Woodcock, Natalie

Childminder

Unique reference number (URN): 2824490 Registered with Ofsted: 03/03/2025 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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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently provides a calm and welcoming environment with well- established routines and clear boundaries. This helps children feel safe and secure and supports their understanding of expectations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder effectively promotes children's emotional wellbeing through warm and respectful interactions. She has a highly positive relationship with the children which is reflected in the feedback from families. The childminder uses praise and encouragement effectively to motivate children to try new experiences and persevere with challenges, helping to build their confidence and self-esteem. Children demonstrate positive behaviour and are well settled in the setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides children with effective strategies to support their emotional regulation. For example, she encourages children to pause and take deep breaths when they become frustrated. Children are familiar with these approaches and use them independently. The childminder uses sand timers effectively to support children in sharing resources and taking turns. As a result, children are increasingly able to manage any minor conflicts.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has consistently high expectations for all children, including those who may face barriers to learning. The childminder embeds opportunities for children to develop independence throughout the day, helping them build confidence and learn important skills for school readiness. Children demonstrate that they know the routines. For instance, children know to wait by the front door while the childminder locks it before leaving the setting.

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Behaviour, attitudes and establishing routines Strong standard

Attendance and punctuality are monitored appropriately. Robust partnerships with parents help to promote good attendance, enabling children to benefit from consistent routines and develop skills that support future learning.

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Achievement Expected standard

Children generally make typical progress from their starting points. Opportunities to build on their next steps in learning are thoughtfully integrated into daily routines, helping to consolidate and extend their skills. Children develop increasing independence and self-care skills as they are encouraged to take responsibility for age-appropriate tasks, such as washing their hands and putting on their shoes. This supports their growing confidence, promotes a sense of responsibility, and helps prepare them for future learning.

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Achievement Expected standard

Children enjoy a range of purposeful activities that support their development. However, although experiences are planned with clear learning intentions, more consistent support and interactions during these times would further support children to extend their learning. Children's achievements and progress are monitored through observations and assessments which are shared regularly with families. This supports children to make progress in their learning at home. Children who speak English as an additional language receive appropriate support and make progress in their development.

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Achievement Expected standard

Children develop effective communication and language skills and confidently interact with adults. However, on occasion, children are not provided with sufficient thinking time to respond, reducing opportunities to extend their language and understanding further.

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Achievement Expected standard

Children learn through experiences within the local community. They visit shops, parks and group activities, providing them with opportunities to develop their social skills and their awareness of the world around them.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy lifestyles effectively and ensures children develop an understanding of good hygiene practices. For example, she teaches children thorough handwashing routines and explains how washing their hands helps to prevent the spread of germs. The childminder encourages children to make healthy choices at lunch and snack time. Children exclaim 'it's healthy' when picking out a yoghurt from their lunch box.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop good manners through effective role modelling and positive reinforcement. She regularly acknowledges and praises children when they use polite language independently.

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Children's welfare and wellbeing Expected standard

The childminder helps children to learn about their own safety. For example, on a walk, she teaches children to look both ways for cars before crossing the road. The childminder supports children to develop confidence and independence. For example, children learn to do things for themselves, such as putting on their shoes or getting changed into clean clothes.

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Children's welfare and wellbeing Expected standard

The childminder has embedded robust settling-in procedures, which are carefully adapted to meet each child's individual needs. She ensures that children are fully settled and secure in her care before introducing a new child to the setting. This helps children develop strong attachments and helps them to feel safe and emotionally secure.

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Curriculum and teaching Expected standard

The childminder has designed her curriculum with a clear focus on helping children develop independence and confidence. She knows the children and their families well. The childminder uses observations of children's learning and development to identify their next steps. For example, she incorporates early mathematical concepts into everyday routines, encouraging children to count cars and steps and explore ideas, such as size, during play.

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Curriculum and teaching Expected standard

Children show enthusiasm and are motivated to engage in the activities provided. Interactions between the children and the childminder are mostly purposeful, with the childminder providing valuable narrative to children's play. However, at times, children are not always given sufficient time to think and respond during conversations, and focused activities are not consistently delivered in a way that enables children to fully benefit from the intended learning experiences.

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Curriculum and teaching Expected standard

The childminder supports children who speak English as an additional language effectively. She works closely with families to understand key words and phrases in children's home languages and uses these alongside English to support communication. The childminder introduces new vocabulary purposefully, often focusing on one or two words during activities and routines, helping children to build their understanding and use of spoken English.

