Green, Jasmin Samantha

Childminder

Unique reference number (URN): 2835489 Registered with Ofsted: 30/04/2025 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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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently provides a warm, nurturing and positive atmosphere where children develop a secure sense of belonging. Children thoroughly enjoy learning and are highly motivated to take part and become curious in their play. For example, children excitedly sit on the mat ready for the welcome song to begin.

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Behaviour, attitudes and establishing routines Strong standard

All children, including those with special educational needs and/or disabilities or other barriers to their learning, receive tailored care that reflects the childminder's commitment to inclusion. For example, developing a gradual weaning programme helps encourage a positive relationship with food and textures.

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Behaviour, attitudes and establishing routines Strong standard

Positive and secure relationships between the childminder and children enable children to understand and mirror kindness, respect and care for each other. A harmonious atmosphere is evident across the setting, reflecting the secure, trusting relationships children build with one another. Children settle quickly because of the highly flexible and sensitive transition process. Feedback from parents confirms that this collaborative approach provides significant reassurance when children are new to the setting.

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Behaviour, attitudes and establishing routines Strong standard

All children, even the youngest, grow in confidence and independence. Daily routines help them feel safe, valued and respected. For example, children know to wash their hands before snack time, modelling the actions in preparation.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes highly effective partnerships with parents to promote consistent and punctual attendance.

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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the centre of her curriculum. She takes the time to get to know the children's individual needs from the outset. This means that care practices and daily routines help children to form secure and nurturing relationships with her. Children explore their surroundings with confidence, and, when cuddles or reassurance are needed, children readily seek out the childminder, who responds warmly.

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Children's welfare and wellbeing Strong standard

The childminder follows an efficient and systematic process for monitoring snacks and mealtimes. She consistently reminds and encourages children to learn about eating safely and building healthy habits. The childminder is aware of children's allergies and individual stages of weaning for babies. For example, children try new foods as they broaden their knowledge of healthy choices. Parents share how children enjoy a wide selection of foods as a result of the childminder introducing these in her setting.

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Children's welfare and wellbeing Strong standard

Children effectively learn to develop the skills they need to become independent in their personal hygiene practices. For example, children check their nose in the mirror, before fetching a tissue. Safer sleep procedures are robustly followed and monitored in the setting.

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Expected standard

The childminder builds positive and extremely valuable relationships with parents and carers. She skilfully uses this insight to respond to the varying needs and circumstances of individual children and families. She shares information daily with parents and carers so that they are well informed and well supported. Parents speak very positively about the support that they receive, especially for those children with special educational needs and/or disabilities and/or other barriers to their learning.

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Achievement Expected standard

Typically, children achieve well across the curriculum through thoughtful and meaningful interactions. For instance, children's communication and language grow rapidly because of the childminder's highly effective interaction skills. Children and babies develop secure attachments, seeking comfort and reassurance when needed. They eagerly explore the accessible resources, confidently leading their play. Children happily play together as they take turns in the role-play area selecting dolls to place in their pushchairs.

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Achievement Expected standard

Children demonstrate confidence in their growing independence. For instance, toddlers independently wash their hands at a low-level sink and safely peel and cut fruit during snack time.

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Achievement Expected standard

Children, including those who may face barriers to learning, develop independence, physical skills and emotional confidence. They show positive attitudes to learning, engage in activities and are increasingly confident in managing routines and social interactions. All children develop the skills they need for future transitions, including moving on to pre- school.

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Curriculum and teaching Expected standard

The childminder has high expectations for children and provides an ambitious curriculum for the differing ages and abilities of the children she cares for. She has a secure knowledge of early education. The childminder uses children's starting points and next steps to help shape activities and interactions throughout the day. For example, babies confidently use the low- level slide to develop the physical skills and strength needed for walking.

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Curriculum and teaching Expected standard

The childminder places a clear emphasis on children's communication and language, physical development and personal, social and emotional development. Children and babies engage in responsive back-and-forth interactions supporting early communication and language development. For example, children beam with delight as they move around using scarfs. Furthermore, the childminder ensures books are freely available for children and babies to select independently. Mathematical development is evident but not consistent, which impacts on the children's knowledge and learning.

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Inclusion Expected standard

The childminder demonstrates a thoughtful and positive approach to inclusion. She ensures that all children feel welcomed, valued and supported. The childminder completes detailed inductions with parents before children start. She finds out what children know and can do and discusses how she can support children's individual needs. The childminder uses a graduated approach to quickly identify children's emerging needs when they first start attending. The childminder is keen to identify and remove barriers to children's learning effectively. However, the use of visual strategies is not used consistently, limiting children's learning.

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Inclusion Expected standard

The childminder works closely with parents and other professionals to ensure continuity in children's care and learning. She adapts activities and approaches to keep all children included and engaged. For example, she provides sensory activities to encourage children's curiosity and new experiences.

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Inclusion Expected standard

Parents speak positively of the support they have received from the childminder. Children with special educational needs and/or disabilities and/or other barriers to their learning make secure and meaningful progress because of the focus placed on ensuring all children are fully included.

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Leadership and governance Expected standard

The childminder has clear ambitions to provide quality care and teaching for all children. She builds positive relationships with parents and external professionals to support children in her care. The childminder establishes and maintains open, honest communication with families, addressing concerns promptly and ensuring parents feel informed and involved in their child's experiences. She offers advice and support to help parents continue children's learning at home. These partnerships support smooth transitions and help all children, including those with special educational needs and/or disabilities (SEND), to settle quickly and confidently into the childminder's care. Parents speak highly of the childminder's warmth and compassion.

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Leadership and governance Expected standard

When children attend other settings, the childminder actively makes contact. This helps ensure that there is consistency in children's care and learning. For example, she shares children's progress and next steps in learning.

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Leadership and governance Expected standard

The childminder has a clear understanding of her strengths and priorities for development. She is reflective and makes changes to her provision that have a positive impact for children. Recent changes to the outdoor area provide greater opportunities for children to learn and become curious in their play. The childminder actively seeks advice and training whenever she identifies gaps in her learning, for example to further develop her skills supporting children with SEND and/or other barriers to learning.

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Leadership and governance Expected standard

The childminder offers appropriate support and training for any assistants she works with. Effective and open communication ensures the safe running of the setting.

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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 this warm, nurturing and welcoming setting. They show that they are happy to arrive at the childminder's home, as they quickly engage in play with their friends. The childminder knows the children well, and children show that they feel settled and secure as they go to her for comfort and cuddles as needed.

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

The childminder carefully plans activities that match each child's interests and learning needs. This makes sure that children's learning is fun and engaging. For example, children's faces beam during the welcome song, developing a sense of pride and belonging.

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About this setting

Register(s): EYR, CCR, VCR A clear strength of the childminder's practice is children's personal, social and emotional development. Children develop independence through a well-sequenced curriculum. For example, babies know how to access their own drinks, while older children confidently put on their sun hats before going outside. Children demonstrate kindness and respect towards each other, role modelling the childminder's behaviours.

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About this setting

Babies and children settle quickly due to the childminder's extensive settling-in process. Children build extremely close bonds with the childminder as they flourish in her care. The childminder works closely with parents to support regular attendance. This helps to ensure children fully benefit from all she has to offer them.

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Next steps

The childminder should enhance the curriculum by seamlessly embedding mathematical development into children's daily play. The childminder should continue to strengthen her knowledge and understanding to develop deeper strategies to support children with special educational needs and/or disabilities and/or other barriers to their learning.

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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. Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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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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

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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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