Rogers, Michelle Louise

Childminder

Unique reference number (URN): 2840750 Registered with Ofsted: 21/07/2025 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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Children's welfare and wellbeing Strong standard

The childminder places children at the heart of her policy and procedure design. She reflects and reviews how she does things often, making changes when needed to better support children's welfare and wellbeing. For example, the childminder has implemented a more structured approach when parents and care givers drop children off, so to ensure her focus on children as they eat their breakfast.

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Children's welfare and wellbeing Strong standard

The childminder is successful at teaching children about hygiene from a young age. One- year-old children show how they have already embedded habits that support their good health as they independently access handwashing facilities when the childminder announces it is snack time and lunchtime. The childminder's focus on children's wellbeing helps them to form healthy habits that should last a lifetime.

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Children's welfare and wellbeing Strong standard

The childminder's secure bond with children is evident. She skilfully supports children to regulate after a period of upset, and children return to a place of content and happiness swiftly. The childminder helps children to understand how they are feeling as she comments on their different emotions, such as disappointment. This helps children to recognise and start to manage their emotional needs.

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Children's welfare and wellbeing Strong standard

The childminder provides children with daily opportunities to play outside where they can enjoy fresh air and physical play. Through this, she helps children to understand when they might be at risk and what they can do to keep safe, such as how to pivot at the top of a slide, so they do not fall.

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Achievement Expected standard

Children of all ages show progress towards the learning goals that the childminder has placed focus on. Parents and care givers confirm children's development, which they say is attributed to the childminder's teaching. They note the positive impact this is making on children's experiences outside of the setting, especially when children have faced potential barriers to their learning and development in their earlier lives.

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Achievement Expected standard

Children demonstrate the knowledge and skills they have learned. They recall information, remembering what has happened in previous months and seasons. Children use their developing communication and language skills during their play, such as when they converse with peers.

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Achievement Expected standard

Overall, children are developing across all areas. They are forging skills and behaviours that they will use when moving into school and beyond, for example independence in managing self-care tasks. That said, younger children are not always exposed to planned mathematical learning, which could be done earlier to help them secure confidence in maths.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children's behaviour development well through the application of her curriculum for personal, social and emotional development. She recognises the key ages for when children need more input in this area and plans activities accordingly, for example games where children can take turns and share resources.

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Behaviour, attitudes and establishing routines Expected standard

The childminder models kind interactions and helpful behaviours. She gives children specific praise when they join in and copy, such as offering a 'high five' for when they tidy away their toys. This interaction encourages children to continue acting in this way, thus, shaping their positive behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder implements clear rules and boundaries, which, overall, children happily follow. This contributes to children feeling safe and secure in the childminder's care and helps them to anticipate what will happen next. However, at times, the childminder lacks some flexibility when reinforcing rules of play. This sometimes deters children from being able to experiment and be creative in their ideas, which, in turn, impacts on children's attitudes to their learning. For children with specific needs, such as those who struggle with peer interactions, this approach adds an additional barrier at times when their play starts to flourish independent of adult support. That said, on the whole, children show great enjoyment and involvement in their activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of attendance to families and follows procedures when children are late or absent.

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Curriculum and teaching Expected standard

The childminder's support for children's communication and language development and their personal, social and emotional development is a particular strength of her practice. She demonstrates a sharp focus on these areas of learning, which is appropriate and relevant for the children who attend at the time of the inspection. Oppositely, the childminder pays less attention to children's early mathematical development, which is equally as important to consider when designing a sequenced curriculum for younger children to ensure sequenced learning.

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Curriculum and teaching Expected standard

The childminder uses effective teaching strategies with impact being seen in children's progress. Notably, she is skilled at encouraging children's back-and-forth interactions and supporting children to grow in confidence in new social situations. The childminder adapts her teaching accordingly based on children's individual needs.

