Keane, Daniella Alexandra Louise

Childminder

Unique reference number (URN): 2797523 Registered with Ofsted: 10/11/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children make progress from their individual starting points and fully gain the knowledge and skills they need across all areas of learning. They communicate confidently, sharing their ideas, listening to others and developing an increasingly rich vocabulary through meaningful conversations and play. Children build secure foundations in literacy, they enjoy books, begin to write for a purpose. In mathematics, they recognise numbers, count with confidence and explore early concepts through practical experiences.

p.2

Achievement Strong standard

Children approach learning with curiosity and enthusiasm as they investigate, explore and solve problems during activities, such as sand and water play. They develop creativity through imaginative play, songs and mark making, while everyday routines help them become increasingly independent and resilient. Children who need additional support receive timely help that enables them to achieve well alongside their peers. As a result, children leave the setting as confident, capable learners, who are well prepared for the next stage of their learning, including school.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has established a calm and welcoming environment where children understand what is expected of them and respond positively to familiar routines. Children arrive happily, settle quickly and show enthusiasm for learning. They demonstrate kindness and consideration towards one another, take turns, share resources and cooperate during play and daily routines. Older children naturally encourage and support younger children to join in activities, helping everyone feel included.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder and assistant use consistent routines and clear expectations to help children develop confidence and independence. Visual timetables and gentle reminders support children to manage transitions successfully, while everyday routines such as group time, snack time and tidying away encourage children to take responsibility for themselves and their environment. Children use good manners, prepare and clear away their own snacks where appropriate, and increasingly manage tasks independently.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder responds sensitively to children's individual ages, stages of development and emotional needs. She and her assistant help children recognise and express their feelings, resolve minor disagreements and develop positive relationships with others. Close partnerships with families promote regular attendance and ensure children experience consistency between home and the setting. As a result, children develop positive attitudes to learning, growing resilience and the social skills they need for their next stage of education.

p.2

Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the heart of her practice. She and her assistant know children exceptionally well and provide consistent, responsive care that helps children feel safe, secure and emotionally supported. Warm, trusting relationships enable children to seek comfort and reassurance with confidence, while sensitive interactions help them develop resilience, self-confidence and a positive sense of self.

p.2

Children's welfare and wellbeing Strong standard

The childminder tailors care routines to children's individual needs and stages of development. Personal care is managed respectfully, promoting children's dignity while encouraging increasing independence in routines, such as toileting, handwashing and mealtimes. Children's health is promoted through nutritious snacks, discussions about healthy eating and regular opportunities to be physically active outdoors. Daily routines are calm and predictable, helping children understand expectations and feel secure.

p.3

Children's welfare and wellbeing Strong standard

The childminder works closely with families to ensure children's care is consistent between home and the setting. She responds thoughtfully to children's changing needs, adapting routines and experiences so that every child continues to feel included and supported. As a result, children are happy, settled and emotionally secure. They develop the confidence, independence and self-care skills that prepare them well for the next stage of their learning and development.

p.3

Curriculum and teaching Strong standard

The childminder has designed an ambitious curriculum that reflects children's interests, individual stages of development and the knowledge and skills they need for the next stage of their learning. She regularly reviews the curriculum, drawing on assessment and reflection to ensure it remains purposeful, inclusive and responsive to children's changing needs. Time spent outdoors, alongside everyday routines and play, is used effectively to deepen children's learning across all areas of the early years foundation stage.

p.3

Curriculum and teaching Strong standard

The childminder and assistant use their detailed knowledge of children to create meaningful learning opportunities throughout the day. They skilfully extend children's communication and language through conversations, stories, songs and play, introducing new vocabulary and encouraging children to share their ideas. Mathematical understanding is woven naturally into daily experiences as children count, compare, recognise numbers and explore early calculation through songs, games and practical activities. A well-resourced environment, including readily accessible books indoors and outdoors and a home library, encourages children to develop a love of stories and reading.

p.3

Curriculum and teaching Strong standard

Teaching is adapted thoughtfully to children's different starting points and individual needs. Assessment is used effectively to identify what children know, shape their next steps and adapt learning experiences so that every child can participate fully. Everyday routines, including snack times, personal care and transitions, are used purposefully to develop children's independence, confidence and self-care skills. As a result, children become enthusiastic learners, who make positive progress across the curriculum and are well prepared for what they will learn next.

