Green, Chloe Louise

Childminder

Unique reference number (URN): 2815657 Registered with Ofsted: 06/01/2025 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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Children's welfare and wellbeing Strong standard

The warm, generous and nurturing nature of the childminder shines through in her interactions with the children. She responds sensitively and calmly to their needs, feelings and emotions, creating a secure and welcoming environment. She listens with genuine interest and full engagement as children excitedly share stories about their upcoming holidays. Young children settle quickly to sleep as the childminder quietly reassures and comforts them. Children are clearly happy, settled and confident in this safe and engaging environment.

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Children's welfare and wellbeing Strong standard

Children develop great independence and self-care skills at an early age. The childminder gives them time and encouragement to practise tasks, such as putting on their own shoes and wiping their faces after meals. As a result, children become increasingly confident and capable in managing their own personal care. Robust hygiene practices are embedded into the daily routine, supporting children's health and wellbeing. Children understand the importance of these routines and participate confidently in them throughout the day.

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Children's welfare and wellbeing Strong standard

Children acquire an in-depth understanding of healthy lifestyles through meaningful conversations, books, cooking activities and opportunities to taste a variety of nutritious foods. The childminder has enhanced her knowledge of food allergies through professional training and demonstrates a secure understanding of how to minimise choking hazards and meet children's dietary needs safely.

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Children's welfare and wellbeing Strong standard

Children actively contribute to assessing risks in the garden before they play. Together with the childminder, they check that the gate is securely locked, toys are not broken, pathways are free from trip hazards, surfaces are not slippery and the sandpit is clean. This involvement helps children develop an age-appropriate understanding of risk, encouraging them to think about their own safety and make informed decisions during play.

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Achievement Expected standard

Children progress well through the curriculum, including those with barriers to learning. They demonstrate perseverance and resilience in their learning. The childminder gives them time to practise new skills independently, such as putting the lids on and off marker pens. She provides encouragement and prompts children to keep trying before offering support, helping them to develop confidence, determination and problem-solving skills.

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Achievement Expected standard

Children show pride in their achievements and are eager to share what they know with others. For example, children teach the childminder words in a different language and encourage the childminder to recall the vocabulary they have learnt together. This demonstrates children's confidence, secure understanding and ability to revisit prior learning to reinforce their knowledge. Children are prepared for their next stage in learning, knowing they can take an active role in their own learning.

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Behaviour, attitudes and establishing routines Expected standard

Generally, the childminder supports children to develop respect for others and encourages them to take turns during play. She helps older children to understand that younger children are still developing skills, and may need additional time and support to complete tasks. This promotes patience, understanding and mutual respect.

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Behaviour, attitudes and establishing routines Expected standard

In general, the childminder challenges any negative behaviour. However, she does not consistently provide clear, age-appropriate explanations about why certain behaviours, such as throwing toys, are not acceptable. This would help children to develop a better understanding of expectations and the impact of their actions on themselves and others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes an inclusive environment where children learn that everyone has different abilities and needs. Older children often enjoy supporting younger children, creating a warm, family-like atmosphere in which younger children confidently seek help and reassurance from their older peers. The childminder also recognises when children need time to play independently and respects their choices, supporting their emotional wellbeing and growing independence.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of promoting regular attendance. This includes sharing a clear attendance policy with parents, following-up unexplained absences, and maintaining accurate records to monitor attendance patterns and identify any potential concerns. She ensures children's welfare is a priority.

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Curriculum and teaching Expected standard

The childminder has an ambitious curriculum that reflects all areas of children's learning and development. In general, she knows the children well and has a clear understanding of what she wants them to learn. She completes regular assessments of children's progress, enabling her to identify their next steps in learning. These next steps are used effectively to inform planning and adapt teaching to meet each child's individual needs. As a result, children of all ages, including those with barriers to learning, make positive progress from their starting points.

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Curriculum and teaching Expected standard

Stories, rhymes and songs are an integral part of the daily routine and make a significant contribution to children's language and communication development. Children enthusiastically join in with repeated refrains, demonstrating their familiarity with well-loved stories. The childminder enhances children's learning by providing props for them to re- enact familiar stories, supporting their understanding of new vocabulary and encouraging imaginative play.

