Turner, Katie Alice

Childminder

Unique reference number (URN): 2835757 Registered with Ofsted: 02/05/2025 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 Expected standard

Children make steady progress from their starting points. They develop confidence, communication, physical skills and independence through daily routines and play. Younger children become physically confident as they walk, run, climb, use outdoor equipment, feed themselves and use tools such as tweezers. They copy sounds, join in with songs and begin to use words as they communicate with the childminder and other children.

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Achievement Expected standard

Children's progress is seen through their growing confidence, independence and communication. Parents and carers say their children are becoming more settled, social and confident. Children who needed more support when they started are now joining in more, eating confidently, beginning to manage self-care routines and using more words and short phrases. This helps prepare them for their next stage of learning and development.

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Achievement Expected standard

Older children show what they know through stories, songs, flash cards, mathematics language and conversation. They remember familiar story sequences, repeat phrases and copy new words. The childminder gives older children focused one-to-one time when younger children sleep, which helps them practise skills and talk about their next stage of learning. Children are generally well prepared for the next steps in their lives.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm culture of care where children are supported to understand routines and expectations. Children know the rhythm of the day and are told what will happen next, such as when it is time to tidy away or get ready for care routines. Attendance routines are clear, with parents sharing information at handover and the childminder following up absences or health concerns. These consistent routines help children feel secure, settle quickly and be ready to join in with the day.

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Behaviour, attitudes and establishing routines Expected standard

Children are supported to learn positive behaviours through everyday interactions and familiar routines. The childminder gives gentle reminders, uses calm redirection and encourages children to be kind to each other. For example, she reminds children to use 'kind hands', take turns, share resources and think about how others feel. She turns routines, such as tidying up, into playful moments by asking children to find familiar toys and join in. This helps children practise cooperation, responsibility and positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour is supported in a way that takes account of their age, stage and individual needs. The childminder keeps children close and supervises them carefully during transitions, including moving children together when one child needs care or toileting support. She supports children who need more help with concentration and self-regulation through clear expectations, calm reminders and one-to-one time. This helps children understand routines, manage changes during the day and join in more successfully.

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Children's welfare and wellbeing Expected standard

The childminder gives close attention to children's care, safety and wellbeing. Children have warm and responsive relationships with her and confidently seek comfort and help when they need it. She supports children's dignity and privacy during care routines. For example, she stays nearby when children use the toilet, asks permission before helping, encourages handwashing and makes sure nappy changes are carried out privately.

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Children's welfare and wellbeing Expected standard

Children are supported to develop independence and self-care. They feed themselves, manage simple toileting routines, wash their hands and learn to take part in daily care routines. The childminder adapts her support to children's age and stage. She gives reassurance when children are tired, settles them for sleep and responds to individual routines.

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Children's welfare and wellbeing Expected standard

The childminder supports children's physical health. Children sit safely while eating, and she monitors what they eat and drink. She talks with parents about healthy eating and individual food needs. She is aware of allergies and manages these carefully. She also talks with children about oral health through everyday conversation, such as when children talk about visiting the dentist.

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Children's welfare and wellbeing Expected standard

Children have regular opportunities to be active and develop physical confidence. They go for walks, play outside, use garden equipment and take part in local experiences. The childminder encourages children to move and be active while managing risk indoors and outdoors. Younger children are supported to access physical challenges safely, such as climbing and using outdoor equipment. Children's welfare and wellbeing are continuously prioritised in this setting.

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Curriculum and teaching Expected standard

The childminder provides a play-based, child-led curriculum that is built around children's interests, routines and the world around them. Children learn through books, songs, music and movement, dressing up, imaginative play, sensory play, outdoor experiences and everyday routines. The childminder uses these moments to build children's communication, confidence, physical skills and independence.

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Curriculum and teaching Expected standard

Children are encouraged to use their imagination and practise what they know through play. For example, they play with baby dolls, copy care routines and use this play to talk about family experiences and changes. They choose resources and move between activities with confidence. The childminder joins in sensitively, talks with children as they play and encourages them to try next steps, such as using words, joining in songs, counting, tidying, using tools and attempting physical challenges safely. She pays particular attention to communication and language. She uses stories, songs, flash cards, sounds and conversation. Children hear and use words linked to fruit, healthy eating, teeth, counting, shape, colour, texture and movement. Books are freely available, and children choose and share familiar stories. This helps children enjoy books, remember story patterns and practise early language.

