Tooth, Jessica Lena

Childminder

Unique reference number (URN): 2840389 Registered with Ofsted: 29/05/2025 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

Children make superb progress at this welcoming and nurturing setting. They develop a real love of learning and show consistently positive attitudes to trying new things. Children benefit from lots of encouragement and praise. This motivates them to keep trying and to build their confidence and concentration skills. Children show excellent independence skills. They cut up bananas for lunch and discuss the importance of being careful with age- appropriate knives. Children also recall prior experiences with confidence. They discuss trips to the library, park and woods and like talking about planting a range of flowers and vegetables.

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Achievement Strong standard

Children delight in singing songs, such as 'Incy Wincy Spider', with puppets. They also discuss their intentions and preferences when drawing different-sized cars on a drawing board. Children enjoy making different sandcastles in a sand pit. They use a wide range of mathematical language, such as 'empty', 'full' and 'heavy', as they play. Children evidently make excellent progress and benefit from being given different responsibilities at the setting, for instance, preparing lunch. Children receive excellent support to be ready for their next stage of education and their eventual move to school.

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Curriculum and teaching Strong standard

The childminder delivers a highly engaging and well-sequenced curriculum that reflects her secure understanding of child development and the different areas of learning. She skilfully tailors her teaching skills to meet each child's developmental needs and interests. For instance, the childminder successfully builds on children's fascination with vehicles by discussing how mechanics fix different vehicles. She also supports them to learn about the engine and wheels and to experiment with real tools, such as spanners. This captures children's interest and attention superbly. It also supports them to extend their knowledge and skills through first-hand experiences.

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Curriculum and teaching Strong standard

The childminder gives children's language development a high priority. She consistently strengthens children's communication and mathematical understanding through high-quality interactions. For example, she models new words, discusses past experiences, makes predictions and comparisons and explains new concepts in an age-appropriate way. Children explore discovery baskets with bells, spoons and other tools of interest. They discuss how they are shiny, made of metal and have different purposes. This supports children's curiosity, imagination and hand–eye coordination.

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Curriculum and teaching Strong standard

The curriculum places a high focus on children's emotional wellbeing and personal, social and emotional development. Children have excellent opportunities to explore, repeat and secure learning and practise their play skills at their own pace. Consequently, children are very content and show high levels of emotional security as they play and learn. Children develop a love of books and stories. This is evident when they explore a book about London and discuss key landmarks, such as the London Eye and Big Ben. This helps to broaden children's awareness of different places and communities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a positive environment where she consistently promotes kindness, respect and courtesy. Children learn the importance of using positive manners and respond well to the childminder's calm and respectful approach. Routines and boundaries are effectively embedded, helping children to understand what is expected of them throughout the day. The childminder offers age-appropriate explanations to support children's understanding of her expectations. She is responsive to children's personal needs, swiftly offering cuddles and a rest when they become tired.

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Behaviour, attitudes and establishing routines Expected standard

The childminder shows understanding of the importance of adapting her behaviour management approaches and strategies to help children manage and understand their feelings. She frequently names different emotions and supports children to discuss how they feel. This helps children to develop their skills in regulating their feelings. The childminder actively teaches children new social skills, such as turn-taking and waiting in conversations. This helps children to understand the concept of patience and cooperation during play. The childminder generally works collaboratively with parents and carers to ensure children benefit from consistent routines at home, as well as at her setting. This includes having discussions about the benefits of regular attendance to support their understanding of the daily routine and pattern of the day.

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Children's welfare and wellbeing Expected standard

The childminder creates a welcoming environment for children to develop and learn. She offers sensitive and responsive care that meets children's individual needs very well. Children develop warm and trusting relationships with the childminder, who offers them a secure base from which to explore. Positive relationships between children and the childminder are well established. For instance, the childminder invests a great deal of time to get to know children's interests and routines when they join. She adapts her settling process according to what children need. Children develop growing independence, confidence and self-esteem as a result of the emotional security they establish with the childminder. This helps to support their overall wellbeing and to be ready and receptive to learning.

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Children's welfare and wellbeing Expected standard

The childminder's curriculum focuses on embedding activities that support children's physical health and wellbeing through daily trips and outings. Children have lots of opportunities to run, climb and dig in the vegetable patch. These experiences help to develop children's physical skills, strength and balance. Children learn about healthy eating and positive oral health habits. They eat a range of healthy foods and discuss how food is grown and produced when gardening and participating in planting and growing projects.

