Darbyshire, Dawn

Childminder

Unique reference number (URN): EY418334 Registered with Ofsted: 29/10/2010 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 build secure knowledge and skills across all areas of learning. They develop a love of books and rapidly develop their vocabulary in the language-rich environment that the childminder creates. For example, children listen to stories, use books and props to explore feelings and enjoy interactive literature. They listen to the childminder, show interest and sustain concentration during conversations. Children respond to the childminder's questions positively. They name objects, recognise colours and count spots pictured in books. Children make progress from their individual starting points. They develop their social skills as the childminder skilfully encourages positive learning. Outdoors, children arrange equipment to create impressive obstacle courses. They develop physical skills and control of their bodies as they pull themselves up, jump over and move around equipment with growing confidence. They repeat actions and practise movements, embedding coordination and

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Achievement Strong standard

Children learn to recognise their feelings and are beginning to form positive relationships. They develop independence as they take part in daily experiences and increasingly manage simple tasks for themselves. Children help themselves to drinks, collect and put on their shoes before going outside, and happily tidy away resources in readiness for snack time.

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Children's welfare and wellbeing Strong standard

The childminder places a high priority on children's emotional and physical wellbeing. Warm and trusting relationships support children to feel emotionally secure and valued. The childminder uses effective strategies, including stories, physical props and sensitive discussions, to help children recognise and express their feelings. These approaches particularly support children who may become overwhelmed or find sharing emotions difficult. Parents speak highly of the kindness and care shown to children, particularly during periods of change or when additional support is needed.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are embedded throughout the day. Children enjoy nutritious snacks and show an emerging understanding of healthy choices, confidently identifying foods that are nutritious or unhealthy. They speak openly and confidently about their experiences during daily routines and general conversations. Play activities and regular toothbrushing support children in developing an awareness of the importance of good oral health. Children show high levels of independence in managing their self-care. Hygiene routines are well established; children visit the toilet and wash their hands at appropriate times. They recognise their own hand towels and understand how to keep themselves safe, such as holding onto the handrail as they make their way down the stairs.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate that they feel safe, secure and valued in the setting. The childminder enables them to express their needs and preferences confidently. She recognises when children need extra support and reassurance and readily provides this. This support ensures children's emotional wellbeing and strengthens their sense of belonging. The childminder promotes positive behaviour and consistent routines. Children are encouraged to attend regularly. The childminder is a positive role model and consistently demonstrates respectful behaviour. Her gentle guidance and clear rules support children to behave well and understand what is expected of them. Children consistently use good manners, follow routines and respond positively to the childminder's requests.

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Behaviour, attitudes and establishing routines Expected standard

Children typically show positive attitudes towards learning and engage appropriately in activities that reflect their interests. However, younger children occasionally struggle to play cooperatively and share. At times, this can cause upset. Although the childminder responds quickly and sensitively, she does not yet consider other ways to develop this aspect of children's learning.

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Curriculum and teaching Expected standard

The childminder provides a broad, inclusive and ambitious curriculum that is closely matched to what children know and need to learn next. She tracks development accurately and uses this knowledge to plan meaningful experiences that build on children's interests and promote steady progress across all areas of learning. Opportunities are provided for children to develop early mathematical knowledge. The childminder uses interactive books to spark children's interest and support their understanding of numbers, counting, sequencing and placement. Children show sustained concentration and generally work together to turn pages and share existing knowledge, such as which is the right or left side of the page. The childminder's calm encouragement helps children test ideas and build resilience.

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Curriculum and teaching Expected standard

Children demonstrate perseverance as they learn to use knives safely to chop different types of fruit. When they request help, the childminder offers well-considered suggestions that encourage children to keep trying. The childminder extends children's vocabulary by adding descriptive language such as 'tough', 'hard' and 'mash'. The childminder teaches communication and language in a warm and responsive way. She offers children lots of individual attention and uses questioning and stimulating discussion to support their communication to a high level.

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Inclusion Expected standard

Children benefit from an inclusive environment. The childminder has an appropriate understanding of how to identify potential barriers to learning, including emerging communication needs, developmental differences and emotional needs. Ongoing observations and assessments are used to monitor children's progress and identify any gaps in their learning. The childminder takes appropriate action to reduce barriers through targeted support, adapting activities and using strategies such as repeating activities to support children's understanding, particularly for children who speak English as an additional language. The childminder is focused on further developing the communication and language skills of her current cohort of children. The strategies she uses such as role modelling language and providing narrative throughout the day means children can practise these skills regularly.

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Inclusion Expected standard

The childminder demonstrates an understanding of partnership working. Typically, she identifies where children need additional support, although she is less confident regarding available funding. The childminder does not currently provide care for children with special educational needs and/or disabilities. She recognises potential gaps in her knowledge for specialist educational areas and plans to broaden her understanding through targeted training to help her reduce barriers and support children's learning in the future.

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Leadership and governance Expected standard

The childminder engages positively in professional discussions and demonstrates a reflective approach to her practice. She understands the importance of continually developing her knowledge to improve children's experiences and outcomes, including specific training to enhance her knowledge of supporting children with barriers to learning and special educational needs and/or disabilities. Professional development is generally purposeful and linked to children's emerging needs. The childminder completes a broad range of online training, including a range of recent courses. These courses have helped the childminder to increase her understanding of safer sleeping and early maths. Other training, such as developing confidence in implementing the curriculum and training to enhance the quality of her teaching, has helped to improve the childminder's skills. Overall, the childminder is aware of areas she wants to develop further. However, she does not have a

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Leadership and governance Expected standard

fully secure understanding of additional funding, such as the early years pupil premium. This means she is not well placed to identify children who may be eligible or to support parents in accessing this funding.

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Leadership and governance Expected standard

The childminder communicates effectively with parents and carers. She shares regular updates about children's care, routines and experiences. The childminder builds positive relationships with families and values their feedback. She responds appropriately to changes in children's home circumstances to support continuity between home and the setting. This helps children to feel secure and settled. The childminder engages with the wider community through regular outings. This extends children's experiences beyond the home environment and supports their social development. The childminder embeds routines, healthy habits, and physical and emotional support in her day-to-day practice.

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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 arrive happily and settle quickly into the childminder's calm and welcoming home. Warm relationships and predictable routines help children to feel emotionally secure throughout the day. Children independently move around the environment and choose resources that interest them. They approach the childminder for reassurance, conversation and support. Children understand familiar routines well. For example, they confidently tidy away resources and independently visit the bathroom when needed. Regular attendance helps children to develop familiarity with routines, relationships and the local community.

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About this setting

Register(s): EYR, CCR, VCR Children achieve well and make steady progress from their starting points. They show a positive attitude towards their learning and engage well with the activities on offer. Children show curiosity as they freely investigate inside and outside. They develop creative skills as they paint and draw pictures. Children expand their imaginations as they use role-play equipment to cook pretend breakfasts and make cups of tea. They enthusiastically explore small-world toys, such as garages, cars and trucks.

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About this setting

Children benefit from caring relationships, purposeful interactions and enriching experiences. They enjoy planned visits to local groups and soft-play centres. These sessions enable children to mix with other children and encourage them to build social skills in preparation for their eventual move to school.

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Next steps

The childminder should enhance support for younger children to help them continually understand how to share and take turns, to assist them further in developing positive attitudes to learning. The childminder should build on her knowledge and use of early years pupil premium, so it can be fully utilised to improve children's outcomes and experiences.

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About this inspection

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

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About this inspection

We carried out this inspection under section 49 and 50 of the Childcare Act 2026 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. Operating hours: Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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

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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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