Dean, Kelsey Patricia

Childminder

Unique reference number (URN): 2803023 Registered with Ofsted: 11/11/2024 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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Achievement Expected standard

Children make good progress from their individual starting points and develop the knowledge, skills and understanding they need for the next stage of their learning. They become increasingly confident communicators, express their ideas clearly and communicate well during conversations and play. Children who face barriers to learning receive support that enables them to participate fully and make progress alongside their peers.

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Achievement Expected standard

Children demonstrate secure learning across the areas of the curriculum. They confidently count, recognise colours and shapes, enjoy early mark making and develop the coordination and independence needed for everyday tasks. They recall previous experiences, apply what they learn in new situations and show curiosity as they explore the world around them.

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Achievement Expected standard

Generally, children develop the confidence, resilience and independence needed for a successful move to school. They manage many personal care routines independently, cooperate with others and approach new challenges with enthusiasm. As a result, children leave the setting well prepared for the next stage in their education.

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Behaviour, attitudes and establishing routines Expected standard

Children usually behave well and demonstrate positive attitudes towards learning. They are eager to participate in activities, typically remain engaged for sustained periods and show curiosity as they explore new experiences.

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Behaviour, attitudes and establishing routines Expected standard

Children confidently make choices about their play and persevere when trying new tasks, developing increasing resilience and confidence. Children form warm relationships with the childminder and enjoy playing alongside one another. They share resources willingly, take turns and use good manners throughout the day. The childminder provides gentle reminders and consistent expectations, helping children understand what is expected of them. As a result, children show kindness, respect and consideration for others.

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Behaviour, attitudes and establishing routines Expected standard

Well-established daily routines help children feel secure and promote their growing independence. Children confidently manage familiar routines, including washing their hands before meals, helping to prepare the table, tidying away resources and brushing their teeth after lunch. They move smoothly between activities, understand what happens next and respond positively to changes in the day. This consistency helps children develop confidence, independence and positive attitudes towards everyday responsibilities. The childminder promotes the importance of regular attendance and works in partnership with parents to support this. As a result, children attend regularly, helping them to build secure relationships, establish familiar routines and make progress in their learning and development.

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Children's welfare and wellbeing Expected standard

Children's emotional wellbeing is promoted effectively through the warm and nurturing relationships they develop with the childminder. They feel safe to express their thoughts and feelings, seek reassurance when needed and confidently explore their environment. As a result, children develop secure attachments. The childminder promotes healthy lifestyles through nutritious meals, regular opportunities for physical activity and daily routines that encourage children to develop healthy habits. Children learn to manage their own personal care. These experiences help children understand the importance of looking after their own health from an early age.

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Children's welfare and wellbeing Expected standard

Children typically benefit from daily opportunities to play outdoors and explore the local community. They develop their physical skills through active play and enjoy experiences that support their understanding of the world around them. The childminder generally encourages children to take appropriate risks during play while providing the reassurance and support they need to develop confidence safely. The childminder helps children understand how to keep themselves safe and healthy outdoors. Children wear sun hats, have regular access to drinking water and benefit from routines that protect them during warmer weather while enabling them to enjoy outdoor play safely. As a result, children form an early understanding of how to keep themselves safe.

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Curriculum and teaching Expected standard

The childminder generally has a clear understanding of what she wants children to learn and plans experiences that build on their interests and previous knowledge. She provides a broad curriculum that supports children's development across all areas of learning and adapts activities to reflect children's individual stages of development. As a result, children remain motivated, curious and eager to learn. Teaching is typically purposeful and engaging. The childminder makes effective use of stories, conversations and practical experiences to deepen children's understanding. For example, after sharing a story about animals, she thoughtfully built on this in the next activity. However, opportunities to consistently extend children's thinking and deepen their learning during activities are not always fully maximised.

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Curriculum and teaching Expected standard

Overall, the childminder promotes communication and language well throughout the day. She listens carefully to children, asks questions that encourage them to think and talk, and introduces new words naturally through play and everyday routines. Children are given time to respond, share their ideas and solve simple problems independently, helping them become increasingly effective communicators. Learning continues beyond the home environment through regular visits within the local community. These experiences broaden children's understanding of the world around them and provide meaningful opportunities to revisit and apply new knowledge and skills. As a result, children develop secure foundations for future learning across the curriculum.