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Curriculum and teaching Expected standard

The childminder demonstrates her knowledge and understanding of child development. She makes accurate assessments of children's learning and uses this to help children work towards appropriate learning goals. The childminder designs her physical development curriculum well. She gives children opportunities to build on what they already know and can do by providing equipment that further extends children's physical skills. The childminder teaches children relevant and topical information, such as what is happening in their local community and the wider natural world.

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Inclusion Expected standard

The childminder gathers useful information about children before they start through her effective communication with other agencies, parents and care givers. She uses this information to plan a tailored provision when children need adjustments to enhance their involvement. This is also used as a baseline to monitor children's development and wellbeing. The childminder is quick to notice changes to children's learning and development and acts on this appropriately by informing the relevant people.

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Inclusion Expected standard

The childminder actively seeks out support from other professionals, such as those trained in speech and language development. She uses this guidance to develop her practice, which has a positive impact on her teaching and curriculum design. Children benefit from this as the childminder supports them to make progress towards appropriate next steps for their age and stage of development. The childminder is aware of when further tailoring might be required, for example, through a sequenced approach. On the whole, the childminder's approach to teaching and how she shapes children's behaviour supports their successful learning and development.

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Inclusion Expected standard

The childminder demonstrates her commitment to and involvement with multi-agency working. This particularly benefits children who may require additional safeguarding. The childminder puts appropriate measures in place to remove barriers associated with this to assure children's safety, wellbeing and learning.

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Leadership and governance Expected standard

The childminder seeks out relevant professional development opportunities for herself, including those planned to keep her knowledge of safeguarding up to date. She uses her learning to develop her practice, which, in turn, has a positive impact on children. The childminder has a support network in place, which includes contact with other childminders whom she can reflect with.

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Leadership and governance Expected standard

The childminder meets statutory requirements and has a plan in place to keep a breadth of developments in the sector. She follows requirements to work effectively with other agencies to support child protection processes, which helps to keep children safe.

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Leadership and governance Expected standard

The childminder has established positive and professional relationships with parents and care givers. She shares information that can help families support their children's learning and development at home, such as around toilet training.

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Leadership and governance Expected standard

The childminder has a plan for continually improving her setting and her practice. She acknowledges the areas for development that have been identified during this inspection. The childminder frequently reflects and evaluates her work, taking suggestions from parents. This influences the childminder's policy development, putting the best interests of children, especially the most vulnerable children, at the forefront of decision-making.

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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 show that they feel safe and secure in the childminder's care. This lays the foundations for their successful learning and development. Children respond positively to the childminder's warmth and happily accept cuddles when they are upset. Periods of disengagement from learning are infrequent, and children spend the majority of their time deeply involved in learning activities, showing enjoyment in what they are doing. Children's levels of concentration are developing at an age-appropriate rate, and these are well supported by the childminder's attentive teaching. Children of a young age show how they

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About this setting

can sustain their thinking and their play independent of the childminder. They use their developing social skills to play alongside others, for example, during a role-play activity where they pretend to sell groceries at a market stall.

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About this setting

All children make evident progress in their learning. Children who show some emerging gaps in their development receive the targeted support they need to maintain progress. Notably, children who require additional help to secure their language and communication skills benefit specifically from the childminder's effective teaching. They are heard using their developing speech during play and recall prior learning, such as reminding the childminder where puddles form in her garden when it rains. The childminder asks questions to prompt further description, encouraging more language use.

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About this setting

Children belong. They know the routines of the day, which the childminder implements to promote their welfare and wellbeing. Children know their allocated colour, which helps them to identify the equipment that the childminder has provided them with, for instance their water bottle, toothbrush, garden shoes and sweatshirt. This approach helps children to feel equal alongside their peers as all children are provided with what they need, removing barriers to involvement.

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Next steps

The childminder should refine her approach to teaching mathematics so that there is more focus given to introducing children to mathematical concepts from a younger age. The childminder should consider when it is not always appropriate to implement rules of play and when to adapt her practice to support children's imaginative development and experimentation with resources.

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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. Unique reference number (URN): 2840750

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 18:00

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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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