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Curriculum and teaching Expected standard

The childminder also uses everyday experiences in the local environment to extend learning. When children noticed nearby construction work, she used this to talk about size, noise, height and safety. Children listen, watch and remain engaged for longer periods with the childminder's attentive support. During sensory play, children explored rice and pasta, made small balls, talked about texture and shape and counted. The childminder adapts activities for children's benefit when they do not work as expected. She does however recognise that the setting and children would benefit from a more robust long-term planning structure. This would help her to reinforce what children already know, what they can do and what they need to learn next, and give her a clearer overview of how learning is built over time.

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Inclusion Expected standard

The childminder creates an inclusive setting where children take part in the same routines and activities. She adapts support to children's age, stage and interests so they can join in safely and confidently. Younger children are helped to access the same physical play as older children, such as climbing, using outdoor equipment and taking part in care routines. This helps reduce barriers and supports children's independence and confidence.

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Inclusion Expected standard

The childminder identifies when children may need extra help. She uses information from parents and external professionals to follow up concerns and adapt what she does. Children with special educational needs and/or disabilities, and those who face other barriers to learning, are included. For example, the childminder uses children's interests, books, flash cards, sound modelling and outdoor play to support communication. She also uses calm reminders, kindness prompts and one-to-one time to support children who need help with concentration, self-regulation and behaviour expectations.

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Inclusion Expected standard

Parents and carers say the childminder knows their children as individuals and supports their confidence and development. The childminder treats children fairly and includes them in everyday experiences. Children learn about difference through family and community experiences. However, planned opportunities for children to see wider diversity in resources and the curriculum are less developed.

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Leadership and governance Expected standard

The childminder has a clear commitment to providing a safe, caring and homely setting for children. She works alone and understands that she has direct responsibility for children's care, learning and safety. She keeps required training up to date, including safeguarding, child protection, paediatric first aid, food hygiene, autism, dyslexia awareness and child health and safety. She is reflective and open to feedback. For example, she can identify when activities have not worked as she intended and thinks about how to adapt them for children's benefit.

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Leadership and governance Expected standard

Parents and carers are positive about the childminder's care and communication. They say handovers are smooth, information is shared well and their children are happy, safe and making progress. The childminder works with parents to understand children's routines, needs and family circumstances. She also uses external support when needed to help follow up concerns.

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Leadership and governance Expected standard

The childminder understands some areas of her practice are still developing. She recognises that clearer records, for example in accident forms, would help her monitor information over time. She also recognises that additional training around special educational needs and/or disabilities and children's additional needs would help her provide more targeted support. Stronger links with other settings that children attend would also help provide more continuity for children who split their time between settings. The childminder understands that these areas of development will help strengthen the support she provides for children.

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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 settled in this calm, welcoming childminding setting. They separate from parents and carers well and know the daily routines. Parents say their children are safe, happy and well cared for. They value the childminder's warm approach, good communication and smooth handovers. Children confidently seek reassurance, help and care when they need it. The childminder knows children's routines, interests and family circumstances. She uses this knowledge to support children through everyday experiences and important changes, such as welcoming a new baby into the family.

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

Children develop confidence, communication and independence through play and daily routines. Younger children walk, run, climb, use outdoor equipment, feed themselves and develop fine motor control, such as when using tweezers. They join in with songs, babble, copy language and imitate counting sounds. Children enjoy songs, books, sensory play and conversation. Older children enjoy familiar stories, flash cards, songs and mathematics language. For example, they retell familiar stories, repeat phrases and copy new words. Children are especially engaged when the childminder gives them focused one-to-one time.

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

Children have regular opportunities to be active and curious indoors, outdoors and in the local community. They play in the garden, go for walks, visit parks, woodland areas, allotments, local groups and music and dance sessions. They notice everyday events, such as local construction work and the bin lorry. The childminder uses these moments to extend children's language, curiosity and understanding of safety. Children are kept close and supervised, while also being encouraged to try things for themselves. Children with special educational needs and/or disabilities, and those who face other barriers to learning, are included in routines and activities. The childminder liaises with parents and external professionals to follow up any concerns. She also supports children's concentration, self- regulation and behaviour expectations using a range of approaches such as calm reminders, kindness prompts and one-to-one time.

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Next steps

The childminder should strengthen how she sequences activities so that learning builds more precisely on what each child already knows and can do. The childminder should strengthen planned opportunities for children to learn about people, cultures and communities beyond their immediate experience.

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About this inspection

The inspector spoke with the childminder, parents, carers and children during the inspection.

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About this inspection

This inspection was carried out 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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Our grades explained

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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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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