Baker, Abby Nicole

Childminder

Unique reference number (URN): 2830970 Registered with Ofsted: 09/06/2025 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 generally develop the skills they need to be successful in the next stage of their education. Young children build secure communication skills. They babble with excitement, using gesture and eye contact to share their needs. Children have experience that develop their interest in numbers and counting. This builds the foundations of learning they need to begin to understand deeper mathematical concepts. For example, older children develop a secure understanding of numerical reasoning and simple addition.

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Achievement Expected standard

Children build secure physical skills. They learn to climb, crawl and balance as they navigate across balancing beams in the garden. Children are confident and resilient and they extend their skills on different equipment.

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Achievement Expected standard

Children typically develop secure independence skills. For example, older children carry out some care routines by themselves. However, children do not consistently learn about the importance of key routines, such as tidying up.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a clear understanding of what she expects from children's behaviour. For example, she wants children to learn about sharing and taking turns with one another. The childminder actively promotes children's kindness as they play together. She offers praise when children share with their friends for example. The childminder recognises that younger children might need rules adapted so that they are delivered in an age-appropriate way. The childminder is building on supporting children's skills to regulate their emotions to further enhance their understanding of why certain rules are in place.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between the childminder and the children are close and meaningful. Children excitedly come to sit on her lap or gesture for a cuddle. This supports children's positive attitudes as they play and learn together.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a robust approach to attendance. She has secure partnerships with parents and regularly communicates with them to support their understanding of the importance of punctuality and routine. This means that children attend consistently and get the most out of their early education.

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Children's welfare and wellbeing Expected standard

The childminder has a broad understanding of how to support children's welfare and wellbeing in her setting. She has developed parent communication books to enhance that her partnership with parents and carers, so that they consistently have a joined-up approach to children's care.

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Children's welfare and wellbeing Expected standard

The childminder supports children closely when she carries out hygiene routines, such as clothing and nappy changes. She is highly sensitive and respectful. For example, the childminder asks children if she can change them and sings with them happily to promotes their wellbeing during the care experience.

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Children's welfare and wellbeing Expected standard

Overall, the childminder has a secure understanding of how to promote children's independence. For example, she encourages children to self-select their activities and learn about self-care. However, at times, opportunities for children to practise their independence can be limited in the daily routine. The childminder is beginning to broaden her expectations of tasks that young children can do for themselves.

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Children's welfare and wellbeing Expected standard

The childminder's curriculum typically supports children's understanding of overall health. For example, she provide healthy snacks, such as fruit and vegetables. Children also have the opportunity to learn about growing different foods in the childminders garden. The childminder also teaches children about oral health and emotional wellbeing through stories and interactions.

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Curriculum and teaching Expected standard

The childminder has an accurate overview of the curriculum she delivers to children. It is typically well sequenced and generally, learning experiences are linked closely to what children need to know next. The childminder uses assessment carefully to continuously monitor children's progress.

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Curriculum and teaching Expected standard

The childminder ensures a sharp focus on communication and language. She recognises children's different ages and how to adjust her interactions to support children's current stage of learning. The childminder uses plenty of single words, such as 'ball' and 'dog', to encourage the youngest children to build their vocabularies. The childminder builds on children's interest in books and stories by providing a wide range of texts and reading to children frequently throughout the day.

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Curriculum and teaching Expected standard

The childminder is generally ambitious for children's learning. She recognises how to build on children's independence skills to support their personal development. However, the childminder has not yet considered how she can have consistently high expectations for what children can achieve throughout the daily routine. For example, there are occasions when she does not encourage children to tidy up their toys, and, at times, various areas of play are left cluttered with toys when children move on to another activity. The childminder has started to consider other areas of the routine that could be strengthened to further enhance opportunities for all children to do age-appropriate tasks for themselves. Despite this, young children demonstrate confidence and learn to complete some tasks alone, including getting their own shoes when it is time to go outside.

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Inclusion Expected standard

The childminder is dedicated to providing an inclusive environment for all children. She uses careful assessment to establish children's starting points and identify any specific support that children might need. The childminder discusses how she has followed the expert guidance of other professionals, such as speech and language therapists. This supports her to deliver precisely tailored interventions and strategies that further enhance children's individual communication skills. The childminder provides tailored support to children who may be at a disadvantage. She works closely with families who may face barriers to attendance and children with barriers to their learning and/or wellbeing. The childminder recognises how to signpost families to the correct support and make referrals where appropriate.

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Inclusion Expected standard

Although the childminder is generally confident of her current knowledge and quality practice, she has identified that she would like to develop her knowledge of working with children with special educational needs and/or disabilities even further. This is so that she can strengthen her understanding of making skilful adaptations to her provision to further increase the impact of her teaching.

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Leadership and governance Expected standard

The childminder has a clear oversight of her setting. She works closely with her co- childminder to establish clear procedures and policies that ensure reflective and strategic leadership. The childminder generally has a clear understanding of the strengths of her setting. She has started to consider training that will further strengthen her practice, such as enhancing her understanding of how to best support children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder builds secure partnerships with parents and carers. They speak highly of the quality of care and education that their children receive in her care. For example, parents explain that the childminder uses detailed communication books to share updates each day. The childminder also shares information about children's next steps in learning, so that parents can further extend this learning at home. This supports children to receive a shared approach to their care.

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Leadership and governance Expected standard

The childminder engages with the local community. She provides enriching experiences where children visit woodland, beaches and nature reserves. The childminder also liaises with other early years professionals to share and gather information around guidance and best practice to further enhance her own professional development.

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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 immersed in nature at this welcoming home-from-home setting. Children play and explore with delight in the garden. Together, they feed the chickens and talk about how many eggs they have laid. Children have enriching experiences that deepen their understanding of growth and change. They grow different fruits and vegetables in the large vegetable patch in the garden and talk together about how potatoes grow for example. Children also visit woodlands with the childminder to participate in group nature based exploration activities. Children gain exciting new knowledge and actively engage in their learning.

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

Children build secure and meaningful relationships with the childminder. They seek her out for comfort and reassurance as they settle in to the routine. Children are keen to go to the childminder for a cuddle and often take her books to read to them. Children feel safe and secure. The childminder is beginning to teach children about their feelings to further increase their emotional awareness and wellbeing during their time with her. She gets to know children remarkably well and promptly identifies any barriers that children may face to their learning and/or wellbeing. This means that children quickly get the support they need to achieve the best outcomes.

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

Children attend the setting regularly and consistently. This is because the childminder works closely with all families and quickly identifies any barriers children may face to attendance. She provides tailored support and signposts parents and carers to any other professionals that may be able to support them further.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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Next steps

The childminder should target her professional development precisely to align with the improvement priorities that she has identified. The childminder should continue to develop teaching and interactions during routines so that expectations of what children can achieve remain consistently high.

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About this inspection

The inspector spoke to the childminder, her co-childminder and children, and took account for written views from 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 July 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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