King, Demelza

Childminder

Unique reference number (URN): 2849576 Registered with Ofsted: 04/08/2025 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 has consistently high expectations for all children. This means children behave exceptionally well, feel highly secure and have a detailed understanding of routines and rules. For instance, they spontaneously tidy up resources before snack and older children reassure younger ones that they can have a nap once they have eaten. The childminder rigorously monitors children's attendance and promotes punctuality to ensure children are well prepared for future routines such as school.

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Behaviour, attitudes and establishing routines Strong standard

Children show the utmost care and respect to one another. The childminder makes reasonable adjustments to help children take turns. For instance, she provides children with a sand timer and children talk to each other about using it to have equal time using the 'pink clipboard'. Children let each other know when the time has run out so they can swap turns seamlessly. They use impeccable manners, always saying 'please', 'thank you' and 'you're welcome'. Older children are positive role models to their younger peers. For example, they offer to help get their friends bag down so they can find their comforter in time for sleep. They also pick up water bottles when younger ones accidently drop them under the table.

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Behaviour, attitudes and establishing routines Strong standard

Children consistently play well together. They independently play a matching pairs game and take turns to find the matching 'bears'. Children know how to manage their feelings and behaviours respectfully and calmly, explaining to their friends how they feel sad when they accidently bump into them. This gentle approach enables children to resolve minor difficulties and form positive relationships.

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Inclusion Strong standard

The childminder is highly skilled in identifying when a child may require additional support. She ensures that extra help is increasingly targeted to remove barriers to learning. For example, the childminder uses objects of reference such as real items to help children to understand what is happening next. This supports children to make connections between objects and transitions, such as nappy time. The childminder also uses visual aids to help children to communicate their needs where required so they can successfully interact with each other.

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Inclusion Strong standard

The childminder knows how to use funding to support children with special educational needs and/or disabilities (SEND). She works consistently with other professionals such as occupational therapists to implement effective strategies and purchase specialised resources. For instance, the childminder uses a designated 'peanut therapy ball' to support children's core strength and posture. She helps children to balance and increase their flexibility to help make a sustained difference to their development.

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Inclusion Strong standard

The childminder attends appropriate SEND training to further strengthen her understanding of autism. She consistently ensures that resources are always stored in the same place with attached picture labels on the boxes, so that children can always find toys independently.

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Achievement Expected standard

Children typically achieve well, ready for their next stage of development including those who face barriers to learning. They understand how to mix colours when using paint and talk about how blue and yellow make green through experimenting. Older children link this back to the story they heard earlier and talk about the 'green frog', consolidating their learning. Younger children engage in the same activity, learning from their peers.

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Achievement Expected standard

Children develop strength in their hands and fingers as they hold paintbrushes, use rhythm sticks and draw pictures using pencils. This helps them to develop their hand-eye coordination and physical skills. Children talk about what they have drawn such as a 'rainbow' and of the different colours they have used.

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Achievement Expected standard

Children focus their attention well during activities, sustaining their concentration levels effectively. For instance, they use plastic bricks to make a 'castle' and persevere in joining then together. Children talk about what they will need to pack for a picnic. They gather up wooden food saying they will have 'cheese sandwiches' at the toy castle. They develop their imagination skills effectively.

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Children's welfare and wellbeing Expected standard

The childminder implements effective care practices to support children's wellbeing. When younger children begin to feel tired earlier than expected, she adapts the routine so they can rest and relax. This helps children stay regulated and calm. The childminder supports children's emotional development well. When children talk about 'missing mummy' the childminder quickly finds relevant books around families. She helps children navigate the natural transitions between home and the setting, enabling them to quickly resettle into their play with confidence.

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Children's welfare and wellbeing Expected standard

Children generally develop their understanding of how to keep healthy. They know to wash their hands before eating to 'wash away the germs'. Children enjoy trying new fruit such as blackberries while also relishing in familiar ones such as strawberries and grapes. They independently pour their own drinks from jugs, which have been specifically purchased, enabling all children to manage these with ease. The childminder supports children's oral health well. Children brush their teeth after meals which has also promoted better hygiene practices at home.

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Children's welfare and wellbeing Expected standard

The childminder teaches children about how to stay safe. For example, she reads specific child-appropriate books to children about not sharing personal information online to ensure their welfare.