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Curriculum and teaching Expected standard

The childminder makes effective use of everyday opportunities to develop children's mathematical understanding. She introduces mathematical language naturally during play, by naming shapes and encouraging children to count objects as they place them into containers. She skilfully extends children's thinking by pausing while counting, allowing them to predict and complete the sequence independently. Children benefit from regular opportunities to explore the outdoors. In addition to daily access to the garden, they enjoy visits to the local library, parks, woodlands and other places within the community. These experiences promote children's physical development and broaden their understanding of the world. They also provide opportunities for children to develop their confidence and social skills as they interact with new people and take part in community activities.

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Inclusion Expected standard

The childminder carefully monitors children's development to ensure that any additional needs or barriers to learning are identified at the earliest opportunity. She typically recognises when children may require additional support and implements effective strategies to help them achieve their next steps in learning. For example, she uses visual timetables, 'Now and Next' boards, and timers to support children during transitions, helping them to feel secure and understand routines.

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Inclusion Expected standard

The childminder has an understanding of how to access and use additional funding appropriately to meet children's individual needs. She also ensures that her knowledge of supporting children with special educational needs and/or disabilities remains up-to-date through regular professional development. For example, training on trauma has strengthened her understanding of how adverse experiences can impact children's behaviour and emotional wellbeing, enabling her to respond sensitively and effectively.

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Inclusion Expected standard

The childminder provides children with opportunities to attend community-group activities, many of which are led by professionals, such as speech and language specialists. These experiences enable children to access specialist support, develop their communication and social skills, and benefit from inclusive learning opportunities that further enhance their development.

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Leadership and governance Expected standard

The childminder is highly reflective of her practice and demonstrates her commitment to ongoing professional development. She regularly completes training to ensure her knowledge remains current. She continues to enhance the quality of care and education she provides. She carefully selects training that reflects both statutory requirements and the individual needs of the children in her care. For example, training on supporting 2-year-olds has enhanced her understanding of children's developmental needs. This commitment to continuous improvement has a positive impact on children's learning and wellbeing, including those who face barriers to learning.

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Leadership and governance Expected standard

The childminder works in close partnership with parents to support children's learning and development. She ensures they are informed about their child's progress and developmental targets. Through regular conversations, she shares children's next steps and discusses ways that learning can be reinforced at home. For example, when children are developing independence in putting on their shoes, she encourages parents to provide opportunities to practise this skill at home. The childminder has established positive relationships with other early years settings that children attend. However, children's next steps are not consistently shared with these settings so that everyone involved can work towards the same developmental goals.

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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

The childminder provides a warm, welcoming, home-from-home environment where children quickly settle and confidently engage in activities of their choice. Resources are organised and easily accessible, enabling children to make independent decisions, building their confidence and autonomy. As a result, children feel safe, secure, and valued.

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

Children benefit from a broad range of engaging experiences that reflect their interests and support their individual stages of development. Teaching is adapted effectively to meet the differing needs of the children. For example, younger children enjoy exploring and combining a variety of ingredients through sensory play, while older children are encouraged to observe, predict, and discuss the changes they notice as ingredients are mixed. They also extend their learning by making marks in the ingredients, such as writing their names, supporting early-literacy skills. Children are well prepared for their next steps in learning.

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

Children's individuality is celebrated and respected. The childminder promotes an inclusive environment by displaying words and labels in children's home languages, helping them to feel represented and valued. Activities, including cooking experiences, are thoughtfully adapted to ensure that children with allergies or dietary intolerances can participate fully alongside their peers.

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

Children generally demonstrate kindness, empathy, and respect in their interactions. They willingly support one another, check on their friends' wellbeing, and build positive relationships. The childminder encourages children to develop their own conflict-resolution skills by supporting them to manage minor disagreements independently, before sensitively stepping in when additional guidance is needed.

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

Children benefit from regular attendance, which supports their learning, development, and overall wellbeing. The childminder promotes consistent attendance by monitoring it carefully and following up promptly on any unexplained absences to help ensure children remain safe and well.

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Next steps

The childminder should build on consistently addressing children's behaviour to help children develop a better understanding of expectations and the impact of their actions on themselves and others. The childminder should strengthen connections with other providers to share next steps, so that everyone involved can work consistently towards children's developmental goals.

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About this inspection

The inspector spoke with the childminder, children 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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.

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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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