Tyrer, Molly Rose B

Childminder

Unique reference number (URN): 2832164 Registered with Ofsted: 07/04/2025 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

All children make consistent progress across every area of their development and are very well prepared for the next stages in their learning. Children confidently use a wide range of vocabulary to express their ideas and hold conversations during their play. They recall favourite characters from stories and sing songs during their routines, such as the 'tidy-up song', toothbrushing song and the nap time song. Children are skilled problem solvers and are independent beyond their years. They use the toilet, wash their hands and tidy up throughout the day with minimal prompts. Children pour their own water and peel their own fruit, showing resilience, concentration and perseverance.

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Achievement Strong standard

Children's mathematical awareness is another strength in their knowledge and development. Children know number names, recognise numerals and shapes, and play with dice. They show excitement as they pop the dice and then jump on the corresponding numeral. Children begin to experiment and make marks with water on the rice paper. They develop the small physical skills they need to hold the brushes and talk about how they have made a 'criss-cross' and tried to form letters.

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Behaviour, attitudes and establishing routines Strong standard

The childminder embeds routines which support children to develop essential life skills from an early age. Children have very positive levels of attendance, and this helps them to feel secure and be familiar with the routines in the setting. The childminder helps to overcome any barriers children and families may face and offers to collect children from home if needed. Children demonstrate high levels of confidence and independence. The childminder consistently promotes their positive behaviour, and children thrive from the specific praise and guidance they receive. For example, children share and take turns with minimal support. They speak to each other respectfully and include each other in their play. Children demonstrate an awareness of their own safety. For instance, they use the handrail to go down the stairs and walk sensibly. The childminder provides a safe space for children to sleep and is aware of their individual needs and routines. For instance, before children wake

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Behaviour, attitudes and establishing routines Strong standard

from their nap, she prepares their snacks. Children wake up and automatically go to wash their hands and sit at the table to have a drink and something to eat.

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Behaviour, attitudes and establishing routines Strong standard

Children show positive attitudes to their learning. The childminder is skilled at following their lead and turns every experience into a learning opportunity. She carefully prepares the indoor and outdoor environments with exciting resources and experiences. For example, while children wait on the 'waiting step' for the toilet, they talk about the map of the world on the wall and the different animals that live in different countries. Children are keen to persevere and develop their skills. For example, they finish playing with wooden shapes and work hard to figure out how they will all fit back into the box.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's emotional wellbeing consistently and this underpins every aspect of her provision, including the curriculum. Children have an excellent understanding of their emotions and are very kind and caring. They benefit from the nurturing and caring relationship they have with the childminder. Parents value how the childminder treats their children as individuals and takes the time to get to know them well. This helps her to make any adaptations needed to overcome potential barriers to wellbeing. Detailed information is gathered about children before they start, and they benefit from focused settling-in visits, with one-to-one attention from the childminder.

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Children's welfare and wellbeing Strong standard

The childminder is an extremely positive role model for children. She uses every opportunity to help children learn the skills to self-regulate and recognise the impact of their actions on others. For example, children accidentally take a block from their friend's pile. They immediately apologise and pass the block back without any support from the childminder. Children consistently use good manners and are aware of their personal privacy and safety. For example, children know to wait on the waiting step while their friends use the toilet. They talk about how they need to squash the blueberries to prevent choking at snack.

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Children's welfare and wellbeing Strong standard

The childminder teaches children about how to be healthy and helps them to build healthy habits for the future. Children discuss the healthy options they have in their packed lunches and talk about how the protein in their chicken helps them to grow muscles. Children are keen to use the model teeth and toothbrushes. They demonstrate how to scrub the 'tooth decay' off and sing the toothbrushing song with the childminder.

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Curriculum and teaching Strong standard

The childminder provides a highly ambitious curriculum for all children. She is aware of how to make adaptations where needed to ensure she meets all children's individual needs. For example, she focuses her teaching on children's individual areas of need. The curriculum is based on promoting children's emotional wellbeing, developing their independence and supporting them to develop the skills they need for their future. The childminder is skilled at following children's lead in their learning and teaches them through their chosen experiences. For example, children choose to play imaginatively in the kitchen area. The childminder talks about recipes and asks open questions to encourage discussion. This helps to promote critical thinking, and children hear a range of new vocabulary.

