continuously on how children's experiences can be improved. She reviews children's progress through ongoing observations and assessment. She uses this information to identify next steps and adapt experiences and resources to meet children's changing needs. The childminder evaluates the effectiveness of her practice and identifies opportunities to further develop the provision she offers children. She adapts her provision to reflect the ages and stages of the children attending, ensuring all children are equally well supported throughout the day.

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Leadership and governance Strong standard

The childminder is committed to developing her professional knowledge. She applies this learning effectively to enhance the curriculum and improve outcomes for children. For example, her training in nutrition helps children develop healthy eating habits through positive mealtime experiences, while her outdoor learning training enriches children's experiences by providing regular opportunities to develop their physical skills, confidence and understanding of the natural world.

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Leadership and governance Strong standard

She also keeps her knowledge up to date through constant review of guidance and statutory requirements. Records, policies and risk assessments are well organised and revisited regularly to support safe practice. The childminder keeps her safeguarding knowledge up to date and implements procedures consistently. The childminder develops positive partnerships with parents and maintains consistent communication with schools and other professionals. She shares relevant information to support children's learning, development and transitions between settings. This helps provide continuity in children's experiences, particularly where children attend more than one setting.

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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 confident in this calm and welcoming environment. They enjoy attending the setting, where warm relationships with the childminder help them to feel secure and settle quickly. Children and their families are welcomed into the setting through positive partnerships that value parents' knowledge of their children. This helps the childminder understand children's interests, experiences and individual needs from the outset. Children confidently explore their surroundings, choosing from carefully organised resources while involving adults and other peers in their play. Babies and older children learn alongside one another and continually benefit from the caring, responsive interactions with the childminder, which also supports positive relationships between children. Children are emotionally secure and seek comfort and reassurance from the childminder when needed, quickly settling back into play due to the consistent care they receive.

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

The childminder consistently promotes communication and language through meaningful conversations, storytelling and play. She skilfully extends children's thinking by introducing mathematical language and using practical resources to deepen their understanding. Children enthusiastically explore the natural world, for example caring for caterpillars before releasing butterflies, which helps them develop a meaningful understanding of the world around them.

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

Children develop independence through well-established daily routines that are consistently embedded across the day. They confidently manage aspects of self-care, including washing their hands, tidying away resources and recognising their own belongings. Mealtimes are used as opportunities to encourage healthy eating and develop positive attitudes towards food. The childminder uses everyday routines to help children develop an understanding of how to keep themselves healthy and safe.

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

Children who face barriers to learning consistently receive thoughtful, well-coordinated support that helps them make good progress from their starting points. The childminder plans learning opportunities that reflect children's stages of development and individual needs, helping to close gaps and ensure they make good progress. She works closely with parents and other professionals to provide support during key transitions. As a result, children leave the setting as confident, independent learners who are well prepared for the next stage of their learning.

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Next steps

The childminder should continue to sustain her work to maintain the high quality of education and care. She should continue to strengthen the long-term impact of her practice so that children, particularly young children and those who face additional barriers to learning, consistently experience increasingly transformational outcomes as they move through their early education.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:00

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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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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.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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