Paxton, Lisa Suzanne

Childminder

Unique reference number (URN): 2816659 Registered with Ofsted: 08/01/2025 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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Achievement Strong standard

Children consistently make secure progress from their starting points across the seven areas of learning. They confidently apply previously learned knowledge and skills during play and everyday routines. For example, children solve mathematical problems, compare quantities, use mathematical language such as 'more' and 'less', and explain their thinking as they add numbers and estimate amounts. This helps children develop a secure understanding of mathematical concepts and apply them confidently in different situations.

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Achievement Strong standard

Children communicate confidently with the childminder and one another. They talk about their experiences, answer questions in full sentences and use an increasing range of vocabulary during conversations and play. Younger children listen carefully, follow instructions and confidently deliver messages to older children, strengthening their communication and language skills.

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Achievement Strong standard

Children develop the knowledge, skills and independence needed for their next stage of learning. They make choices, solve problems collaboratively, express themselves creatively and develop self-help skills through everyday routines. As a result, children are effectively prepared for nursery and school and achieve well from their starting points.

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Curriculum and teaching Strong standard

The childminder has a clear ambition for children to develop the knowledge, skills and confidence they need for their next stage of learning and school. She knows children extremely well and plans experiences that reflect their interests, stages of development and next steps. For example, she provides opportunities for children to strengthen the small muscles in their hands, develop independence and build the communication and language skills they need for future learning. This helps children engage enthusiastically in learning and make secure progress from their starting points.

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Curriculum and teaching Strong standard

The childminder delivers the curriculum skilfully through meaningful play and everyday experiences. She consistently encourages children to listen, think and respond through purposeful questioning that extends their language and thinking. Mathematical learning is woven naturally throughout the day. For example, children estimate how many cups of water are needed to fill a tray, compare the ages of family members, solve addition problems and confidently discuss larger numbers. This helps children develop a secure understanding of mathematical concepts and apply their knowledge in different contexts.

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Curriculum and teaching Strong standard

Teaching is responsive and inclusive. The childminder adapts activities to meet children's individual needs, such as using actions during storytelling so younger children participate alongside older children. She extends children's vocabulary through rich conversations and introduces new words during play, including the names of spices and musical instruments. As a result, children become confident communicators who enjoy learning, think critically and are well prepared for their next stage of learning and school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and caring environment where children form warm relationships with her and one another. The childminder promotes regular attendance by working closely with parents and sharing clear expectations through her policies and daily communication. Children attend regularly, enjoy their time at the setting and confidently follow familiar routines, such as putting their bowls in the sink after snack. They behave well, play cooperatively and understand many of the expectations of the setting. However, routines that encourage children to take responsibility for shared tasks are not consistently embedded. For example, when children are reluctant to tidy away resources, the childminder does not consistently encourage them to complete the routine independently. This means children do not always develop the responsibility and independence needed to contribute confidently to everyday routines. As a result, children miss opportunities to

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Behaviour, attitudes and establishing routines Expected standard

develop respect for their learning environment.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to collaborate, share and take turns during play. For example, children choose musical instruments together, listen carefully to one another and follow instructions during activities. The childminder introduces new vocabulary as children play and encourages them to use resources safely and respectfully. Children understand simple expectations for behaviour and respond positively to praise and encouragement. This helps children develop positive attitudes towards learning and build respectful relationships with others.

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Children's welfare and wellbeing Expected standard

The childminder provides a warm, nurturing environment where children feel safe, secure and valued. She knows children well and responds sensitively to their individual needs. Children form positive attachments with the childminder and confidently seek comfort and reassurance when they are upset. For example, younger children independently ask for their comforter when they need it. The childminder uses agreed routines to help them regulate their emotions before they happily return to their play. This helps children develop emotional security and confidence.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop healthy lifestyles and positive self-care routines. Children enjoy fresh fruit for snack and have access to drinking water throughout the day. They wash their hands after nappy changing and before eating. The childminder sits with children during mealtimes, encouraging safer eating and positive conversations. Older children confidently wipe their hands and face after eating and tell the childminder when they are hungry. These routines help children develop healthy habits and increase independence.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's wellbeing through familiar daily routines and caring relationships. However, expectations for children to take responsibility for shared routines, such as tidying up, are not consistently reinforced. This means children do not consistently develop the responsibility and independence that prepare them for their next stage of learning. Children are happy, emotionally secure and enjoy their time in this caring home- from-home environment.