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Inclusion Expected standard

The childminder has a secure understanding of children's individual needs and ensures that all children, including those with additional barriers to learning, are supported to make progress. The childminder is confident in identifying and assessing children's needs and knows where to access further support when required. This ensures that all children make progress from their starting points. The childminder signposts parents to contact their health visitor for further guidance if they have concerns. The childminder has a good understanding of how to support children with special educational needs and/or disabilities and works closely with the local authority adviser to access guidance, advice and additional support when needed, to help meet children's individual needs.

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Inclusion Expected standard

The childminder creates an inclusive and nurturing environment in which all children feel welcomed. Effective partnerships with parents and carers enable her to identify and respond to changes in children's circumstances that may affect their wellbeing or development. Children are encouraged to learn about and celebrate different cultures through a variety of activities, experiences and events that reflect the backgrounds of families within the setting. This supports children's sense of belonging and promotes respect for others.

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Inclusion Expected standard

The childminder does not currently care for any children in receipt of early years pupil premium funding. However, she demonstrates a clear understanding of how this funding could be used to support disadvantaged children and improve outcomes for their learning and development.

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Leadership and governance Expected standard

The childminder has a secure understanding of her strengths and what she wants to develop further. The childminder demonstrates a commitment to continuous professional development and takes steps to keep her knowledge current. For example, she has recently undertaken relevant safeguarding training. However, further professional learning in child development would enhance her ability to tailor interactions and learning experiences more effectively. This would help children to gain the fullest benefit from planned activities, and to extend their thinking.

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Leadership and governance Expected standard

The childminder has established strong and effective partnerships with parents. She takes time to get to know each child before they start and uses information shared by families to inform her practice. Parents are kept well informed about their child's progress and are provided with ideas to support learning at home. Parents speak highly of the care and support provided by the childminder. They report that their children are happy, settled and enjoy attending the setting. Parents particularly value the progress their children have made since starting, noting significant improvements in their confidence, communication and social skills.

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Leadership and governance Expected standard

The childminder prioritises her wellbeing and manages her workload effectively. She plans to use a designated day each week to engage in professional development, reflect on her practice, and further develop the provision, demonstrating a commitment to continuous improvement.

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

Children are happy, settled and demonstrate a strong sense of belonging in the childminder's home. They confidently access and explore the range of activities available to them. The childminder has thoughtfully organised the environment around children's interests, which encourages their curiosity and motivates them to engage enthusiastically in play and learning.

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

Children enjoy warm and positive relationships with the childminder. She uses praise and encouragement effectively to build children's confidence and self-esteem. Parents speak highly of the nurturing relationships the childminder has with their children and comment that their children feel very much part of the childminder's family. There is a clear understanding of the importance of regular attendance in supporting children's learning and wellbeing.

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

Children benefit from a carefully planned and gradual settling-in process that is tailored to their individual needs. This ensures they are given the time and support needed to feel safe, secure and confident in the setting before attending full sessions. The childminder also takes care to ensure children are fully settled and emotionally secure before introducing new children, helping to maintain a calm and nurturing environment.

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

Children generally make secure progress from their individual starting points, including those who may face barriers to learning. Children develop increasing levels of independence through daily routines and experiences, helping to prepare them for their next stage of learning. Children are excited to revisit previous learning. For example, as they watch leaves falling from the trees in the garden, children point and say 'golden leaves', demonstrating their ability to recall previous learning about the seasons.

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

Children develop an understanding of their local community through the wide range of outings planned by the childminder. They regularly attend local children's groups, where they interact and play alongside other children. These experiences help children to develop confidence, build friendships and strengthen their social skills. Children learn important

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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About this setting

Local authority: Peterborough safety skills, such as how to cross the road and understand how to keep themselves safe when out in the community.

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Next steps

The childminder should engage in professional development relating to child development and effective teaching strategies to enhance the quality of interactions and ensure children gain the fullest benefit from learning experiences. The childminder should provide children with sufficient time to think, respond and express their ideas during conversations and activities, in order to further develop their communication and thinking skills. The childminder should strengthen the delivery of planned activities to ensure interactions consistently support children to achieve the intended learning outcomes and maximise their progress.

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About this inspection

The inspector spoke to the childminder 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.

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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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