Rose, Hayleigh Marie

Childminder

Unique reference number (URN): 2874437 Registered with Ofsted: 17/02/2026 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 Expected standard

Typically, all children are developing well and making positive progress from their individual starting points. Children gain confidence as they explore, becoming independent in age- appropriate ways. They enjoy the various experiences in the park, such as using their physical skills for climbing. Children are developing their social skills effectively. They sit together for mealtimes, smiling and babbling to each other and are encouraged to feed themselves. They are also supported in building their independence by making simple choices. For example, selecting items from their lunch, helping them to develop an understanding of their own preferences.

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Achievement Expected standard

Children develop their listening and attention skills well. For example, when asked they collect their shoes when going to the park. They enjoy books, exploring them both independently and with the childminder.

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Behaviour, attitudes and establishing routines Expected standard

Children are well supported when starting the setting. The childminder works closely with parents, and gathers information about their child to support the transition. Settling-in plans are flexible to meet the needs of individual children. Parents report how well their children have settled and enjoy attending the setting. Children have good attendance, and build warm and trusting relationships with the childminder. They seek out comfort and reassurance when needed. The childminder establishes routines so children are well supported in knowing what comes next. For example, after having their nappy changed, children know they find their chair ready for snack.

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Behaviour, attitudes and establishing routines Expected standard

The childminder shows an awareness and is mindful of those children who are quieter than others and ensures all children are given equal attention. The childminder teaches children kindness and respect through role modelling and encouragement. The childminder has high expectations for behaviour and understands when and why young children may display frustration. Behaviour is managed well, and she adapts her approach, taking into consideration children's needs while maintaining high expectations.

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Children's welfare and wellbeing Expected standard

The childminder has created a safe and welcoming environment for all children, where they typically enjoy playing and learning. They have daily access to outdoor spaces within the local community. The childminder carries out robust risk assessments both before, during and after outings to ensure children are safe at all times. Children's personal care needs are met through warm and positive interactions. However, hygiene practices during intimate care are not always consistently followed. For example, the nappy changing mat is not routinely cleaned after each use, and the childminder does not always wash her hands between nappy changes. This compromises hygiene procedures and may increase the risk of cross-contamination. Parents provide snacks and meals for children, and the childminder works in partnership to ensure these are healthy, balanced and nutritious. She also ensures these are prepared in a

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Children's welfare and wellbeing Expected standard

way to prevent choking. Mealtimes are relaxed and sociable, promoting manners and social skills. Children's independence is encouraged and well supported. For example, children confidently wash their hands before snacks and mealtimes, with the childminder providing positive role modelling and guidance. They have regular access to fresh drinking water, and are able to recognise their own cups and bottles, as well as those belonging to their peers.

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Curriculum and teaching Expected standard

The childminder has developed a well-planned curriculum, that reflects the children's interests and the ways they learn. For example, many children enjoy being outdoors, so they spend plenty time in the local community visiting parks and open spaces. This helps children stay engaged and enjoy their learning experiences. The curriculum is inclusive, and typically taught well, tailored to children's needs and stages of development. For example, the childminder takes children to the park, helping younger children to climb up and down the slide. Children show concentration when posting pom-poms through tubes and independently look at books. While children enjoy a variety of planned indoor activities, some experiences could be more closely matched to their ages and stages of development to further support engagement and extend learning. For example, the childminder provides children with sticker books, which limits learning and creativity. While children show interest

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Curriculum and teaching Expected standard

they become frustrated, quickly losing interest.

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Curriculum and teaching Expected standard

Children's physical development is prioritised with opportunities for crawling, standing and climbing. This is developing children's core strength and coordination, as well as confidence and resilience. The childminder focuses on children's personal, social and emotional development, which supports children to feel safe and happy. She develops children's communication and language, for example signing and singing rhymes during routines. During handwashing routines, the childminder introduces new vocabulary, such as 'sticky' and 'soapy'. The childminder uses mathematical language in everyday practice. For example, she counts '1, 2, 3' before children come down the slide.

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Inclusion Expected standard

The childminder provides an inclusive learning environment that all children can freely access. She gets to know children very well, and uses this knowledge to plan and deliver activities that meet all children's needs. The childminder has high expectations for children, and uses her knowledge of child development to implement strategies to support all children. For example, she uses 'sign-supported' communication to help children to express their needs while building a vocabulary of words to benefit their language skills.

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Inclusion Expected standard

The childminder works closely with parents to discuss progress and developmental concerns. She is also aware of when and how to seek external support, should she need advice. Where any barriers in learning are identified, she evaluates the environment and experiences, adapting the support required. For example, the childminder ensures that all children feel included when visiting the park. She is aware of those that are quieter than others, ensuring she divides her time equally. Children are given time and space to explore environments independently, building confidence in their own time.

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Leadership and governance Expected standard

The childminder is reflective and maintains high expectations for her setting. She has a clear and ambitious vision and understands the strengthens of her provision and areas of further development. For example, the childminder recognises an enhancement of her garden space is a priority and of the positive impact this will have on improving outcomes and learning opportunities for children. The childminder is committed to improving her practice and regularly updates her knowledge through training provided by the local authority and other providers. For example, following a course on using sign-supported communication, children develop their communication skills effectively. This approach is now part of daily practice and is used consistently by both the childminder and the children.

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Leadership and governance Expected standard

The childminder builds positive relationships with parents to support children's learning and development. Parents say she keeps them informed about their children's experiences and progress online and during collection times. For example, she shares information about how the children are learning so that parents can continue supporting their development at home. The childminder also works with other childminders in the local community, sharing ideas and effective ways of working. The childminder manages her workload effectively, using time when children are resting to update records and online journals for parents. She also supports her own wellbeing, linking up with other childminders for support when needed.

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

Children at this setting are happy and confident. They make typical progress and steadily develop the skills they need for future learning. The childminder knows the children well and uses this understanding to plan a curriculum that reflects individual interests, needs and preferred ways of learning. Children benefit from using simple signs alongside spoken language, which helps them develop their communication and express their needs. For example, the childminder uses the sign for 'nappy' during care routines, and 'more' at snack and mealtimes.

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

The childminder gathers information about children on registration from parents and uses this to ensure they feel welcomed and valued. For example, she tailors the settling-in process to meet the individual needs to ensure they feel safe and encourages regular

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30 attendance. The childminder forms warm nurturing relationships with children, and they develop secure attachments. Children are confident to explore independently, especially when outdoors. Children have regular opportunities to visit areas within the community, for example parks, soft-play facilities and local landmarks. During outdoor play, children have the opportunity to enhance their physical development and curiosity, and meet other children, building on their social skills. Children enjoy learning. For example, they are keen to explore and squeal with excitement when arriving at the park and going down the slide. Children's achievements are recognised and celebrated, enabling them to flourish and thrive.

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Next steps

The childminder should enhance the planning and implementation of indoor activities to ensure experiences are age-appropriate and offer suitable levels of enrichment for all children. The childminder should provide consistent hygiene practices to benefit children's health.

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About this inspection

The inspector spoke with leaders and 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. Local authority: Northumberland

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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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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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