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Inclusion Expected standard

The childminder creates an inclusive environment where children feel welcomed, valued and able to participate in activities that reflect their individual needs and interests. She knows children well, monitors their progress against developmental milestones and works closely with parents to identify children's strengths, interests and any emerging concerns. This helps children receive support that reflects their stage of development and make progress from their starting points.

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Inclusion Expected standard

The childminder recognises when children may face barriers to learning and wellbeing and adapts her practice to help them succeed. For example, she uses actions during storytelling so younger children can participate alongside older children, and she provides frequent opportunities for children with emerging speech and language needs to develop their communication skills through meaningful conversations and play. She observes changes in children's mood and behaviour, uses appropriate strategies to help children regulate their emotions and signposts families to relevant services when additional support may be needed. She continues to work closely with parents to review children's progress and support them to meet their developmental milestones. Although the childminder does not currently care for any children with special educational needs and/or disabilities, she recognises the importance of developing her knowledge and understanding further so that

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Inclusion Expected standard

she is well prepared to identify and meet children's individual needs.

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Leadership and governance Expected standard

The childminder is committed to providing a safe, welcoming, and nurturing environment where children are well cared for and make progress from their starting points. She establishes clear policies and procedures that support the safe and effective running of her provision and shares these with parents, ensuring they understand her expectations and work in partnership with her. This helps provide continuity for children between home and the setting.

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Leadership and governance Expected standard

The childminder reflects on her practice and takes positive steps to improve the experiences she provides for children. She maintains effective partnerships with parents, keeping them informed through daily conversations, photographs and group messages. Parents value the support they receive and recognise the progress their children make. The childminder works alongside other childminders and accesses mandatory training to maintain her safeguarding knowledge and keep up to date with changes in the early years sector.

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Leadership and governance Expected standard

The childminder identifies areas where she would like to strengthen her professional knowledge, particularly in teaching mathematics to younger children. However, she does not yet routinely access professional development that extends her expertise across specific areas of the early years foundation stage, including supporting children with special educational needs and/or disabilities. Although children benefit from a caring environment where they feel safe, valued and well prepared for their next stage of learning, this limits opportunities to further strengthen her already effective practice.

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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 feel at home with this childminder. They arrive happily, confidently make choices about their play, and quickly settle into familiar routines because they know what to expect. Warm, caring relationships help children feel safe, secure and valued. Children enjoy

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Inspector:

Michelle Blake attending regularly. Their families value the progress children make and appreciate the nurturing home-from-home environment where children feel happy, safe and ready to learn. As a result, children settle quickly, participate confidently and make the most of the experiences available to them.

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Inspector:

Children spend much of their day exploring, investigating and learning through play. They eagerly search for insects outdoors using magnifying glasses, solve problems together while playing with water and confidently explain their mathematical thinking during everyday conversations. Children enjoy asking questions, experimenting and discovering new ideas. Younger children develop their language by following instructions, joining conversations and learning new words, while older children confidently apply their mathematical knowledge during games, stories and daily routines. These experiences help children become curious, resilient learners who enjoy learning.

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Inspector:

Children of different ages play happily alongside one another, learning to care for others and developing warm friendships. Younger children receive the reassurance they need to grow in confidence, while older children willingly help and encourage them during shared activities. Daily visits to parks, libraries, woodland areas and toddler groups broaden children's experiences, helping them develop physically, learn about the world around them and become active members of their community. Children leave each day feeling confident, capable and excited to return, building the knowledge, skills and independence they need for school and beyond.

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Next steps

The childminder should establish consistent routines that help children take increasing responsibility for their learning environment, so they develop greater independence in managing everyday tasks. The childminder should continue to develop professional expertise to further extend her knowledge and skills in improving children's outcomes.

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About this inspection

The inspector spoke with 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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