Weeks, Rose

Childminder

Unique reference number (URN): 2819613 Registered with Ofsted: 25/02/2025 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 make excellent progress from their individual starting points across all seven areas of learning. They demonstrate increasing confidence, independence and motivation in their learning. Their growing vocabulary, developing independence and ability to apply prior learning are evident in their everyday play and interactions. Children confidently recall what they have learned and transfer their knowledge and skills across different experiences.

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Achievement Strong standard

During outdoor imaginative play, children independently link pretend cake-making with colour mixing. They explain that they are measuring ingredients and counting while confidently predicting which new colours might be created. They demonstrate curiosity, use mathematical language naturally and develop their early scientific thinking as they test their ideas and discuss their observations.

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Achievement Strong standard

Children show resilience and perseverance when using the train slide. They repeatedly attempt the challenge, adapting their approach to travel further, solving problems as they play and take turns with their peers. They cooperate effectively and show a strong sense of achievement when they succeed.

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Achievement Strong standard

Children confidently use language and visual prompts to express their feelings and needs. They communicate effectively with adults and their peers, make independent choices and remain highly engaged in their learning. They are well prepared for the next stage in their education through the secure knowledge, skills and positive attitudes they demonstrate across all areas of learning.

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Behaviour, attitudes and establishing routines Strong standard

Children behave exceptionally well. Warm and trusting relationships help them to feel secure, valued and ready to learn. The childminder has age-appropriate expectations and models kindness, care and respect. She uses reminders, explanations and praise to help children understand how their behaviour affects others. Children respond positively and use good manners without prompting.

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Behaviour, attitudes and establishing routines Strong standard

Well-established routines support children's learning. For example, children understand and follow the steps for washing their hands. Older children help younger children, demonstrating responsibility and consideration for others. The childminder works closely with parents to provide a consistent approach to behaviour and routines. She monitors children's attendance closely and works with parents to identify and address any patterns of absence. This helps children to attend regularly and benefit fully from the learning opportunities provided.

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Behaviour, attitudes and establishing routines Strong standard

The childminder skilfully supports children to recognise, express and manage their emotions. She calmly helps younger children to wait while others complete their investigations and explains when they can join in. This ensures that older children's sustained thinking is respected, while younger children develop patience and self-control. Children are motivated and sustain their involvement in activities. They play collaboratively, share resources and take turns for extended periods. During a train game, the childminder introduces 'stop' and 'go' signs and gives children specific roles. Children follow the rules, encourage one another and celebrate each other's achievements. Consequently, children develop positive attitudes, strong relationships and the self-regulation they need for future learning.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are given high priority. Warm, trusting relationships help children to feel safe and valued. Children confidently seek comfort when they need it and proudly share their achievements. The childminder supports their emotional development through sensitive interactions. Children discuss their feelings and begin to connect these to their own experiences.

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Children's welfare and wellbeing Strong standard

The childminder works closely with parents and external professionals to understand and meet children's individual needs. Parents speak highly of the care provided and value the effective communication they receive. The childminder responds to children's interests and preferred ways of learning. For example, after recognising their enthusiasm for outdoor learning, she develops the garden so that children can explore and learn outside for longer.

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Children's welfare and wellbeing Strong standard

Children develop an understanding of healthy lifestyles. They drink water, enjoy nutritious meals and learn about the importance of sun protection. They use tissues appropriately and understand how good hygiene helps to prevent the spread of germs. The childminder manages allergies and dietary requirements carefully. Separate meal plans, ingredients and storage arrangements reduce the risk of cross-contamination.

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Children's welfare and wellbeing Strong standard

Children move confidently around the environment and recognise where they can run and where greater care is needed. Babies' sleep arrangements follow safer-sleep guidance, and the childminder monitors sleeping babies regularly. She follows clear procedures to monitor attendance and respond to unexpected absences. Consequently, children's physical and emotional needs are understood and consistently met.

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Curriculum and teaching Strong standard

The childminder designs and implements a highly ambitious curriculum rooted securely in the seven areas of learning. She uses her strong knowledge of the early years foundation stage to identify what each child needs to learn next. Regular assessments and discussions with parents help her understand what children already know and can do. Activities are adapted effectively for children's differing ages, stages of development and interests. The curriculum is carefully adapted for younger children, while ensuring that older children's sustained play, deeper exploration and learning are not interrupted.

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Curriculum and teaching Strong standard

The curriculum is reflected thoughtfully across the playroom and newly developed outdoor area. Children benefit from a balanced range of real-life resources, toys and planned experiences. The childminder evaluates activities and adjusts her teaching to extend and embed children's learning. Communication and language are prioritised. The childminder models vocabulary, repeats and extends children's words into complete sentences and encourages them to respond. Stories, songs and rhymes are woven throughout the curriculum. For example, during a farm activity, she introduces the names of adult and baby animals, extending the vocabulary for older children.

