Butler, Catherine Helen

Childminder

Unique reference number (URN): 2817222 Registered with Ofsted: 14/01/2025 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Children benefit from the childminder's calm and kind nature. She has constant high expectations for all children's behaviour and children naturally say 'please', 'thank you' and 'you're welcome' at all opportunities. She takes a highly inclusive approach, considering each child's age, stage of development and individual needs when setting behaviour expectations. Daily routines are planned and adapted carefully so they work for all children, including those with special educational needs and/or disabilities. The childminder has created a calm, nurturing environment where children feel emotionally secure and confidently follow familiar routines. Children receive consistent care and reassurance, helping them regulate their emotions and settle quickly.

p.2

Behaviour, attitudes and establishing routines Strong standard

The atmosphere is harmonious. Older children support their younger friends with everyday tasks, such as tidying up, handing out water bottles or completing puzzles. The childminder reinforces this positive behaviour through recurring praise and by modelling kindness and cooperation herself. This helps children form close, trusting bonds with her and with one another. They respond well to praise and encouragement, showing pride in their attempts and achievements. As a result, children's confidence grows. The childminder works closely with families to promote punctuality and regular attendance. She recognises how consistency supports children's learning and prepares them and their families for the routines they will follow at school. From the outset, she shares her expectations around attendance with parents. Home visits and settling-in sessions are used effectively to gather detailed information about children's care needs, ensuring a smooth and reassuring

p.2

Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are given the highest priority. They form warm, secure attachments with the childminder, who responds to their needs with genuine sensitivity and care. Even subtle changes in children's emotions are recognised and addressed promptly, ensuring they feel understood and supported. The childminder uses inclusive approaches to support children's behaviour and emotional wellbeing. She adapts routines and interactions sensitively according to children's ages, stages of development and individual needs.

p.2

Children's welfare and wellbeing Strong standard

All areas of the setting are maintained to a high standard. The environment is consistently safe, clean and well organised, helping children feel protected, valued and confident to join play and learning with enthusiasm. Children benefit from daily outdoor play and enriching experiences such as visits to the library, parks and local groups. These opportunities are used thoughtfully to promote children's physical development, curiosity and confidence.

p.2

Children's welfare and wellbeing Strong standard

Healthy choices are encouraged and shared with parents. Children learn how to keep themselves healthy through exercise and nutritious eating and are supported to listen to their bodies. For example, stopping when they feel full or resting when they are tired. Children wash their hands independently as part of positive, respectful care routines. The childminder works closely with families and with the settings that children move on to; continuity and consistency across their care and learning. This collaborative approach

p.2

Expected standard

supports smooth transitions and helps children feel secure as they progress to their next stage.

p.3

Achievement Expected standard

Children make steady progress from their starting points. Children become increasingly curious and engaged, exploring toys independently and learning from these experiences. They build trusting and positive relationships with the childminder. This means that children develop the confidence to explore and to follow their interests. Children have confidence to move around the environment, children develop early skills that support their next stage of learning, they practise self-care through routines, such as feeding and toileting, showing improved coordination and independence.

p.3

Achievement Expected standard

Children's growing emotional security supports their willingness to try new experiences, sustain attention and interact positively with others. Children demonstrate their resilience. If they fall over, they quickly get back up and carry on. Children who may face barriers to their learning and/or wellbeing are supported appropriately. The childminder works closely with parents to understand children's family dynamics and supports them to manage changes and new experiences. Overall, children develop the foundational skills they need for future learning.

p.3

Curriculum and teaching Expected standard

The childminder considers different areas of development when planning the curriculum, which has a positive impact on what children learn and experience each day. She takes account of children's starting points and teaches the skills and knowledge they need for their next stage of development. Communication and language are typically taught well. The childminder adapts her interactions to suit each child's developmental stage, ensuring they understand and can respond confidently. The childminder links children's learning as they play. For instance, children use magnifying glasses and binoculars to explore a tray of minibeasts, while the childminder extends their learning by discussing each creature's characteristics.

