Robinson, Shelley-Anne

Childminder

Unique reference number (URN): 2844435 Registered with Ofsted: 14/07/2025 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children make excellent levels of progress from their individual starting points. The early focus on developing babies' communication skills means younger children become confident communicators. They develop a comprehensive understanding of the meaning of words and follow instructions easily. For example, when the childminder asks children to get ready for snack, they know it is time to wash their hands and sit in their highchairs. Children use simple words to communicate their needs and wishes. They look at picture books and attempt to say new words and associate sounds with animal pictures, showing good links between their learning.

p.2

Achievement Strong standard

Young children begin to develop the skills they need for future learning. For instance, the childminder encourages babies to explore, be curious and experiment with different ways to do things. They delight in playing in the water outside and show fascination watching the water wheel turn round when water is added.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has a calm and nurturing presence. She forms extremely positive relationships with children, and they demonstrate how relaxed and safe they feel in her care. The homely, harmonious environment enables all children to thrive.

p.2

Behaviour, attitudes and establishing routines Strong standard

Although the children are very young, the childminder teaches them how to behave safely. For example, they know how to climb the steps to the slide and sit down at the top. They understand that the playhouse door needs to stay open to prevent fingers getting trapped. The childminder promotes these simple rules each day so that babies learn how to play and explore safely.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder teaches children how to form positive relationships with others. She role models how to share, take turns and wait for short periods so that children learn to play together happily and be tolerant of each other's different needs.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder encourages positive behaviour and consistent routines. She continually demonstrates respectful behaviour. Her gentle guidance supports children to behave well and know what is expected of them.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to establish clear expectations around regular attendance, which helps children to settle quickly into the day and benefit from the full programme of activities.

p.2

Children's welfare and wellbeing Strong standard

The childminder has a very caring disposition. She forms close, trusting relationships with all children, and they look to her for guidance, reassurance and comfort. There is a very homely environment, and children are treated as extended members of the family. This helps them to feel settled and develop a strong sense of belonging. The childminder works closely with parents before children start to offer a personalised programme of settling-in visits. She uses this process highly effectively to build secure, trusting relationships with parents and to fully understand each child's care and welfare needs. This means, when children join, care routines are consistently and closely matched to those that children follow at home, and this helps children to settle quickly.

p.2

Children's welfare and wellbeing Strong standard

The childminder places a high focus on children's emotional wellbeing. She supports children to identify and manage their feelings. She works closely with parents to extend this support at home.

p.3

Children's welfare and wellbeing Strong standard

Children have ample opportunities each day to be physically active. They play in the childminder's garden and regularly visit different parks and playgrounds. The childminder promotes healthy eating well. She provides nourishing snacks and works closely with parents to help them understand how to prepare healthy, nutritious lunch boxes.

p.3

Curriculum and teaching Strong standard

The childminder has high expectations for all children, including those with special educational needs and/or disabilities and those with other barriers to their learning. She has designed an ambitious and well-sequenced curriculum that builds on what children already know and can do. There is a high emphasis on communication and language and developing children's social skills. These provide strong foundations for children's future learning.

p.3

Curriculum and teaching Strong standard

The childminder interacts with children sensitively as they play and explore. She makes highly effective use of structured and incidental interactions to extend children's vocabulary and understanding. Children benefit from her clear pronunciation and the introduction of new words and phrases. For instance, as children play with dolls, the childminder gently narrates what they are doing and introduces children to simple two-word phrases that they attempt to copy.

p.3

Curriculum and teaching Strong standard

The childminder puts great thought into how she plans activities. She has very clear intentions about what she would like each child to learn. She knows clearly how to adapt her teaching to make sure every child is challenged and helped to reach their full potential. For instance, to encourage children's creative play in the mud kitchen, she adds cooked, coloured pasta. Children excitedly use their imagination, happily picking sprigs of lavender to further add to their creativity.

p.3

Inclusion Strong standard

The childminder is highly committed to meeting the care, learning and development needs of all children. She works closely with parents and carers before they start, to fully understand each child's unique character. She knows children and their families very well. She collects detailed information from parents about children's starting points and uses this alongside her own ongoing observations to assess what children know and can do. This helps her to plan purposeful learning experiences that build on children's interests and identify any gaps in their learning and development swiftly. The childminder ensures that all aspects of her curriculum are inclusive and accessible to every child, including those with special educational needs and/or disabilities. When children need extra support with their language development, the childminder and her assistant use other forms of communication to help them communicate. For example, signing is used

p.3

Inclusion Strong standard

alongside picture cues and spoken words to support children in learning other ways to communicate their needs.

p.4

Inclusion Strong standard

Although the childminder does not have any child on roll in receipt of additional funding, she has a secure knowledge and understanding of how to use funding to support children from disadvantaged backgrounds.

p.4

Leadership and governance Strong standard

The childminder is clear about what is working well in her setting and what she wants to develop further. She demonstrates a very accurate view of the quality of provision and a determination to continually prioritise the needs of children and families. The childminder's excellent commitment to improvement means she selects training that is directly relevant to children's needs in her setting.

p.4

Leadership and governance Strong standard

The childminder supervises the work of assistants particularly well. All mandatory training is completed, in addition to other training, which supports the development of the curriculum highly effectively. The childminder uses the supervision process purposefully to review children's learning needs so that professional development opportunities have a positive impact. For instance, recently, the childminder and assistants completed training on supporting children's communication skills as this is a key curriculum priority for the age group of children currently being minded.

p.4

Leadership and governance Strong standard

The childminder has developed effective partnerships with parents. They comment positively about the care and support their children receive, with many describing her as 'brilliant'. They note the positive progress their children make and how much they enjoy attending. Communication with parents is effective and a detailed handover of information about children's care and learning needs is completed each day. Parents appreciate the level of information they receive as it helps them to feel more closely involved in their child's learning journey.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children thrive in this warm and nurturing setting. They feel safe and secure because the childminder builds caring, trusting relationships with them. Children approach the childminder for cuddles, reassurance and shared play. They smile and laugh together. Babies happily use their emerging language skills to communicate with the childminder. She gently sings to them as they play and uses nappy change and individual care routines as purposeful times to strengthen the secure bond between them. For example, they initiate a 'peek-a-boo' game, and children squeal with delight as the childminder continues to play

p.5

Inspector:

Jo Caswell until children show they are ready to stop. This helps children develop a secure sense of belonging.

p.6

Inspector:

Children make good progress from their different starting points. The childminder knows each child exceedingly well and is mindful of those who may need extra reassurance or support. She adapts routines so that all children can participate fully and benefit the most from all activities.

p.6

Inspector:

Children enjoy a rich and varied day. They spend plenty of time outside in the childminder's garden. Younger children indicate they would like to go in the garden by putting on their sun hats and moving to the door. The childminder responds positively and allows children ample time to explore the activities she has prepared.

p.6

Inspector:

Children's learning is enriched through many visits and outings. For instance, children frequently visit places of interest, such as the zoo, park and library. They regularly play with other children at toddler groups to further develop their social skills and broaden their learning experiences.

p.6

Inspector:

All children, including those who may need some extra support with their learning, achieve well from their individual starting points. The childminder's accurate assessment process means that gaps in learning are identified quickly and targeted support is put in place so that they close rapidly. This means children develop the skills and knowledge they need for starting school.

p.6

Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with barriers to their learning or wellbeing.

p.6

About this inspection

The inspector spoke with the childminder and parents during the inspection.

p.6

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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday : 07:30 - 17:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8