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Curriculum and teaching Expected standard

The childminder knows children well and what she wants children to learn to further their development. For instance, she plans her curriculum to support children's vocabulary. Older children speak fluently in full sentences, recalling past experiences of the places they have visited in the community such as the library. The childminder adapts her teaching for younger children, who are keen to talk and join in conversations. She helps them to say words and phrases clearly by acknowledging she has understood, while gently demonstrating how to say them accurately. Children confidently repeat these back to her, strengthening their pronunciation. All children make expected progress in their communication skills.

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Curriculum and teaching Expected standard

The childminder ensures children develop a love of books. She plans stories to help children develop colour recognition and recall key events. Children thoroughly enjoy using toy binoculars to find the different animals in the story. They confidently recognise colours and independently retell the story to their friends afterwards. However, at times, the childminder does not consistently build on what individual children already know and can do when planning and delivering activities. This means that some children do not always receive teaching that supports their next steps in learning.

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Curriculum and teaching Expected standard

The childminder provides positive interactions with children throughout the day. She listens to their ideas and enables children to test their theories. For instance, children use scales and learn about 'heavier' and 'lighter' when weighing toy bears to support their mathematical development. However, the childminder does not consistently extend discussions with older children to deepen their understanding or introduce new ideas. This means that children's knowledge and understanding are not always extended to a deeper level.

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Leadership and governance Expected standard

The childminder carefully identifies her strengths and areas to improve to benefit children. She plans to further develop her outdoor space so children receive the same learning opportunities as they do indoors. Currently, these are being met within the local community such as walks and meeting up with other childminders and their minded children. The childminder continues to ensure she remains suitable to fulfil her role and responsibilities such as attending frequent training. For instance, she uses a non-diagnostic assessment tool to identify children's unique strengths and challenges. This is shared with parents when required to ensure early help strategies are implemented to benefit children.

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Leadership and governance Expected standard

Parents speak highly of the childminder. They report on how they are impressed by her passion, love and knowledge of working with children. Parents also say their children enjoy the outdoors, going on 'bug hunts' with the childminder and then carrying this on when at home. The childminder shares frequent newsletters with parents informing them of what children will be learning. She provides activity packs and stories for children to continue to develop their learning with family.

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Leadership and governance Expected standard

The childminder manages her workload and wellbeing effectively. On the days she is not working with children, she updates her paperwork and attends training such as learning about attachments and babies. This leaves the weekend for the childminder to spend quality time with her own family.

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Leadership and governance Expected standard

Partnerships with other settings is effective. Where children receive shared care, such as attending a pre-school, the childminder liaises with them about children's progress. This helps to provide a consistent two-way approach to children's development.

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

Children are settled and cared for by the calm and friendly childminder. They show a willingness to engage and have high levels of confidence. Children have a 'can-do' attitude, consistently persevering in all that they do. For instance, they show determination in pumping ready-mixed paint from the dispenser, supporting their physical skills.

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

Children typically make progress from their starting points and are generally well prepared for their next steps in learning. They play cooperatively and have positive relationships with their peers, supporting their social skills. Children attend regularly and attendance is promoted to help prepare them for school in the future.

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

Children feel safe and secure. They give spontaneous cuddles to the childminder who warmly comforts them back. Children learn about the similarities and differences between themselves and others, such as when looking in the mirror. For instance, children talk about how some wear glasses and ask why they are needed. Children learn about other beliefs and have independent access to related stories, helping them to understand that they are all unique.

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

Children who occasionally find it difficult to separate from their parents in the morning are supported effectively by the childminder. She provides them with ongoing reassurance and an enticing curriculum to capture children's interests. This helps children to settle quickly and reduce barriers to their learning. Children's attitude to learning is positive and they develop key skills such as independence. Children learn how to put aprons on before painting and use wipes to clean the surplus off afterwards. Children show how proud they are of their achievements and talk about how they can show their artwork to their family upon collection.

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Next steps

The childminder should consistently implement her teaching around children's next steps of learning to further build on what they already know and can do. The childminder should extend discussions, particularly for older children, to deepen their understanding and extend their learning even more.

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About this setting

Operating hours: Tuesday,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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About this inspection

The inspector spoke with leaders, staff 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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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