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Inclusion Expected standard

The childminder strives to provide inclusive care and education. A key feature of her ethos is to provide responsive, attuned and tailored learning opportunities based on individual children's needs. The childminder does not currently have any children on roll with special educational needs and/or disabilities. However, she confidently discusses the importance of early identification and the benefits of making timely referrals to make sure children get the extra support they may need. The childminder confidently outlines how collaborative working with other professionals is vital in helping children to move forward in their learning and development.

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Inclusion Expected standard

The childminder keeps her knowledge and skills up to date and has undertaken training in relation to supporting children with autism, attention deficit hyperactivity disorder and sensory processing difficulties. She highlights the positive effects of planning daily interventions to help to close any gaps in learning. Furthermore, the childminder carries out language assessments on all children at the setting to help to assess their development in this area. She then plans a range of activities to precisely target any areas for further development. Although no children are in receipt of additional funding, the childminder generally demonstrates a clear knowledge of using this in an effective way to improve outcomes for children.

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Leadership and governance Expected standard

The childminder implements clear policies and procedures to support her daily practice and to help her setting to run effectively. Consequently, the curriculum is highly effective and children benefit from high-quality teaching and learning experiences. Overall, the childminder has an accurate view of her provision and has identified that she would like to continue to strengthen and enhance her partnership working with parents and carers. The childminder works effectively with parents during the settling-in process and provides general information about the children's day. However, she does not have any consistent arrangements in place to share more detailed information about the curriculum and children's learning and achievements each week. Furthermore, although the childminder suggests some ideas for promoting children's learning at home, this is in its infancy and is not fully embedded into her practice.

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Leadership and governance Expected standard

The childminder demonstrates dedication and commitment to keeping her professional development up to date. This is evident as she attends frequent safeguarding courses, training about children's brain development and promoting emotional intelligence in children. The childminder understands the importance of working positively with other professionals, such as health visitors, to support and target individual children's needs and development. This helps to ensure children benefit from collaborative care and an inclusive approach.

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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 curious and motivated learners. They happily explore a range of experiences for extended periods, demonstrating high levels of concentration and persistence. Children show they are happy and secure. They form trusting bonds with the childminder, who is a positive role model and highly encouraging. This helps to build children's confidence and enables them to explore their environment at an unhurried pace. Children benefit from a varied curriculum and lots of opportunities to learn through nature and about the natural world. This is evident when they enjoy feeding chickens and collecting their eggs. Children

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Inspector:

Amy Wilkinson also engage in cooking experiences, such as making omelettes or bananas on toast. They discuss where different food grows and the health benefits of different fruits and vegetables. Children have excellent opportunities to plant and grow a range of vegetables, fruits and flowers. They learn about life cycles and the importance of sunshine and water to support growth. This supports children's understanding of the world.

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Inspector:

Children thrive in an environment that supports them to lead their own play based on their interests. The childminder knows children extremely well and has an excellent knowledge of child development. She skilfully weaves in spontaneous teaching and learning opportunities to help them to develop new knowledge and skills and start to close any gaps in learning. Children evidently flourish and make excellent progress. They benefit from lots of meaningful discussions as they play. Children are constantly introduced to new words and concepts to help them extend their knowledge. They have superb opportunities to develop their own ideas and thinking skills. The childminder asks open questions and gives children lots of time to process and respond. Children receive excellent support with their language development. In addition, children display a clear understanding of the routines and boundaries. They enjoy making choices about where to play and enjoy freely moving from

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Inspector:

the outdoor and indoor learning environments, which offer a wide array of opportunities for exploration and discovery. The childminder is proactive and vigilant when promoting consistent attendance. She works closely with parents and carers to seek explanations for unexplained absences to help to keep children safe.

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Next steps

The childminder should continue to build on her partnership working with parents and carers in order to work even more collaboratively to best support positive outcomes for children. The childminder should continue to develop how she supports children's home learning experiences to provide them with even greater opportunities to consolidate their learning at home.

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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.

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About this setting

Operating hours: Monday,Wednesday,Thursday,Friday : 07:30 - 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

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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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