Hodgkins, Sarah Kate

Childminder

Unique reference number (URN): 2801418 Registered with Ofsted: 24/09/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has established clear routines and expectations that children understand and follow. As a result, children's behaviour is consistently thoughtful and respectful. Her consistent approach creates a calm and positive environment where children feel secure and are ready to engage in their play and experiences. Children understand boundaries and respond positively to the routines that are embedded in the setting. The childminder regularly models the behaviours and attitudes that she wants children to develop, helping them understand the importance of kindness, respect and consideration for others. The childminder promotes regular attendance and follows up absences with parents, helping to maintain continuity in children's care and learning.

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Behaviour, attitudes and establishing routines Strong standard

Positive relationships are a significant strength. Children show care and consideration towards one another and include their friends in play. They learn to recognise feelings and understand how their actions affect others. The childminder supports children to develop self-regulation skills by acknowledging their emotions and helping them manage their responses. As a result, children increasingly regulate their emotions and respond appropriately during interactions and experiences.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes positive attitudes towards learning by encouraging children to make choices, explore and develop independence. She provides guidance when needed while maintaining consistent expectations for all children. Her inclusive approach helps children feel valued and enables them to develop respectful relationships with others. Consequently, children show a willingness to participate and engage positively in the experiences available to them.

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Achievement Expected standard

Children demonstrate confidence and independence in their daily routines and play. They communicate their thoughts, ideas, needs and wants clearly, engaging in conversations with adults and other children. Children develop positive relationships with others, learning to share, take turns and consider their friends' feelings. They make choices in their play and are encouraged to manage aspects of their own care routines. Children make progress from their starting points across the areas of learning and gradually develop the knowledge and skills they need for their next stage.

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Achievement Expected standard

The childminder understands children's individual abilities, strengths and areas where they may need further support. She uses observations and information shared by parents to support her understanding of children's development. Children are encouraged to develop important skills for their future learning, including communication, independence and social skills. They show curiosity in their play, engage with the experiences available and are developing the resilience to try new things. The childminder supports children to recognise their own abilities and become increasingly independent as they move towards their next stages of learning.

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Children's welfare and wellbeing Expected standard

The childminder provides a caring environment where children feel safe, secure and emotionally supported. She knows children well and responds sensitively to their care and wellbeing needs. Familiar routines and positive relationships help children settle quickly and develop a sense of security in the setting. She provides reassurance when children need it and responds to their emotional needs throughout the day.

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Children's welfare and wellbeing Expected standard

The childminder works closely with parents to understand children's routines, health requirements and individual care needs. She supports children to develop independence through everyday experiences, including managing aspects of their own personal care. This helps children build confidence in their own abilities and take an active role in their daily routines.

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Children's welfare and wellbeing Expected standard

The childminder takes appropriate steps to promote children's safety while they play and explore. She considers children's individual needs when organising the environment and resources. For example, she adapts resources by removing toys with small detachable parts to better support children's safety and wellbeing. She also organises the outdoor provision and environment to support effective supervision while allowing children to play. These approaches help children feel safe and well cared for. As a result, children are able to explore freely with confidence during their time in the setting.

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Curriculum and teaching Expected standard

The childminder provides a curriculum through play, routines and experiences that reflect children's interests. She knows the children well and creates an environment where they feel confident and secure. The curriculum places a clear emphasis on communication and language through meaningful conversations, shared stories and responsive interactions. Children confidently communicate with the childminder and one another, expressing their ideas, needs and experiences clearly.

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Curriculum and teaching Expected standard

The childminder places importance on helping children develop their physical skills through regular outdoor play and exploration. She makes effective use of the garden space and regularly takes children on outdoor visits, such as to the local woods and farm, providing opportunities for children to be active and learn through first-hand experiences. The childminder interacts positively with children throughout the day, using play and familiar routines to encourage participation. She gives children time to think, make choices and solve simple problems independently, while offering encouragement and reassurance.

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Curriculum and teaching Expected standard

The childminder regularly observes children during their play and uses what she knows about them, alongside discussions with parents, to develop her understanding of their learning and development. She responds sensitively to children during activities and provides appropriate support when needed. This helps children remain engaged, take part confidently in daily routines and enjoy the experiences available to them. However, experiences and resources are not consistently adapted to provide suitable challenge for children at different stages. As a result, some children do not build as fully as they could on what they already know and can do.

