Winterburn, Cassie

Childminder

Unique reference number (URN): 2823407 Registered with Ofsted: 24/02/2025 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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Behaviour, attitudes and establishing routines Strong standard

Children's daily routines are well established. Attendance is monitored effectively and ensures consistency in routines. Children develop increasing independence. They use spoons with growing competence. Children communicate their needs, using single words or gestures to request more fruit. The childminder promotes positive social interactions. She encourages children to use good manners and recognise their peers by name. She follows safer eating practices and supervises mealtimes effectively. This ensures children's safety and wellbeing at mealtimes.

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Behaviour, attitudes and establishing routines Strong standard

Children willingly participate in hygiene routines. After breakfast, they wash their hands and attempt to clean their own faces. The childminder uses these opportunities to extend children's communication skills. She names and discusses body parts while promoting healthy habits and self-care. Children are age-appropriately independent, supporting their personal development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder calmly supports transitions between activities. Children confidently lead the way to the playroom, reflecting the secure relationships they have developed with the childminder. The childminder consistently narrates steps of routines. This helps children understand what is happening next. The childminder provides reassurance and appropriate distraction to support their emotional wellbeing. Where children become frustrated, she proactively supports them to regulate their behaviour.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is patient, warm and responsive. She uses praise effectively to reinforce positive behaviour. The childminder responds sensitively when children become unsettled. Children's safety is prioritised through discussions about wearing sun cream, wetsuits and sun hats before outdoor play. The children are kind towards one another. The childminder encourages children to share and take turns, supporting their personal, social and emotional development. Children behave well.

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Achievement Expected standard

Children actively engage in imaginative play. They demonstrate growing communication and independence skills. Children confidently use a pretend telephone, babbling as if speaking in a two-way conversation. The childminder responds sensitively by joining in the play and encouraging children to say 'hello'. This supports early language development and extends communication skills. However, children do not consistently receive effective support to express play ideas, and they sometimes become frustrated.

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Achievement Expected standard

Children enthusiastically care for dolls. They dress and undress them and use hats and other resources for role play. These experiences promote imagination while developing self- help skills. Children keep trying, showing resilience. They practise coordination skills through perseverance to dress babies. Children are learning coordination skills to be independent in future everyday routines.

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Achievement Expected standard

Children enjoy mark making and remain purposefully engaged in drawing activities while waiting for lunch. They confidently use pens to make marks, demonstrating a full-handed grasp appropriate to their stage of development. Children remain engaged during routine transitions. Children enjoy opportunities for creative expression and early writing development.

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Children's welfare and wellbeing Expected standard

The childminder considers children's safety. She carries out appropriate risk assessments to ensure that children access play opportunities in shaded areas. Children wear swimsuits and sun hats to keep them safe. The childminder playfully reminds children to wear hats and find them once misplaced. Children proudly search for their hats and demonstrate an age- appropriate awareness of how to keep themselves safe.

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Children's welfare and wellbeing Expected standard

The childminder promotes safer sleep and eating effectively. She promotes children's welfare by sharing knowledge and updates with parents about safer sleep and eating. Children are supervised when they rest and during mealtimes. The childminder is vigilant to ensure that children manage how much food they are eating to help prevent choking. Children are settled as their wellbeing is promoted.

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Children's welfare and wellbeing Expected standard

Meals are nutritious. Children enjoy a range of healthy foods. The childminder gives clear instructions at mealtimes to support children in using spoons independently. Children learn how to pour water from jugs with support. The childminder encourages children to eat fruits and vegetables. Children enjoy healthy foods.

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Children's welfare and wellbeing Expected standard

Risks are identified well. The childminder places a focus on ensuring that her home is safe for children to explore independently. She is calm and patiently helps children to use the step into her garden. The childminder promotes privacy age appropriately when changing children. Children listen and respond well to boundaries that keep them safe.

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Children's welfare and wellbeing Expected standard

The childminder works well with other professionals. She confidently seeks support from the local authority to help address any delays in children's development. The childminder shares relevant information with parents to ensure positive outcomes for children. Children have a community of collaborative support where they make general progress. However, the childminder recognises that children could make more timely progress in their speech and language development through specialised targeted support.

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Curriculum and teaching Expected standard

The childminder plans a range of activities. The curriculum generally supports children's individual next steps and reflects their interests. During water play, the childminder introduces new vocabulary and mathematical language, such as 'more' and 'less', as children fill and empty containers and compare quantities. Children respond by repeating familiar animal names and single words. This demonstrates some emerging language skills and develops confidence in communication. The childminder consistently narrates children's play. While supporting child-led play, the childminder consistently asks questions to build on what children know. She aims for a language-rich environment that supports vocabulary development. However, questioning is sometimes overly frequent. At times, this reduces opportunities for children to think, process information and respond independently.

