Dee, Kylie Kristin

Childminder

Unique reference number (URN): 2849230 Registered with Ofsted: 27/07/2025 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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Inclusion Strong standard

The childminder's open and attentive approach to inclusion is making a significantly positive impact on children's lives, both in and out of the setting. The childminder identifies and responds to children's unique learning needs without delay. She makes appropriate referrals to ensure that children are supported by specialist services, specifically when special educational needs and/or disabilities (SEND) are evident.

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Inclusion Strong standard

The childminder works tirelessly to gather the information she needs to secure additional funding for children who need a tailored provision. She takes advice from other professionals when deciding how to spend additional funding, so that decision-making in this area is relevant, accurate and precisely matched to children's specific needs. The childminder also gives careful consideration to how children's learning can be sustained at home and makes sure parents and carers have the knowledge and resources they need to maintain consistency in children's care and learning. This approach helps to accelerate children's development.

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Inclusion Strong standard

The childminder's specific training and professional development in children's communication and language development and SEND underpins her ability to provide such high-quality provision for children who face barriers to their learning. The childminder's 'can- do' attitude is pivotal to her ability to adapt and adjust how she organises her provision. As a result, all children are included and have an equal opportunity to learn and develop.

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Achievement Expected standard

Children demonstrate the progress they have made through the childminder's recent focus on their social development. They typically manage their own interactions successfully during times of disagreement and use the skills they have learned to communicate their needs and wants. Children's concept of time is developing as they mutually agree to take turns in intervals of 5 minutes while playing with a favourite toy. Younger children improve their oracy as they hear the childminder repeat and reinforce their mispronunciations.

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Achievement Expected standard

Older children explain to their peers how they are getting ready for school. They are proud to announce that they can wash their hands without help and demonstrate this self-care skill with confidence.

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Achievement Expected standard

Parents confirm that their children are making progress, especially in how they communicate with others and build relationships with new people. Parents say that their children have grown in confidence since being in the childminder's care.

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Behaviour, attitudes and establishing routines Expected standard

The childminder demonstrates a positive attitude towards inclusion, tolerance and conflict resolution. This resonates in how children behave as they show consideration and kindness throughout their interactions with others. Children demonstrate how they have learned from the childminder's teaching and have applied skills to support their successful relationship building. For instance, children are heard advising their friend that it will be their turn to man the pretend ice-cream van in 5 minutes. All children mutually agree this plan and are content with the arrangement.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has considered and implemented additional visual aids to help children with special educational needs and/or disabilities manage their feelings and understand what is going to happen in their day. This adapted practice for some children enables them to participate alongside their peers, with the reassurances they need to feel safe and understand what is expected of them. The childminder works collaboratively with parents and carers to make special arrangements for some children's drop off and collection to support their transitions and enable their regular attendance.

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Behaviour, attitudes and establishing routines Expected standard

Children's attitudes to their learning are generally positive. Their levels of engagement and involvement are maintained at a steady level throughout the day. The childminder is able to re-engage children quickly in activities, but sometimes children's movement between tasks and thinking is sparked by the childminder's frequent introduction of new learning. The childminder is still developing her understanding of how to best support children's engagement levels and sustained thinking.

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Children's welfare and wellbeing Expected standard

The childminder has adopted practices that support children's healthy lifestyles in the setting and also through influencing children's experiences at home. For example, she shares important information about sugar content with parents, carers and children to help inform good food choices. The childminder gives advice on healthy lunchbox options and has recently started to introduce children to new fruits, such as pink grapefruit at snack time. This is starting to help children form positive attitudes towards a healthy and balanced diet.

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Children's welfare and wellbeing Expected standard

The childminder works particularly hard at helping children understand risk and what they can do to stay safe. The impact of this is most notable for some children with special educational needs and/or disabilities, where their awareness of danger has increased gradually overtime. This has helped to develop life skills that children can take with them to school and beyond.

