Stansfield, Elizabeth

Childminder

Unique reference number (URN): 2840131 Registered with Ofsted: 21/05/2025 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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Children's welfare and wellbeing Strong standard

Children form warm and secure attachments with the childminder, who knows them extremely well. Where there are changes in children's lives, the childminder supports children highly effectively. She works closely with parents and carers to implement strategies that are consistent with those used at home. This helps to support children's emotional wellbeing. The childminder manages care routines, such as sleeping and feeding, safely. She tailors these to support children's individual needs.

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Children's welfare and wellbeing Strong standard

As children enjoy their well-balanced and home-cooked meals, the childminder gives them encouragement to discuss different tastes and textures. Very young children use words such as 'yummy' as they take pleasure in eating and appreciating their healthy food. The childminder plans visits for children to local farms to select fruit and vegetables. This supports children's understanding of leading a healthy lifestyle further. For instance, children delight in using this produce to help prepare their meals and snacks. The childminder promotes children's independence particularly well. Even the youngest children demonstrate excellent coordination and self-help skills as they confidently drink from open cups. Their privacy is maintained during all aspects of personal care, supporting dignity and trust.

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Children's welfare and wellbeing Strong standard

The childminder manages children's allergies vigilantly. She works closely with parents to ensure that children's dietary requirements are consistently met. The childminder also sensitively helps other children to develop an understanding of their friends' different dietary needs. For example, during baking activities, the childminder talks to children about why they are using an alternative ingredient. This helps to promote consideration and safety for others.

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Children's welfare and wellbeing Strong standard

Children benefit from diverse outdoor learning experiences. They delight in forest school sessions and outdoor pre-school activities at a local school. Children enjoy scavenger hunts for example, and learn about nature. These opportunities support children to understand how to stay safe when exploring and investigating in different environments. They also support children's physical development, curiosity and confidence in the wider world.

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Achievement Expected standard

Children's progress is appropriate for their age and stage of development. Their language skills are developing well. Children learn to name colours as they engage in activities, such as messy play. They benefit from storytelling and listen attentively. Children quickly learn new words and use them in their play, further developing their speaking skills.

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Achievement Expected standard

Children have a positive attitude towards practising new skills. They bend their knees and try to jump, showing high levels of perseverance. Children use mathematical language during their play and are patient as they confidently complete puzzles. Children typically show kindness towards their friends and enjoy playing alongside them. Overall, they gain confidence in their abilities. This lays important foundations for children's future learning and prepares them for the next stage of their education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. For example, she reminds children to tidy away toys when they have finished playing with them and explains why this is important. This helps children to learn how to keep themselves and others safe. The childminder is a positive role model and praises children for saying 'please' and 'thank you'. This typically helps children to learn what behaviour is expected of them. The childminder generally encourages children to share and take turns. Their behaviour is appropriate for their age and stage, and the childminder offers support to help distract them when they are feeling frustrated. However, this is not specifically targeted enough to consistently support children to understand and manage their emotions.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works hard to establish effective routines that support the children in her care. She is skilled at engaging children in activities and supports their listening skills effectively. Children naturally come together for morning group time and enjoy this time with their friends. The childminder talks to children about their day so that they know what to expect. This helps children to develop a positive attitude towards learning. The childminder works closely with parents and carers to promote regular attendance. Through ongoing conversations, she highlights the importance of consistency and routines in supporting children's learning and wellbeing.

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Curriculum and teaching Expected standard

The childminder works closely with parents and carers and places an emphasis on helping children to settle. She continues to share information in diverse ways, which supports continuity in children's care and ongoing development. The childminder typically plans a curriculum that supports children to build on what they already know and can do. She observes children as they play and uses what she learns about their development to identify appropriate next steps in learning.

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Curriculum and teaching Expected standard

The childminder generally adapts activities to support children's individual needs. For instance, when children are unsure, she gives them time to build their confidence as they explore new textures. As a result, they join in at their own pace. The childminder introduces new words such as 'cold' and 'slimy'. This supports children's developing speech and vocabulary. The childminder also incorporates mathematical concepts and language naturally throughout children's everyday play and routines. For example, children build on their understanding of number as they count and transport scoops of pretend ice cream into cones. However, the childminder does not consistently evaluate the effectiveness of her provision to help develop the curriculum to an even higher standard across all areas of learning.