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Inclusion Expected standard

The childminder uses observations and information shared by parents and other professionals to build her knowledge of children's needs and development. She responds sensitively to children's differing needs. She considers children's individual circumstances and makes reasonable adjustments where needed to support their participation in daily routines and experiences. For example, the childminder uses some Makaton hand signs to support children's communication and language. She also adapts resources and the environment to help children access activities alongside their peers. These approaches help reduce barriers to children's participation and enable them to take part in experiences together. The childminder intends to develop visual cards, particularly to support children with special educational needs and/or disabilities (SEND), to help them understand routines and what is happening next.

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Inclusion Expected standard

The childminder works closely with parents, involving them in discussions about their children's needs and how to best support them. She also maintains positive relationships with other professionals involved in children's care. She establishes links with other settings to support transitions and shares relevant information appropriately. This helps to provide continuity for children and supports those involved in their care to understand their individual circumstances and needs.

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Inclusion Expected standard

The childminder recognises the importance of continuing to develop her knowledge of supporting children with SEND, so that she can further strengthen how she identifies and responds to their changing needs.

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Leadership and governance Expected standard

The childminder demonstrates appropriate leadership of her setting and takes responsibility for its day-to-day organisation and running. She ensures that routines, policies and procedures are in place to support the smooth operation of the provision and children's wellbeing. She has established approaches that reflect her commitment to providing children with a secure and supportive environment where they feel valued and cared for.

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Leadership and governance Expected standard

Partnership working is a positive feature of the setting. The childminder develops positive relationships with parents and values the information they share about their children. She takes time to understand children's circumstances, routines and preferences, helping her provide continuity between home and the setting. Parents speak positively about the care provided and the experiences available for their children. The childminder also makes use of opportunities in the local area, including visits to local farms and outdoor spaces, to broaden children's experiences and provide opportunities for exploration. She communicates with other professionals involved in children's lives, including pre-school settings, to share relevant information and support children's transitions.

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Leadership and governance Expected standard

The childminder generally has an understanding of the strengths of her provision and recognises areas where she can continue to develop her practice. She reflects on children's experiences and uses her knowledge of the children, alongside information from parents, to understand their circumstances and support their care and development. She engages with professional development opportunities and uses new learning where appropriate to inform her approach. Her commitment to developing the provision helps maintain a secure, supportive and well-organised environment 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, confident and emotionally secure in this warm and welcoming setting. They quickly settle into familiar routines, make choices in their play and become involved in activities that interest them. The calm and respectful atmosphere established by the childminder helps children feel safe, valued and ready to learn.

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

The childminder knows the children well and has a clear understanding of their individual interests, needs and personalities. She responds sensitively to children during their daily experiences and provides support when needed. Children with special educational needs and/or disabilities are encouraged to participate and build confidence in their abilities. Children learn to value and support one another during their play and interactions. Children benefit from regular attendance, which helps them maintain familiar routines, relationships and continuity in their experiences.

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

Children engage in activities linked to what they know and enjoy. Stories, imaginative play and outdoor exploration support children to develop their communication skills and understanding of the world around them. The childminder uses her observations of children to make adjustments and provide support when needed. Children also learn beyond the setting through visits into the local community, including trips to parks, woods and farms, helping them make connections with the wider world.

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

Children behave well and show care and consideration towards one another. They understand expectations for kind and respectful behaviour and are supported to think about their actions and how these affect others. The childminder helps children learn how to resolve minor disagreements positively and encourages them to recognise and consider each other's feelings. As a result, children play cooperatively with their friends. They show kindness towards each other and form positive relationships throughout the day.

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

Children build their independence through everyday routines and experiences. They develop practical skills, such as managing their own care routines and completing tasks independently. The childminder helps children gain the skills needed for their next stages of learning, including transitions to school.

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Next steps

The childminder should enhance learning experiences, resources and activities to provide consistent and appropriate challenge for children at different stages of development, including those preparing for school and children with special educational needs and/or disabilities. The childminder should strengthen collaboration with parents to promote consistent messages about healthy eating and help children develop positive food choices that support their health and wellbeing.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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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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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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