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Curriculum and teaching Strong standard

Mathematical language is modelled during play and taught explicitly through planned activities. Children also learn about feelings and practise sharing and turn-taking. Consequently, they develop the knowledge, confidence and skills needed for future learning and school.

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Inclusion Strong standard

The childminder has high expectations for every child and works closely with parents to understand their needs. Parents share information about children's learning and experiences at home and understand their next steps. The childminder uses this information to introduce learning as children achieve their goals, helping them to make excellent progress.

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Inclusion Strong standard

The childminder plans a highly inclusive curriculum that responds to children's interests. For example, recognising that children enjoy learning outdoors, she has worked with external professionals to develop the outdoor area. This provides children with meaningful opportunities to explore, be physically active and extend their learning.

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Inclusion Strong standard

Partnerships with parents are a particular strength. The childminder establishes trusting and respectful relationships with families and maintains regular communication about children's care, learning and development. She listens carefully to parents and responds flexibly when families' circumstances change. This consistent approach between home and the setting helps children feel secure and ensures that their individual needs are met effectively.

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Inclusion Strong standard

There are currently no children with special educational needs and/or disabilities or known disadvantage on roll. Nevertheless, the childminder has completed relevant training and understands the graduated approach. She knows how to identify and monitor emerging needs, including delays in speech and language, and when to seek guidance. Consequently, she is well prepared to welcome and support children with differing needs and backgrounds.

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Leadership and governance Strong standard

The childminder demonstrates strong leadership and a secure understanding of statutory early years foundation stage requirements. Her policies and procedures, including safeguarding, safer eating and safer sleeping, are embedded in practice. Clear contracts help families understand expectations. Her vehicle is maintained, appropriately insured and suitable for outings.

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Leadership and governance Strong standard

She has a strong understanding of her provision's strengths and areas for further development. She regularly reviews her practice and identifies training or changes that will benefit children's learning and development. She completes a wide range of training, evaluates what she has learned and applies this effectively. She also welcomes guidance from external professionals and implements their advice.

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Leadership and governance Strong standard

The childminder uses her evaluations, observations and assessments to develop an ambitious curriculum that meets children's individual needs, interests and stages of development. She continually considers how the curriculum can be strengthened and adapted so that every child remains engaged, builds on prior learning and makes progress.

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Leadership and governance Strong standard

Partnerships with parents are highly effective. The childminder communicates daily about children's care, experiences and learning and responds flexibly to families' needs. Parent questionnaires and messages are consistently positive. Required progress checks are completed and shared. When assessments identify an emerging concern, such as a possible speech and language delay, she provides advice and directs parents to appropriate support.

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Leadership and governance Strong standard

The childminder manages her workload and wellbeing effectively. Defined childminding and family spaces help her maintain professional boundaries and sustain the quality of her provision. Consequently, children benefit from well-managed and continually improving provision.

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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 in the calm, nurturing and welcoming environment. They feel safe, valued and secure. Warm and responsive relationships help children to form strong attachments with the childminder. She recognises that some children need time and reassurance when they first attend and adapts her approach to meet their needs. Consequently, children develop confidence at their own pace and become relaxed and ready to explore and learn.

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

Children immerse themselves in planned learning experiences. The childminder considers what children already know, their experiences and what they need to learn next. She is ambitious for children and provides a curriculum that reflects their interests while broadening their knowledge and skills. Children engage with the childminder and benefit from the conversations and learning that take place throughout the day.

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

Children make choices and influence the direction of their play. The childminder responds skilfully to their interests. For example, when children show an interest in active play, she provides a large train track where they take turns to sit on the train and carefully push one another on the track. This supports children's physical development while helping them learn to share, cooperate and take turns. Children listen attentively, follow instructions and respond positively to the childminder's consistent high expectations.

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

Children benefit from daily outdoor experiences. They eagerly explore the thoughtfully developed outdoor area, investigate nature and develop their curiosity. Regular visits to local parks and attractions further enrich their experiences. Children also strengthen their small muscles and coordination as they handle small trains and work together to build train tracks.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

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About this setting

Local authority: Kent Partnerships with parents are highly positive. The childminder regularly exchanges information about children's care, interests and development. This consistent approach helps her meet children's individual needs and supports their continued progress.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on strengthening the transformational impact of their practice on outcomes and experiences for children with special educational needs and/or disabilities, children with medical needs and children who are new to the setting or who face barriers related to communication, physical development or emotional security.

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About this inspection

The inspector spoke with the children and childminder 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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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. 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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