Mayers, Lisa

Childminder

Unique reference number (URN): 2822954 Registered with Ofsted: 16/04/2025 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 Expected standard

Children develop secure relationships with their peers and happily interact with others. They make progress from their starting points, particularly in their personal, social and emotional development. Children who were initially shy or found it difficult to separate from their parents are now more confident in the setting. The childminder has built secure attachments with all the children, and this helps children to develop their confidence.

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Achievement Expected standard

The childminder provides a nurturing environment and supports children to develop secure relationships, confidence and a sense of belonging. As a result, children are happy, settled and increasingly willing to engage in activities and interact with others. Children who may face barriers to their learning and/or wellbeing are supported appropriately. The childminder works closely with parents to understand children's unique circumstances and supports them to manage and adapt to new experiences. However, younger children do not always benefit from teaching that is tailored to their interests and development needs. At times, this has an impact on their levels of engagement.

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Achievement Expected standard

Children show interest in books and enjoy sharing stories with the childminder. They independently select books for the childminder to read together, demonstrating positive attitudes towards early literacy and language development. Overall, children are well prepared for the next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder generally promotes positive behaviour and creates a nurturing environment, where children learn to be respectful and use good manners. She acts as a positive role model. The childminder knows the children well and has formed supportive relationships with them. Children have opportunities to play with others and develop important social skills, such as sharing, taking turns and helping their peers. This helps children begin to understand their emotions and feelings. This helps to prepare children for the next stage of their learning. However, at times, the childminder does not explain her expectations. At times, she says 'no' to stop unwanted behaviour. However, she does not explain her reason or what she expects children to do at this point. Children are not always clear on the childminder's expectations.

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Behaviour, attitudes and establishing routines Expected standard

Children learn how to work collaboratively with others and are supported to develop their independence. The childminder encourages children to complete age-appropriate tasks for themselves, such as handwashing. She provides help and guidance when needed, helping them build confidence and self-help skills. The childminder works closely with parents to promote prompt and regular attendance. Through ongoing conversations, she highlights the importance of consistency and routine for children's learning and wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder typically provides a nurturing and inclusive environment, where children feel safe, secure and valued. She promotes children's welfare and wellbeing. For example, she supports all children to develop independence in their self-care skills. Children settle swiftly with the childminder because she works closely with parents to understand their individual needs. She follows children's home routines, including sleep patterns, to provide consistency and support their wellbeing.

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Children's welfare and wellbeing Expected standard

Children respond positively to praise and show pride in their achievements. They follow established hygiene routines, such as washing their hands before meals. The childminder has identified the need to further promote children's understanding of oral health and incorporates this into her practice through play. The childminder provides healthy snacks and an abundance of opportunities for outdoor play, where children develop their physical skills through activities, such as climbing and walking.

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Children's welfare and wellbeing Expected standard

The childminder uses stories and rhymes to help children understand and manage their feelings. Children recognise emotions in themselves and others, take turns, share resources and show kindness towards their peers. The childminder supports children effectively as they move on to pre-school or school. She shares relevant information with parents. This helps establish a consistent approach to learning and development.

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Curriculum and teaching Expected standard

The childminder delivers a curriculum that reflects children's interests and considers barriers to learning. She extends learning through play, and the resources on offer reflect the interests of the children. However, there are times when routines are not planned to ensure all children's needs are met. For example, on occasion, activities are carried out when children are tired. This means children become unsettled and do not always benefit from the learning on offer.

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Curriculum and teaching Expected standard

Overall, the childminder identifies what children know and can do and plans appropriate next steps. She shares these with parents to support children's learning at home. She models language effectively and repeats words to support vocabulary and pronunciation. Children enjoy books and regularly choose stories to read with the childminder. They enjoy snuggling up with the childminder to share stories. The childminder promotes children's mathematical development through counting, shape recognition, problem-solving and number songs. For example, children work out how many blocks are needed to make a tower and count during play.

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Curriculum and teaching Expected standard

The childminder focuses on the development of children's emotional wellbeing and independence. Children develop self-care skills, confidence and social skills that prepare them for future learning and the move to school.

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Inclusion Expected standard

The childminder knows children and families well. She offers an inclusive environment for children and considers their individual needs. The childminder collects information from parents about children's needs and their development. She uses this to create learning plans for children from their starting points. Alongside this, the childminder uses her observations to assess what children know and can do. This ensures support is specifically targeted for individual children, including those with special educational needs and/or disabilities. The childminder monitors the progress children make and removes barriers to learning. For example, she seeks extra help when she identifies gaps in children's learning. All children are supported to feel included and participate fully in learning. The childminder communicates daily with parents and has established close and respectful partnerships. She has begun to create partnerships with other professionals and increase her knowledge

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Inclusion Expected standard

of how to support children who may be disadvantaged.

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Leadership and governance Expected standard

The childminder understands child development and her responsibilities under the early years foundation stage. As a result, she provides a safe environment in which children show that they are valued and belong. However, there are some slight inconsistencies in practice. Occasionally, the childminder does not fully consider if planned activities benefit all children and if children understand what is expected of their behaviour. This sometimes impacts on children's engagement with the learning on offer.

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Leadership and governance Expected standard

The childminder has begun to reflect on her provision and understands what she needs to do to further enhance the curriculum. She gets to know all children and their families well. Children with special educational needs and/or disabilities or other barriers to their learning are supported to achieve.

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Leadership and governance Expected standard

The childminder is committed to ongoing professional development. She accesses relevant courses to improve her understanding of child development and how children learn. She has forged working relationships with local childminders and uses these to benefit children's social development at childminder events. The childminder is committed to providing a setting in which all children flourish.

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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 benefit from a nurturing learning environment. They are welcomed enthusiastically. This helps them to feel safe, secure and ready to start their day. Children are motivated to learn. They explore the resources that the childminder has provided. These appeal to children's interests and are appropriate for their stages of development. Children develop their creativity as they look at books and engage in role play.

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

Children enjoy learning that builds on what they already know and can do. They form strong attachments with the supportive childminder. All children receive nurturing care. These supportive relationships enable children to feel safe and valued.

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

Children are curious and demonstrate continued interest as they engage in activities. They develop independence and the skills required to move on to the next stage of their learning. For example, they confidently unpack their lunch boxes. Children learn the new vocabulary as they name the food they eat. Children, including those with special educational needs and/or disabilities, make progress from their starting points.

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

Children play alongside their peers as they develop their social skills. Respectful relationships are well embedded. Family input is used to shape experiences for children, for example around trips and menus. Information shared by the childminder helps parents and carers to implement effective procedures at home, such as specific sleep routines. This builds a consistent approach to child development across the home and setting. Children's attendance is promoted effectively through secure partnerships with parents and structured routines and procedures. The childminder has consistently thoughtful and positive engagement with parents, other childminders and the local community.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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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Next steps

The childminder should strengthen the routines to enable all children to fully participate in the learning on offer. The childminder should ensure that children know what is expected of them at all times.

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About this inspection

The inspector spoke to the childminder, parents and carers 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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