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Children's welfare and wellbeing Expected standard

Children learn to look after their immediate and wider environments. The childminder encourages their contributions to keep the home clean and tidy, for instance involving children in tasks, such as washing up. She teaches children the importance of using the correct food waste bin and links this to children's learning about looking after the planet. The childminder introduces children to what is happening in the wider world and what they can do to help, such as being mindful about their consumption of palm oil.

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Curriculum and teaching Expected standard

The childminder plans a broad and varied curriculum that gives children the knowledge and skills they need to develop across all areas of learning and development. She is clear about what she wants children to learn and why. The childminder's focus for children's individual learning is relevant, and this stems from her accurate assessment of what children already know and can do. The childminder provides a tailored curriculum for children with special educational needs and/or disabilities (SEND), which is designed in such a way that allows children with SEND to make the progress that they are most able.

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Curriculum and teaching Expected standard

The childminder makes sure that all children receive their statutory educational entitlement, and she is flexible in how she provides this. This means that children can access their early education in a way that best meets their individual needs.

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Curriculum and teaching Expected standard

The childminder delivers her broad curriculum throughout the day during play-based activities, outings and routine activities. She incorporates learning about number and shape while children help to prepare their snack, showing children that a slice of watermelon is a similar shape to a triangle. Children's understanding of the world is enhanced by trips to local community settings. The childminder places a sharp focus on teaching children the language and communication skills they need to express their needs and wants. Occasionally, the way in which the childminder teaches children is fast paced and she sometimes flits between topics quickly. This is a result of her enthusiasm and former experiences and has minimal impact on children's learning.

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Leadership and governance Expected standard

Since registration, the childminder has engaged in frequent learning opportunities, which have given her specific knowledge to generally fulfil her role. For example, training to understand how children's communication and language skills develop. She also draws on a wealth of knowledge and experience from teaching older children. However, the childminder has not yet secured a deep understanding of teaching early years children. This is attainable for the childminder, but not yet embedded.

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Leadership and governance Expected standard

The childminder does not routinely gather information from settings that children have previously attended when they first start. She follows procedures to obtain valuable information from parents, carers and other specialist professionals, as well as making her own baseline assessment. However, the childminder has overlooked the contributions that other care givers could offer when planning for transitions to find out about children's needs and learning.

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Leadership and governance Expected standard

The childminder enjoys her work and has established herself within a local childminder network where she can seek support and guidance from like-minded professionals. She builds positive relationships with parents, who speak highly of her and the care she offers their children.

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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 enjoy their learning and make secure progress. Their friendships with others blossom. These relationships are supported by the childminder effectively, who skilfully delivers the curriculum for personal, social and emotional development with clear positive impact. Children are kind to their friends and show consideration for their wants and needs. For example, children say, 'It's your turn now.' They demonstrate how they are negotiating play independently and are developing social skills that will support their success at school and beyond.

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About this setting

Type: Childminder Children's communication and language skills are developing well. Children who struggle to communicate benefit from a tailored curriculum where the childminder's accurate assessment and adapted teaching is helping them to make steady progress. Children use their developing language during role play where they ask for people's orders at the pretend café. They confidently announce that they are going to sing their favourite number rhyme and use props that are familiar to them to act out the song.

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About this setting

Children are becoming increasingly independent. They carefully apply their sun cream, understanding the need to look after their body and keep safe in the hot weather. Children are starting to become involved in their snack preparation. They use safety knives to cut up a variety of fruits, following the childminder's direction to use a sawing motion. Children show pride after successfully cutting their fruit and smile as the childminder praises their efforts. Following this, children learn to throw their left-over fruit in the food waste bin and wash their plates and knives. They are being taught how to look after their environment and what they can do to help with routine tasks. These experiences are helping to shape children's characters in positive ways.

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Next steps

The childminder should expand on her learning and development to deepen her understanding of working with early years children. The childminder should gather information from all available sources when a child first starts, including from any settings that they have previously attended.

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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. Registration date: 27/07/2025

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 16:30

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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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