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Curriculum and teaching Expected standard

Children remain engaged in activities for appropriate periods. They revisit experiences that interest them. Sand play encourages them to transport materials and use tools with increasing control. This supports their physical development and coordination skills.

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Curriculum and teaching Expected standard

Children express themselves through music and movement. The childminder enthusiastically encourages children to engage in play, using actions and movement effectively. Children begin to babble, repeat familiar words and use simple signs while joining in with songs and rhymes. They begin to listen attentively, following actions at times. Teaching generally supports children's development. Overall, children demonstrate positive attitudes to learning. However, teaching strategies do not always promote children's ability to communicate and express their play ideas successfully. Teaching strategies do not always support communication development effectively.

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Inclusion Expected standard

The childminder provides a well-organised environment that meets children's needs. Resources generally support children's developmental needs and encourage purposeful learning for all children, including those with special educational needs and/or disabilities. The childminder provides opportunities for collaborative play, such as using a see-saw, playing with a car ramp and sharing large resources. Children are encouraged to wait for their turn, share equipment and play cooperatively. This helps them develop positive relationships and early social skills.

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Inclusion Expected standard

Children demonstrate positive attitudes to learning. They confidently revisit familiar activities, showing that previous experiences have been meaningful. During stories, children successfully recall and use familiar vocabulary. For example, children with speech delays repeat single words, such as 'pig' and 'smile', when appropriately prompted. The childminder is encouraging and reassuring. Children respond positively to praise and show enjoyment and pride in their achievements.

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Inclusion Expected standard

The childminder knows the children well. She monitors their development effectively through regular observations and assessments. The childminder uses progress checks for children between the ages of 2 and 3 to identify when children require additional support. Where slower progress is identified, particularly in communication and language, concerns are shared promptly with parents and relevant professionals. The childminder works in partnership with families, implementing recommended strategies. She monitors children's progress in line with current non-statutory guidance. This ensures that children continue to make typical progress from their individual starting points.

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Leadership and governance Expected standard

The childminder is passionate about her role. She adapts teaching to support children to progress. Children make typical progress in their development. However, teaching does not consistently support children with identified delays to express themselves. The childminder recognises the need for specialised training to better support children with special needs and/or disabilities more effectively. However, this is not yet established to best support children's speech and language development. As a result, children do not progress as quickly as they could.

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Leadership and governance Expected standard

The childminder supports children's behaviour to a high standard. Regular training helps her to promote positive attitudes to learning. Children are inquisitive and resilient. They show high levels of confidence to practise speech during play, despite their barriers to communicate effectively. The childminder provides patient and nurturing support, actively encouraging children to take turns, share resources and play cooperatively through sensitive interactions, guidance and reassurance. As a result, children grow in confidence.

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Leadership and governance Expected standard

The childminder has positive relationships with parents and other professionals. She supports children with experiences to enrich their learning, such as visiting local libraries and parks. Parents are clear on children's next steps and how attendance positively impacts their wellbeing. Children become part of the community and show progress in preparation for future learning.

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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 show confidence in the outdoor garden. They demonstrate that they feel secure and confident in the childminder's home. They move independently between areas of play. Children make purposeful choices from a wide range of accessible resources, including the home corner, books and story puppets. They show curiosity and sustain their interest as they freely explore activities that reflect their individual preferences.

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

The childminder successfully promotes a love of books. Children handle books with care, turning pages gently and showing respect for resources. They confidently point to familiar illustrations, correctly name animals and enthusiastically imitate animal sounds. They independently match toy animals and puppets to characters in books. Children securely recall previous learning and make meaningful connections between stories and their play. This reflects the positive impact of the childminder's strengths in storytelling and love for books.

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

Children enjoy sharing family photo books together. The childminder responds well to their interests by encouraging conversations about familiar people and generally modelling clear language. She supports children to name family members and extend their vocabulary through warm, responsive interactions.

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

Children have positive attitudes towards learning. They become excited about exploring outdoors. Children eagerly access a broad range of resources, including water play, sand, ride-on toys and a slide. They develop their physical skills through a variety of stimulating experiences. Children are physically active. They concentrate and revisit activities that capture their interest. The well-organised environment enables children to make independent choices and remain actively engaged. Overall, teaching supports children's curiosity and confidence effectively.

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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

Children settle in quickly. They have positive relationships with the childminder. They love attending and enjoy the outings and play experiences. There is a culture of care. Children build self-esteem ready for future learning.

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Next steps

The childminder should undertake further training to better support children with special educational needs and/or disabilities to make more timely progress. The childminder should undertake training to build on existing strategies that allow children to better express their needs.

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About this inspection

The inspector spoke with the childminder, parents 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. 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.

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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. 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

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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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