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Curriculum and teaching Strong standard

The childminder teaches children a range of skills throughout their daily routines and maximises their learning consistently. For example, they successfully chop their fruit at snack and develop their physical skills. At nap time, children read a story together and say 'goodnight' to the animals, developing a love of books from an early age. Children know how to use strategies to stay calm and regulate their own emotions. They enthusiastically talk about their morning yoga and demonstrate deep breaths. Children are very proud of their achievements and their skills.

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Inclusion Strong standard

Children benefit from the inclusive, home-from-home environment that the childminder provides. She ensures every child is valued as an individual, including those who are siblings. Although there are currently no children on roll with identified special educational needs and/or disabilities, the childminder has a robust understanding of how to assess and refer concerns about children's development to other professionals. Regular and robust assessments help the childminder to swiftly identify areas of focus for children's development. The childminder focuses on helping children to clearly pronounce words and has attended training to help her support children's speech development. She regularly shares information with parents about children's achievements and helps them to continue to support children at home.

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Inclusion Strong standard

Children show an increased awareness of other people, places and the world around them. The childminder incorporates children's backgrounds and a range of different cultural traditions into her curriculum. For example, she uses a screen-free interactive audio player to provide children and families with audiobooks and a wide range of songs. On entry, the childminder gathers information about children's family members and any other spoken languages. This helps her to find key words to use in the setting and celebrate diversity.

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Leadership and governance Strong standard

The childminder has high expectations for every child who attends and works hard to provide them with the best possible start in their early years. She is dedicated to ensuring she provides an inclusive, safe and nurturing learning environment for all children to grow and thrive. Families are thrilled with the support their children receive. They say the childminder provides a consistently positive relationship for children and this helps them to make excellent progress, particularly in their social and emotional development. The childminder ensures she establishes and maintains effective partnerships with all those involved with children. She provides detailed information to families to help them extend children's learning at home and knows how to make swift referrals to other professionals if needed.

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Leadership and governance Strong standard

The childminder continuously reflects and evaluates her provision and her practice. She regularly attends network meetings with other providers in the local authority and accesses a range of online training and professional development courses. This helps her to remain up-to-date with changes locally and nationally. For example, the childminder has updated her procedures to report concerns about children's welfare and is aware of the safer sleeping and safer eating requirements. Although there are no children on roll with identified special educational needs and/or disabilities, the childminder has a wealth of knowledge and understanding of child development and swiftly identifies areas to tailor and focus her teaching. For example, she consistently applies knowledge from speech and language training in her practice, which helps her to support children to speak clearly and prevent any potential gaps in their learning.

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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 thrive and flourish with the childminder. They make excellent progress from their starting points and are supported to be ready for the next stages in their learning. Children develop a range of life skills from a young age. For example, they talk about taking deep breaths to be calm and are aware of their own emotions. Children are confident communicators and they benefit from being in the language-rich environment the childminder provides. Children show high levels of enthusiasm and engagement in their learning. They use mathematical language during everyday conversations and talk about

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About this setting

Type: Childminder how they have grown their own peppers in the garden. The childminder encourages children to make choices about their learning and carefully prepares the indoor and outdoor environments so they can access resources independently. Children benefit from the learning opportunities used during trips out of the setting. They recall these experiences and talk about going on a hunt for a favourite character in the park.

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About this setting

Children show they feel safe and secure with the childminder. They are confident to talk about their needs, preferences, likes and dislikes. The childminder welcomes all children into her home. She consistently treats all children with respect and kindness and ensures she is aware of their backgrounds and individual needs. This helps all children to feel a sense of belonging and they demonstrate very positive relationships with the childminder. Children use the mirror each day and sing a song about how they love themselves and their body. They learn about about their own privacy and safety. Children develop an extensive understanding of healthy lifestyles and the importance of this. They build secure foundations for the future in every aspect of their development.

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Next steps

The childminder should ensure continued improvement in the setting's 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 with the childminder and children during the inspection. Written feedback was obtained from parents for 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. Registration date: 07/04/2025

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About this inspection

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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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