p.3

Curriculum and teaching Expected standard

The childminder prioritises daily outdoor access, both at and beyond the setting, to support children's physical development. Children are encouraged to walk to groups and the park rather than use pushchairs, helping them build confidence in their balance and coordination. The childminder acts as a positive role model, demonstrating how to share and take turns. Children mirror this behaviour and play cooperatively alongside one another. Children enjoy listening to songs and stories. The childminder does not consistently teach children about the wider world or support their understanding of life in modern Britain. Although children occasionally encounter different celebrations and cultures at groups they attend, opportunities within the setting are limited. As a result, some children do not develop a rich understanding of similarities, differences and cultural diversity.

p.3

Inclusion Expected standard

The childminder typically meets the needs of all children effectively and helps reduce barriers to their learning. She quickly identifies when children require additional support and completes early, accurate assessments so emerging concerns are addressed promptly. This enables children to access suitable interventions and resources. The childminder monitors children's learning closely, identifies gaps in development and adapts the curriculum so every child can participate fully in the learning on offer.

p.4

Inclusion Expected standard

The childminder knows children and their families well and works closely with parents and carers and other professionals, when needed. This partnership working ensures that support is appropriate and tailored to each child, helping them make steady progress and feel confident in their learning. Regular communication promotes continuity between home and the setting, reinforcing children's overall development. The childminder offers thoughtful guidance to families, signposting them to relevant local services and sharing information to help them promote children's learning at home. Parents speak highly of the childminder's commitment and value the care and support she provides. Overall, the childminder provides a safe, welcoming and nurturing environment where each child is valued as an individual. By continuing to strengthen support for children who face barriers to their learning, she helps every child to thrive, reach their potential and enjoy learning.

p.4

Leadership and governance Expected standard

The childminder has a clear and confident understanding of her setting's context, strengths and priorities for development. She is highly reflective, regularly seeking feedback from parents and accessing advice or training whenever she identifies gaps in her knowledge. This reflective approach ensures that improvements are purposeful and rooted in children's emerging needs. She manages her workload effectively, prioritising the children already in her care before taking on more, and engages in ongoing professional development to refine and strengthen the quality of her practice.

p.4

Leadership and governance Expected standard

The childminder has a well-delivered curriculum which is supported both in and outside of the setting, but this would benefit some refinement to enhance children's understanding of different cultures and diversity in the wider world.

p.4

Leadership and governance Expected standard

Open, honest communication with families is a consistent strength. The childminder addresses concerns promptly and ensures parents feel informed and involved in their child's experiences. Through this collaborative and reflective approach, she has created a stable, supportive and child-centred environment in which children's needs remain central to her decision-making. Parents praise her consistent and supportive communication, noting that she helps them understand their children's development and enables them to support learning at home. They value the childminder's responsiveness to feedback and describe the bond and care she provides as priceless, expressing confidence that their children are happy, content and thriving in the setting.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children receive consistently high-quality care and education due to the childminder's effective care tailored to each child. As a result, children make positive progress, building securely on what they already know and can do. Their development is monitored carefully, enabling the childminder to identify any emerging delays promptly and take appropriate action to reduce barriers to learning. Children are well prepared for their next stage through opportunities that promote independence, such as washing their hands and feeding themselves. They thrive in the happy, home-from-home environment the childminder

p.5

About this setting

Type: Childminder creates. Children's listening and social skills are strengthened through regular, meaningful conversations, shared laughter and encouragement to talk about themselves. They show care for one another, helping each other when they fall and during self care routines. Children learn about the world around them through visits to local groups, the library and parks where they explore nature together.

p.6

About this setting

The childminder celebrates children's skills and knowledge and provides opportunities for them to share these with others, helping to build their confidence. For example, children proudly complete lyrics from familiar songs and rhymes. They are eager to explore learning opportunities that are tailored to their individual needs. Their wellbeing is prioritised, and they are taught how to stay healthy and listen to their bodies. Children are valued as unique individuals and communicate effectively and respectfully. Parents and carers say their children are keen to attend the setting and benefit from a rich range of experiences. The childminder works closely with families to promote children's attendance and follow-up any absences.

p.6

Next steps

The childminder should develop the curriculum to support exploring culture and diversity further, helping children to find out about these themes in more depth as a regular part of their learning

p.6

About this inspection

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

p.6

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. Registration date: 14/01/2025

p.6

About this inspection

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8