Cahill, Abbie Natasha Kelly

Childminder

Unique reference number (URN): 2840342 Registered with Ofsted: 11/06/2025 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 have a secure sense of belonging and thrive in an environment that supports their needs. They make progress in their communication, and their vocabulary is developing. Children can express themselves with simple words and short sentences. Children show motivation and enthusiasm as they excitedly seek out the animals hidden in boxes. They engage in role play and show their caring nature as they put dolls to bed in the cot. Children squeal with delight as they recognise the sharks in their favourite book about the ocean. Children demonstrate confidence and achievement through experiences that allow them to explore their interests in a safe, stimulating and accessible setting. Children make expected progress from their starting points. Their identified next steps extend their learning and prepare them for school. Younger children demonstrate their skills by pouring their own water at snack time and drinking carefully from open cups. Children's listening and attention

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Achievement Expected standard

skills are developing effectively as they join in and play alongside their peers.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds warm relationships with children and treats them with care and respect. Children demonstrate close and secure bonds with the childminder. She has a clear understanding of children's early experiences, individual personalities and the impact this may have on their emotions and development. The childminder uses this knowledge to provide tailored learning experiences to promote children's development. Additionally, the childminder plans to extend children's understanding of their own emotions and the impact this can have on others in her curriculum planning for next term.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and understand what is expected of them. The childminder establishes clear routines and boundaries that help children feel secure. Children respond positively to the childminder's reminders and move calmly between play, handwashing routines and mealtimes. Children understand and follow the childminder's clear expectations of their behaviour while in her home. Children help to tidy away resources independently and on request after their play. They begin to demonstrate positive manners and follow instructions that are in place to support their safety. They are reminded not to climb and jump on the furniture. The childminder has purchased focused equipment, such as an indoor trampoline, to promote indoor physical play in a safer way. The childminder has robust systems in place to monitor and record attendance. She works closely with parents and carers to establish punctuality, emotional wellbeing and a readiness to learn.

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Children's welfare and wellbeing Expected standard

Children benefit from caring and secure relationships with the childminder. She knows their routines well and notices quickly if they need comfort or reassurance. Children seek support readily and settle well in her care. This helps them feel emotionally secure. The childminder meets children's care needs effectively through consistent daily routines. She manages nappy changing discretely in a private area. The childminder celebrates children's achievements when they use the potty. Good hygiene practices are implemented and followed. Rest and sleep arrangements meet safer sleep guidance meaning children sleep comfortably and remain closely supervised.

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Children's welfare and wellbeing Expected standard

The childminder has established a supportive key-person system. This ensures that adults typically meet children's interests and learning needs in an inclusive environment. The childminder supports children's emotional security. For example, she encourages children to express themselves through gestures, facial expressions and visual aids. To support this further there is a visual day timetable displayed in the hallway. As a result, children demonstrate secure attachments to the childminder, who knows them well. The childminder promotes healthy habits. Fresh meals and snacks are prepared, free access to water is always available and any dietary needs are followed. Children eat independently and use cutlery with increasing skill.

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Curriculum and teaching Expected standard

The childminder is clear about what she wants children to learn. She uses her knowledge of children's interests and next steps to plan experiences that support their progress and eventual move on to school. For young children, she focuses the curriculum on communication and language, personal development and independence. The childminder builds on children's learning through conversation, shared play and routines. She narrates on play, models language and asks questions that encourage children to think. Children learn new vocabulary as they talk about animals. The childminder teaches children the names of the animals and together they make the animals' sound. Additionally, she is introducing sign language to further strengthen understanding. Story times help children listen and join in with familiar words and phrases.

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Curriculum and teaching Expected standard

Overall, the childminder adapts teaching for different ages and stages. She gives younger children close support and encourages less confident children to take part. However, she does not always organise adult-led activities precisely enough, so learning intentions remain clear. At times, too many resources or choices are included. This means children do not always focus on the intended learning or build understanding securely. The childminder regularly promotes mathematical language through routines and play. The childminder promotes physical development effectively. Children enjoy regular outdoor experiences where they practise balance, coordination and moving safely.

