Jones, Nicola Louise

Childminder

Unique reference number (URN): 2817719 Registered with Ofsted: 31/01/2025 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

All children make rapid progress across all areas of learning. This includes children who may face barriers to learning. Children make secure progress from their starting points. They demonstrate positive attitudes to learning and show high levels of curiosity and confidence.

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Achievement Strong standard

Children are visibly comfortable in the homely environment. They benefit from support through high-quality interactions with the childminder during their play. Children make excellent progress and achieve highly in all areas of their learning. Their strengths and interests are captured extremely well at this setting. Learning is embedded in children's daily experiences. Babies learn how to make different sounds using wooden spoons and metal pots. Older children solve mathematical problems using resources to count addition and subtraction problems. When activities are used as a challenge, children show perseverance to succeed. Children develop the skills they need for their next stage of learning and are ready for transitions to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes clear and consistent rules and boundaries that children understand and follow consistently. Behaviour is exemplary at this supportive setting. The childminder is highly skilled and is attentive to children's differing needs. For example, she understands children's developmental stages when explaining rules and expectations. Children understand what is expected and respond positively. They are confident and develop strong social skills based on the calm and patient interactions the childminder has with them.

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Behaviour, attitudes and establishing routines Strong standard

Routines are clearly embedded fully into the day. Children demonstrate that they know them very well. For example, children know when it is group time and what will happen during this activity. They understand expectations about safety. For example, they show that they need sun hats and water bottles before going outside. The childminder prepares children for what is happening next. This gives children the opportunity to prepare to continue their learning in a different activity. The childminder is effective in removing barriers to learning, which enables all children to make progress.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a strength of this setting. The childminder promotes leading a healthy lifestyle. Children's care needs are met to an extremely high standard. Children clearly feel safe and secure in this childminder's setting. The space is welcoming and this provides a solid foundation for children to be able to settle and engage highly in their learning. Children settle quickly and build strong relationships with the childminder. Children's emotional wellbeing is at the forefront of this childminder's evaluation of her practice.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are promoted through everyday routines. For example, the childminder discusses the importance of a healthy diet and what this consists of during mealtimes. During hot weather, children know and understand why sun hats and keeping hydrated are important. Physical exploration is embedded into the planning of activities. Children are given opportunities to develop their gross and fine motor skills regularly. The childminder takes children to explore the outdoors so they have the opportunity for fresh air and exercise. Even during particularly hot weather, activities are planned so children are still able to do this indoors. For example, children balanced on coloured logs to build their core strength and coordination.

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Curriculum and teaching Strong standard

The childminder creates a varied and inclusive curriculum. This builds on children's interests, current skills and previous learning. She plans accurately targeted next steps and shares these with parents to provide a continuation of learning at home. The childminder also communicates with other settings to ensure learning is continued for children who attend more than one setting. She has high expectations for all children, including those who face barriers to their learning.

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Curriculum and teaching Strong standard

The childminder plans what children need to learn across all areas of learning. Children can confidently discuss previous learning. They recall family members visiting other countries and learning about the differences between their home and where they visited with the childminder. This gives children knowledge about the wider world around them. The childminder particularly focuses on children's communication and language skills. She introduces new vocabulary to babies, modelling single words and imitating sounds. Children then use this new vocabulary in their play.

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Curriculum and teaching Strong standard

The childminder extends children's current knowledge, particularly in mathematics. Older children discuss simple calculations when working out how many children are attending that day. Later in the day, the childminder provides challenges with more difficult calculations. She provides support, and children persevere until they succeed. This builds confidence in children pushing themselves to learn.

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Inclusion Strong standard

The childminder shows a commitment to enhancing outcomes for all children. She precisely evaluates and reflects on her own practice to ensure all children make the best possible progress. Resources are carefully considered and rotated so they reflect the learning needs of all children, including those who may face barriers to their learning.

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Inclusion Strong standard

The childminder accesses a wide range of training that is relevant to the needs of the children and families that attend the setting. She works in close partnership with parents and carers to support children's learning. The childminder continually assesses children's learning so any support needed can be put in place in a timely manner. This ensures every child thrives in this inclusive environment.

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Inclusion Strong standard

The childminder uses sign language throughout the day. This includes during songs, stories and routine-based activities. This means all children, including those who are disadvantaged, are able to participate fully in all activities. Children in her care know why using sign language is important and can explain what difference this makes to people who may struggle to communicate verbally. Additional funding is used to directly address individual children's next steps, including experiences and opportunities to develop communication and language skills.

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Leadership and governance Strong standard

The childminder places children's best interests at the centre of her decisions. She evaluates and reflects on her practice and demonstrates a commitment to providing an environment where children feel safe, secure and are able to thrive. She is committed to providing high-quality care and education that meet the needs of every child, including those who may face barriers to their learning.

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Leadership and governance Strong standard

The childminder is aware of her strengths and any priorities for development. She tailors her training to continually improve the education she provides. For example, recent training focused on inclusive practice and the importance of this. This contributes to improving outcomes for all children. The childminder monitors her own wellbeing and workload to ensure she can provide the best teaching and learning for the children..

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Leadership and governance Strong standard

The childminder establishes highly effective partnerships with parents and other professionals to promote consistency in children's education. Parents particularly comment on the homely environment, regular information-sharing and how quickly their children settle. The childminder works closely with families to provide support if necessary and is flexible to meet their needs. This ensures children continue to make good progress in all areas of their learning.

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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 the childminder's responsive and caring nature. They settle quickly as they feel secure and are ready to start their day after drop-off. The robust induction procedure means all children's current skills and needs are considered when planning activities. This means the childminder knows children well from the outset. Children thrive and feel emotionally safe.

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

Children are motivated to learn. Highly engaging activities that support all areas of development are provided consistently. Children are excited to try new things. For example, older children use utensils in the outdoor kitchen that they have never used before. The childminder models how to use it and children are confident to try themselves. They benefit from a variety of outings to further enhance their learning. For example, they attend the local library to encourage a love of books and reading.

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

All children make excellent progress. The curriculum is planned based on the current children's needs and abilities. The childminder understands that this may need to change when new children start with her and is flexible around this to meet all children's needs. The childminder takes into account parents' views and reflects on what she provides to support all families.

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Next steps

The childminder should ensure continued improvement in the successful work to remove barriers for children who need extra help, to support a transformational impact on all children's achievement.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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About this inspection

The inspector spoke with the childminder and the 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

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 .

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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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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