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Curriculum and teaching Expected standard

Children have regular opportunities to strengthen their physical development. The childminder uses daily access to fresh air in the garden and frequent visits within the local community to give children further opportunities to be physically active. She supports children to develop new skills. For example, children enjoy practising their jumping skills while singing nursery rhymes with their friends.

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Inclusion Expected standard

The childminder spends time getting to know children well. She typically monitors their progress closely. The childminder regularly shares information about their learning and development with parents and carers. She does not currently have any disadvantaged children, children with special educational needs and/or disabilities (SEND) or barriers to their care and wellbeing in her care. However, she is mindful of any additional changes in children's lives that may affect their wellbeing, such as a new sibling or moving house. The childminder works closely with parents to ensure that children's individual welfare needs are met. Where needed, the childminder signposts families to appropriate services, such as health visitors, when further professional advice or intervention may be beneficial.

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Inclusion Expected standard

The childminder plans to complete training to build on her knowledge and confidence in meeting the individual needs of children with SEND, who may attend her setting in the future. She understands how to support families in accessing additional funding, such as early years pupil premium funding, where appropriate. She knows that this needs to be used effectively to help children make the best possible progress.

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Inclusion Expected standard

The childminder promotes equality and diversity effectively. She provides children with experiences to learn about and explore different cultures and communities. Children have opportunities to interact with a range of people in their local community. This typically helps children to recognise and respect similarities and differences between themselves and others.

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Leadership and governance Expected standard

The childminder shares effective practice with other childminders and keeps up to date with the latest legislation. For example, she shares important information about managing children's screen time with parents and carers, and promotes safe online practices. Local authority early years specialists visit her setting to support ongoing improvements. Following the most recent visit, the childminder plans to undertake further training to enhance her knowledge and skills. This includes training to support children with special educational needs and/or disabilities. The childminder continues to build on her practice, which has a positive impact on children's development well overall.

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Leadership and governance Expected standard

The childminder shares detailed information with parents and carers about their children's care, learning and development. She offers guidance when needed, such as with toilet training. Parents use this information to continue their children's learning at home, helping them to develop the skills they need as they progress towards starting school. Parents comment they are very happy with the care the childminder provides for 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 benefit from regular attendance and form secure and trusting relationships with the childminder. They feel valued and safe. Children confidently choose from toys and resources that spark their imaginations. For instance, children role play having picnics with the childminder and enjoy selecting different play foods. They group foods into healthy and unhealthy choices, which supports their understanding of how to lead a healthy lifestyle.

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

Children develop high levels of independence. They willingly take on small- and age- appropriate responsibilities. For instance, children enthusiastically help to wipe the table

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About this setting

Type: Childminder after snack time. They enjoy outings to the library, which support their understanding of how to behave in different environments. Children recall a recent trip on a steam train at a local museum. They talk about the train driver and delight in showing visitors photos of their experience. The childminder regularly meets with other childminders. This provides children with opportunities to enjoy social experiences with others, such as trips to the beach.

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About this setting

Children benefit from daily opportunities to be physically active. They delight in water play and develop the muscles in their hands and fingers as they catch fish using magnetic rods. This supports children's coordination and concentration skills. Children are proud of their achievements. They tip and pour water and build on their mathematical language, using words such as 'full' and 'empty'. Children further strengthen the muscles in their arms, hands and fingers as they mix materials and explore changing textures. They practise using new tools and persevere when they experience difficulties. Children are developing positive attitudes to learning and the skills needed for their move on to school.

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Next steps

The childminder should strengthen reflective evaluation to ensure that she provides consistent highly effective practice across all areas of learning within the early years foundation stage. The childminder should strengthen and embed strategies to consistently support children of different ages and abilities to manage their feelings and emotions.

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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: 21/05/2025

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About this inspection

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 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

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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