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Inclusion Expected standard

The childminder knows children and families well. She uses this knowledge to understand children's needs, interests and any barriers to learning or wellbeing. Information gathered when children start is regularly updated through discussions with parents and carers. The childminder identifies children's needs through closely observing them. If a child is identified as having a barrier to learning, the childminder works with the parents to ensure that children receive the support they need. She discusses how she would put strategies into place, monitor progress, review the support available and assess the impact on children. The childminder knows how to seek advice from specialist professionals to strengthen support for children's specific needs. Overall, the childminder adapts teaching and routines to meet children's differing ages, stages and needs. She uses clear language, repetition and practical experiences to help children join in and make progress. The childminder sensitively

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Inclusion Expected standard

encourages all children to join group play and build confidence alongside others. This helps children feel included and secure. The childminder makes parents aware of any additional funding their child may be entitled to. Although she is currently not in receipt of specific funding, she is aware of how to use it to improve the education for children.

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Leadership and governance Expected standard

Partnership working with parents and carers is fundamental to the childminder. The childminder ensures that it is effective and respectful from the start to promote the development and emotional wellbeing of children. The childminder instigates appropriate means of communication with parents regarding children's routines and progress. Parents acknowledge the positive impact the childminder has on them and their child with the support and information that she provides. As a result, parents are well informed, can see the progress their children are making and are able to support further learning at home. Additionally, the childminder works closely with the local authority, who praise her engagement with their team and her attendance at training. The childminder also engages with other local childminders to share knowledge and ideas.

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Leadership and governance Expected standard

Overall, the childminder understands what quality teaching and provision looks like. She securely identifies areas of strength in her practice. However, she is less confident in recognising areas for future improvement, in order to build on the quality of her provision even further. The childminder provides her assistants with regular constructive feedback and access to training. This ensures that effective teaching and practice are embedded across the setting.

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Leadership and governance Expected standard

The childminder makes decisions in children's best interests. For example, she has created a sensory quiet area for children who may have barriers to learning or who may struggle to regulate their emotions and behaviours. The childminder acknowledges that this has had a positive impact on children and has improved their daily experiences.

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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 are happy in this welcoming and child-friendly setting. They benefit from regular attendance and are settled and content as they explore the childminder's home. Children develop warm and close bonds with their childminder and her assistants. Adults treat each other with kindness and respect, and they promote and encourage these with the children. When children feel unhappy or unsure, they cuddle up with the childminder or her assistants who offer verbal reassurance and a cuddle.

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

Children enjoy their time with the childminder. She has a secure understanding of their unique personalities and early experiences. The childminder recognises children's individual needs and, overall, adapts her approach. This means children can participate in the range of activities on offer, including those who may have barriers to their learning. Children can choose what they want to play with, which promotes their independence, and they focus for sustained periods. For example, younger children explore the role-play areas; they dress up as doctors and care for the dolls. Other children choose the hairdressing resources. Such activities enable children to share what they know and have experienced in their own lives. The childminder adds to these experiences, for example, to extend their learning. New words, such as stethoscope, are introduced to build on developing vocabulary. Children also benefit from the repetition of simple words and phrases to help them develop confidence in

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

Children play well together and learn how to share and take turns through gentle reminders. Occasionally, there are disagreements, but the childminder helps children to resolve any conflicts, reminding them to be kind. This helps to create positive relationships. Children build their understanding of the world on outings. They particularly enjoy local parks. The

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About this setting

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

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Facts and figures used on inspection

childminder helps to teach children about the importance of being active and keeping safe as they run, climb and balance.

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Next steps

The childminder should sharpen the organisation of planned activities, so learning intentions remain clear and children sustain concentration and engage more deeply. The childminder should strengthen the procedures in place for evaluating and recognising areas for future development to ensure that the provision improves to the highest level.

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About this inspection

The inspector spoke with the children, the childminder and her assistants 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. 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. 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

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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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