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Inclusion Expected standard

The childminder gets to know children and their families well. She typically works closely with parents and carers to understand children's starting points, identify any barriers to learning and provide support that meets their individual needs. She monitors children's development and generally seeks additional support when needed. For example, she makes adaptations in communication methods so that all children can participate fully and continue to make progress. Children who receive additional funding benefit from experiences that reflect their interests and help them build important communication skills. Resources are chosen to encourage children to communicate, share ideas and develop a love of books. As a result, children become increasingly confident communicators and make progress from their individual starting points.

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Inclusion Expected standard

The childminder adapts her teaching effectively for children who speak English as an additional language. She uses clear language, repeats words correctly, introduces new vocabulary gradually and uses familiar objects to support understanding. This helps children develop confidence in speaking English while fully participating in daily routines and learning alongside their peers.

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Inclusion Expected standard

The childminder understands the importance of working with parents, carers and other professionals when children need additional support. She generally adapts her practice to reduce barriers to learning, enabling children to participate and make progress from their individual starting points.

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Leadership and governance Expected standard

The childminder has established a welcoming and organised setting where children and families are well supported. Overall, she understands her statutory responsibilities and manages the day-to-day running of the provision effectively. Required documentation is maintained appropriately. Daily routines are well established. The environment is organised and provides children with a safe, secure and consistent place to learn and play.

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Leadership and governance Expected standard

The childminder generally works closely with parents and carers. She shares information about children's learning, care routines and wellbeing through regular discussions and daily communication. She also works with other professionals when needed to support children's individual needs. These positive partnerships provide continuity between home and the setting. As a result, children feel secure and are well supported to build on what they already know and can do.

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Leadership and governance Expected standard

The childminder accesses professional development to support her role and demonstrates a willingness to improve her practice. She would benefit even further from more focused training to broaden her understanding of child development.

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Leadership and governance Expected standard

Parents speak highly of the childminder and describe the setting as a 'home from home'. They value the warm, nurturing care she provides and say their children have thrived since attending. Parents also recognise the positive impact the provision has had on their children's communication and language development. They appreciate the regular communication about their children's learning and wellbeing, for example through online assessments and regular oral feedback.

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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 arrive happily and settle quickly into this warm, welcoming home-from-home setting. They are eager to join in with familiar routines, confidently share their ideas, and enjoy spending time with the childminder and their friends. They know they are valued, feel safe and develop a sense of belonging. Children settle quickly into familiar routines and confidently make choices about their play and learning. They enthusiastically share their ideas, invite others to join in and proudly talk about their experiences.

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About this setting

Unique reference number (URN): 2803023 Children enjoy a broad range of experiences that build on their interests and previous learning. Stories, creative activities and outdoor play are thoughtfully linked together, helping children revisit and build on what they already know. For example, after listening to stories about animals, children eagerly sorted animals into land and sea habitats, recalled a recent visit to the beach and used this experience in their play. They typically remain engaged for sustained periods and approach new experiences with curiosity and enthusiasm. Children generally develop the knowledge and skills they need for their next stage of learning. They communicate well, recognise shapes, numbers and colours, and begin to explain their thinking as they answer questions and solve simple problems. Overall, children who face barriers to learning receive effective support that helps them become increasingly confident

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About this setting

communicators. Generally, the childminder works closely with parents and carers to ensure children receive consistent support at home and in the setting.

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About this setting

Children behave well and show kindness and respect towards one another. They share resources, take turns and celebrate each other's achievements. Daily routines help children become increasingly independent as they help tidy away resources, prepare their own lunch, wash their hands and brush their teeth after meals. The childminder promotes healthy lifestyles through nutritious meals, regular outdoor play and good oral hygiene. As a result, children are well prepared for school and develop the confidence, independence and positive attitudes that help them flourish.

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Next steps

The childminder should enhance her teaching to ensure she consistently challenges children's thinking and extends their learning even further.

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About this inspection

The inspector spoke with the childminder and children during this 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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

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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