Miles, Alice Mary

Childminder

Unique reference number (URN): 2841318 Registered with Ofsted: 26/05/2025 Registers: EYR

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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

All children, including those with special educational needs and/or disabilities, make significant progress from their starting points towards their readiness for moving on to school. They become confident, independent and curious learners. Children develop the necessary physical skills to dress themselves for outdoor play. They put on their outdoor clothes and demonstrate perseverance as they pull up zips and attempt to fasten buttons. During snack time, children peel and chop their own fruit and young children confidently drink from open cups. Children smoothly transition between different activities in their routine, such as tidying up their toys, sweeping up sand, and packing their lunch boxes after their snack.

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Achievement Strong standard

Children make significant strides in their communication and language skills. They excitedly join in with familiar songs, complete phrases from well-known stories, count and name shapes. Children listen extremely well, follow instructions independently and engage fully in their learning. They demonstrate great enthusiasm and curiosity for learning. Children are highly responsive to new experiences. For example, they role play with puppets and recall events when looking at photos. Children are exceptionally well prepared for the next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. Children understand what is expected of them at each part of the day. They consistently follow a well-established routine, anticipating what comes next. The childminder supports all children, including those with special educational needs and/or disabilities, by offering clear explanations. This provides them with reassurance about what is happening next. Children help to tidy away resources and help the childminder to sweep the sand using a dustpan and brush. They receive abundant praise and encouragement, which helps to build their self-esteem and confidence.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a supportive and caring relationship with children. These positive relationships help children to feel very secure and settled in her care. The childminder consistently models respectful interactions with children, such as thanking them for waiting for a turn on the swing. This has a deep impact on children, fostering positive and respectful relationships. The childminder uses every opportunity possible to support children to collaborate. For example, when they share puppets to play with, she asks children to wait their turn to choose a song, telling them, 'we will all get turn.' The childminder shares her policies and procedures with parents and carers so they understand her expectations regarding children's attendance. She explains the importance of being punctual and attending regularly, so children can fully benefit from the opportunities on offer and support children's learning.

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Children's welfare and wellbeing Strong standard

The childminder excels at promoting healthy attitudes and lifestyles. Children enjoy daily walks to the school, which provides plenty of fresh air and exercise. They play in the garden, climbing and running, having great fun as they look for birds and butterflies. Children develop strength and coordination in readiness for the next stage of their learning.

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Children's welfare and wellbeing Strong standard

Sleep, hygiene and mealtime routines are highly effective in keeping children safe. The childminder tailors these routines to meet the needs of children at different stages of development. Children are very independent in managing their self-care. They recognise when to wash their hands. Children eagerly tell the childminder when they need to do this.

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Children's welfare and wellbeing Strong standard

The childminder is highly skilled at developing children's awareness of their own and others' feelings. She uses stories and play opportunities to continually deepen their understanding. The childminder uses routine moments, such as when the children stroke the cat, to discuss more complex emotions, such as 'anxious'. This approach significantly supports children with special educational needs and/or disabilities in regulating their emotions. In addition, the calm environment greatly helps children to learn to regulate their feelings. Children learn to show empathy towards each other and thrive because of the care and attention they receive.

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Curriculum and teaching Strong standard

Children are provided with a wide range of activities that support different learning styles. The childminder gathers a wealth of information from parents and carers to help support children. This includes observations to establish children's starting points. Children's next steps are accurately planned for this supports their developmental stage and interests.

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Curriculum and teaching Strong standard

Children benefit immensely from high-quality teaching. The childminder plans a curriculum that embeds communication and early mathematics throughout the day. For example, children discuss the size of the food they eat at snack and the speed at which balls roll. These experiences support children to develop their mathematical understanding and language. The childminder ensures that children with special educational needs and/or disabilities have access to the same curriculum opportunities as their peers. For example, she consistently uses clear communication and a range of alternative communication methods. For example, visuals prompts and some sign language. The childminder enhances children's communication skills by singing songs and rhymes and reading stories. She provides plenty of opportunities for children to practise new words. For example, the childminder uses the words 'claws', 'whiskers' and 'fur' as children gently and responsibly

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Curriculum and teaching Strong standard

learn about the pet cat. The childminder uses rich and descriptive language as she narrates children's play. This enables children to significantly develop their vocabulary and understanding.

