Perry, Julie Ann

Childminder

Unique reference number (URN): 2777857 Registered with Ofsted: 08/03/2024 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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Achievement Strong standard

Children are very well prepared for their transitions and the next stage of their learning, including being ready for school. Each child is supported to make secure and consistent development in all areas of learning. For example, children learn independence and self care skills by being supported to do things for themselves whenever possible. Children confidently take off their own shoes, put on their garden shoes independently and attempt to write their own names.

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Achievement Strong standard

All children, including those with barriers to learning or special educational needs and/or disabilities make rapid progress across the different areas of learning. This personalised approach, the childminder having high expectations for each child and thorough monitoring and adaptations, mean that all children make excellent progress from their starting points. For example, they acquire age-appropriate skills for their future success such as helping each other to get ready for the next part of the day or setting up the table for mealtimes.

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Behaviour, attitudes and establishing routines Strong standard

The childminder fosters a welcoming and nurturing environment where children feel secure, valued and confident. Consistent daily routines are thoughtfully embedded to provide children with a sense of stability and predictability, helping them to feel comfortable and settled throughout the day. Understanding of the world around them helps children to develop caring and nurturing relationships with each other, the environment and animals. For example, children feed the quails, understand that they must take turns entering the enclosure and observe them closely.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is supported very well through the childminder's high expectations and positive approach. As a result, children demonstrate consideration and respect for one another. They willingly pass toys to their friends when they have finished using them, take turns and share, waiting for the sink for when it is their turn to wash their hands, for instance.

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Behaviour, attitudes and establishing routines Strong standard

Secure partnerships with parents and carers further support children's development and wellbeing. Daily conversations help all children, including those with barriers to learning or with special educational needs and/or disabilities, to thrive. The close relationships with families also promote regular attendance and help to establish consistent routines. The childminder helps children develop positive habits and behaviours that prepare them well for their future transition on to school.

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Children's welfare and wellbeing Strong standard

The childminder prioritises welfare and wellbeing for all children through her robust approach; this includes children with special educational needs and/or disabilities. This means that all decisions are centred on fostering children's independence, wellbeing and connections with the world around them. The childminder develops secure, nurturing relationships with all children, helping them to feel secure, valued and confident. Children move freely around the learning environment, exploring with curiosity and independence. The childminder actively encourages children to develop self-care skills. For example, children confidently dress themselves, use tools with increasing confidence and navigate minor conflicts with their peers with little support.

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Children's welfare and wellbeing Strong standard

The childminder has embedded well-structured routines and expectations, which enable children to make their own healthy choices. This includes growing, cooking and eating food from the garden. A range of healthy and nutritious meals and snacks are encouraged and provided, helping children begin to recognise that fruits and vegetables contribute to their wellbeing. Children participate enthusiastically in a variety of physical activities outside, that support their overall health and development. For example, children run, jump and dig, which develops their physical skills.

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Curriculum and teaching Strong standard

The childminder creates a curriculum approach that is consistent and embedded in all elements of the day. This includes planned activities that are designed around children's next steps, interests and support their readiness for school. The approach provides children with frequent opportunities to be independent, lead their own learning and care for world around them. A focus of the approach is the natural world, with growing, cooking and animals being central to this. Children grow basil and make pesto, they pick mint leaves to make mint tea and they hold baby chickens carefully and show deep interest in how they are growing.

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Curriculum and teaching Strong standard

Teaching is highly effective at maintaining children's engagement and interest in daily activities and routines. The childminder makes swift and skilful adaptations, so that all children, including those with barriers to learning or special educational needs and/or disabilities have equal access to all parts of the day. The childminder introduces new concepts and language such as quantity and number within the play-based approach. This means that children can learn this in a fun and engaging way. For example, high expectations for each child and their abilities are visible and embedded into the daily interactions and routines.

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Inclusion Strong standard

The childminder demonstrates clear ability to identify and assess children's individual needs promptly and effectively, ensuring that barriers to learning are minimised or removed. This inclusive approach benefits all children, including those with special educational needs and/or disabilities, enabling them to fully access learning opportunities and make sustained progress in their development. High expectations are maintained for every child, with teaching and support tailored carefully to reflect individual strengths, interests and next steps in learning.

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Inclusion Strong standard

Support strategies are continually reviewed and adapted to ensure children remain fully engaged and able to participate in meaningful experiences. The childminder monitors the impact of interventions closely, making both planned and immediate adjustments, when necessary. These adaptations include modifying resources, changing teaching approaches, providing additional support or reshaping activities to meet children's emerging needs. Where appropriate, the childminder works collaboratively with external professionals and seeks additional funding to secure specialist support and resources. The childminder designs a flexible and inclusive curriculum and anticipates and prevents potential barriers for children before they arise. This includes establishing strategies to support each child and family. During child-led play, the childminder skilfully adjusts questioning, language, and interactions to suit each child's stage of development. This swift

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Inclusion Strong standard

and responsive practice ensures that all children feel valued, experience success, and are able to make consistent progress across all areas of learning and development.

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Leadership and governance Strong standard

The childminder shows reflective leadership and a clear dedication to delivering high-quality care and learning experiences. She regularly evaluates children's interests, experiences and developmental progress, using this understanding to make informed adjustments to her provision. By responding effectively to children's evolving needs, she creates an environment where children remain motivated, engaged and confident in their learning. The childminder has a detailed and perceptive understanding of her strengths and areas for development, for example regular surveys completed and feedback gained, leads to improvements being made and ongoing reflective changes in the setting. The childminder seeks out professional learning to support consistent improvement and enhanced understanding; this also has a demonstrable difference in the experiences of children and families attending..

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Leadership and governance Strong standard

Children are at the heart of the childminder's reflections and decision making, with a focus on children's independence and their readiness for the next stage of their learning. Partnerships with parents and carers are effective. The childminder works closely with families, sharing regular updates about children's wellbeing, experiences and developmental achievements. Parents express confidence in the provision, stating that their children are happy, secure and enthusiastic about attending. Feedback from children and parents is used strategically to drive improvement and is embedded in development of the curriculum and the setting.

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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 settled, happy and thrive at this setting. This is supported by the close relationships children develop with the childminder and each other. Children enjoy the environment, routine and the activities on offer. They explore confidently, revisit previous learning experiences and practise key skills and develop even further. For example, children eagerly show the chicks that have recently been born, talk about how they are growing and sit quietly waiting for their turn to handle them safely. Children learn about the outdoor environment, living things and how to look after themselves. They enjoy gardening and caring for animals, such as chickens and quails. Children enjoy making infusions, such as basil and mint tea, growing and harvesting their own herbs from the garden, which supports their understanding of food and healthy choices.

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

Children develop positive social skills and are supported to share and help each other. They are highly independent and do things for themselves whenever possible. Children are encouraged to tidy up, lay the table for snack and clear away afterwards. They help each other by serving food and taking turns laying out or tidying away after each part of the routine.

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

Children with special educational needs and/or disabilities or with other barriers to their learning make excellent progress from their starting points. Support strategies that are designed with individual children in mind and promote inclusion well. All children are consistently well prepared for the next stage of their learning journey, such as for school. This includes learning how to ask for help, managing their emotions and becoming confident to dress and undress themselves. Children are joined each day by their parents, who stop to talk and reflect about how their child is. Families are welcomed into the setting in other

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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. ways. For example, their thoughts and reflections are valued and lead to improvements in the setting.

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Next steps

The childminder should continue to improve her successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke to the childminder, children, parents and carers 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 the provision complies with the statutory framework for children's learning development and care, known as the early years foundation stage. This data is from 13 July 2026

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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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