p.3

Inclusion Strong standard

The childminder has created an inclusive culture, where children and families are known exceptionally well. Through careful observation, ongoing assessment and close partnerships with parents, she identifies emerging needs promptly and takes timely action to reduce barriers to children's learning and wellbeing. The childminder understands the progress children make from their individual starting points and regularly reviews the support they receive, ensuring that it continues to meet their changing needs.

p.3

Inclusion Strong standard

The childminder and assistant adapt experiences thoughtfully so that every child can participate fully in the curriculum. They make appropriate adjustments for children with temporary medical needs, communication needs or other barriers to learning, enabling them to learn alongside their peers. For example, activities are adapted so children recovering from injury remain fully involved in play and learning, while visual prompts, sand timers and consistent routines help children develop communication, emotional regulation and independence. Children's individual experiences are used positively to promote confidence, participation and a genuine sense of belonging.

p.4

Inclusion Strong standard

The childminder continually strengthens her inclusive practice through professional development that responds to the needs of children attending the setting. She works closely with families, schools and other professionals to secure timely advice and support, ensuring children receive consistent care and well-coordinated help. As a result, children who need additional support are fully included in the life of the setting, make good progress from their starting points and develop the confidence and skills they need for the next stage of their learning.

p.4

Leadership and governance Strong standard

The childminder has a clear understanding of the setting's strengths and continually reflects on her practice to improve children's experiences. She uses ongoing evaluation and advice from a range of trusted sources to keep her knowledge current. This commitment to continual improvement helps maintain high-quality experiences for all children.

p.4

Leadership and governance Strong standard

The childminder places children's best interests at the centre of every decision she makes. She works closely with families, schools and other professionals to provide consistent support and to ensure children receive the help they need at the right time. Parents speak highly of the care and education their children receive and value the childminder's open communication, practical advice and genuine partnership in supporting their children's learning, development and wellbeing.

p.4

Leadership and governance Strong standard

The childminder supports her assistant well through regular discussions, professional learning and shared reflection on practice. Together, they work effectively as a team, creating a positive working environment, where children's needs remain the priority. The assistant feels well supported and has opportunities to extend her knowledge through training that strengthens the quality of provision. The childminder demonstrates a strong commitment to maintaining and improving practice. She uses training purposefully to respond to the needs of children attending the setting, including developing her knowledge of areas, such as nutrition, communication and behaviour. As a result, children benefit from a well-led setting, where thoughtful leadership, effective partnerships and a culture of continuous improvement contribute to positive outcomes for all children.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children arrive happily and quickly immerse themselves in play, demonstrating that they feel safe, secure and valued. They form warm, trusting relationships with the childminder and assistant, who know them exceptionally well and respond sensitively to their individual needs. Children confidently separate from their parents, enjoy spending time with their friends and are supported to show kindness, take turns and cooperate during everyday routines and play. Children who experience barriers to their learning or wellbeing are fully

p.5

About this setting

Unique reference number (URN): 2797523 included, with activities adapted thoughtfully so they can participate alongside their peers and experience success.

p.6

About this setting

Children explore, investigate and solve problems through a broad range of meaningful experiences, spending extensive time learning both indoors and outdoors. They develop confidence in communicating their ideas, build early mathematical understanding through songs, games and practical experiences, and strengthen their physical skills as they investigate the environment around them. Children follow their interests, make independent choices and approach new experiences with curiosity and enthusiasm, helping them develop the knowledge, skills and confidence they need for their next stage of learning.

p.6

About this setting

Children flourish within predictable routines that help them feel secure while encouraging increasing independence. They confidently manage aspects of their personal care, make healthy choices, express their feelings and develop the resilience to manage everyday challenges. Families are welcomed as valued partners, creating continuity between home and the setting that supports children's development and wellbeing. As a result, children leave the setting as confident, capable learners, who are well prepared for the next stage of their education.

p.6

Next steps

The childminder should build on her successful work to remove barriers to children's learning and wellbeing by continuing to evaluate the long-term impact of her inclusive practice, so that it brings about sustained and transformational outcomes for all children.

p.6

About this inspection

The inspector spoke with the childminder, assistant, parents and children during the inspection.

p.6

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. Type: Childminder

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8