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Curriculum and teaching Strong standard

Children engage in a wealth of activities that help to ensure they develop an array of physical skills. They squeeze pipettes during water play, which helps develop strength in their hands. They benefit greatly from regular opportunities for active play at the local park. Children develop their coordination, balance and confidence as they enjoy climbing equipment and create an obstacle course. The childminder also prioritises children's personal, social and emotional development, helping them to build confidence and form positive relationships. She consistently encourages children to explore their emotions during their play. Children are very well prepared for their next stage in learning.

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Inclusion Strong standard

The childminder understands how to support children with special educational needs and/or disabilities. She swiftly addresses any gaps in children's learning through her observations and assessments. The childminder meticulously measures children's progress. She then implements highly effective support plans. This helps all children to access the curriculum and feel safe and secure.

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Inclusion Strong standard

The childminder has fostered working relationships with parents and carers and other professionals. She works closely with other settings that children attend and builds very effective relationships to ensure children continue to make significant progress across settings. The childminder plans all activities to be fully inclusive, adapting them to meet each child's needs.

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Inclusion Strong standard

The childminder demonstrates an effective approach to supporting children who are in receipt of additional funding. Outings to the zoo, farms and shops ensure children have experiences they may not otherwise access. In addition, the childminder encourages children to bring photos of family members to display in the setting. This greatly helps children's emotional wellbeing and supports their interests and identity. The childminder removes barriers to learning for children. For example, children's needs are the priority and those who need emotional support get lots of cuddles and reassurance. The childminder also communicates with parents to gather important information on how to support children's emotions. All of this helps to ensure that every child is fully included.

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Leadership and governance Strong standard

The childminder is passionate about her role. She shows real commitment towards her continuous professional development. The childminder regularly attends a variety of training courses and webinars to extend her knowledge and understanding this strengthens her support for children who face barriers to learning. She focuses on continuously improving the setting, her reflective approach is well established. Excellent systems are in place to gather the views of parents and carers and children. The childminder regularly reviews the quality of the service she offers, using feedback to plan future areas of development.

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Leadership and governance Strong standard

Robust partnerships are in place. The childminder builds excellent working relationships with agencies that support the children in her care, such as the local authority. This has a significant impact on the progress of children who face barriers to learning. Parents speak highly of the care and education their children receive. The childminder keeps parents informed about their child's day and ongoing progress. There is a robust and collaborative approach to children's assessments and sharing their next steps in learning, with parents and other settings children attend. The childminder ensures continuity of learning by providing parents with guidance to support children's learning and development at home. She places great emphasis on ensuring children have a smooth transition between settings. These arrangements are incredibly supportive of children's future learning and eventual move to school.

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

Children access an interesting curriculum that invites them to explore and investigate a wide range of resources and the natural world. The childminder encourages children to become curious learners by offering meaningful experiences. For example, children enjoy splashing in water and filling up containers. They develop their strength and coordination in readiness for the next stage of learning. The childminder speaks confidently about each child and their unique needs. This deep understanding has a sustained impact on children's learning, particularly for those with special educational needs and/or disabilities. For example, the childminder has created an area for children to climb, swing to support children's interests, physical development and their sensory needs.

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

Children are provided with a well-organised environment. This helps them to lead their own play. Children fully engage and sustain concentration for extended periods. For example, children have lots of fun exploring balls and tubes. They excitedly push balls down tubes and enjoy exploring the different distances and speeds the balls travel. Children test out their ideas and laugh in delight when they succeed.

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

Children develop their independence. The childminder uses every opportunity to encourage children to manage tasks independently. For example, children help to pour drinks at meal- times, tidy up afterwards and get ready for outdoor play. Children use trays to independently store their important belongings in and as a place to display photos of their family members. This helps develop independence and a clear sense of belonging. The childminder creates a nurturing and very inclusive setting. She establishes very deep bonds with both children and their families. The childminder encourages their involvement so she can align her care with their home routines. This consistency in care and education enables children to flourish. Children develop excellent daily routines and are eager to attend the setting.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, thereby realising a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke to the childminder, parents and carers and children during the inspection.

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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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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

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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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