Dalgleish, Jessica Leigh

Childminder

Unique reference number (URN): 2837289 Registered with Ofsted: 26/05/2025 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 Expected standard

Children make positive progress from their starting points across the curriculum. This includes children with special educational needs and/or disabilities and those facing other barriers to learning. Typically, children develop communication skills well. Younger children speak in simple phrases, ask questions and copy new words they hear. Older children listen attentively and confidently share their ideas during conversations.

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Achievement Expected standard

Older children develop mathematical knowledge through their play, counting footprints and recognising that 5 and 5 make 10. Children strengthen their physical skills as they thread materials, use scissors and manipulate dough. Younger children develop independence skills as they peel fruit, butter toast and learn to use cutlery. Children show curiosity, concentrate and persevere when activities are challenging. They make choices, develop friendships and increasingly manage familiar routines independently. Children generally gain the knowledge and skills for their age and stage of development. They are suitably prepared for the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

Children are happy and confident and develop positive attitudes to learning. The childminder builds warm relationships with children and models kindness, good manners and respect. Children respond positively, using phrases such as 'thank you' and 'you are welcome' during their play. The childminder has appropriate expectations for children's behaviour. She encourages children to say 'please', share resources and take turns. When disagreements occur, she calmly reminds children about expectations. Children generally cooperate well and enjoy playing alongside each other.

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Behaviour, attitudes and establishing routines Expected standard

Children show concentration and perseverance during activities. For example, they persist when threading materials and remain focused while exploring dough. The childminder encourages children when tasks become difficult and recognises their efforts. Her enthusiastic responses, including 'well done' and 'I love it', help children feel valued and proud of their achievements. However, praise is not consistently specific enough to help children understand exactly what they have done well. Consequently, children do not always recognise their specific strengths or understand how they can improve further.

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Behaviour, attitudes and establishing routines Expected standard

Children increasingly manage familiar routines independently. The childminder promotes regular attendance and punctuality through effective communication with parents.

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Children's welfare and wellbeing Expected standard

Children develop warm and secure relationships with the childminder. She knows children and their families well and responds sensitively to their individual care needs. Children are happy, relaxed and confident to seek help when needed. The childminder promotes children's physical health and independence through daily routines. Children wash their hands and use individual towels and increasingly manage these routines independently. At snack time, children peel fruit and butter their own toast. Older children pour their own drinks using small jugs. Children also learn to change their clothes after water play, with support appropriate to their age.

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Children's welfare and wellbeing Expected standard

Children learn about healthy lifestyles. The childminder provides nutritious food and chats with children about their favourite fruits. She explains that eating fruit is healthier than eating too many chocolate biscuits. This begins to help children understand how the food they eat contributes to a healthy lifestyle. Children enjoy physical activity in the garden and on outings in the local area. The childminder promotes sun safety through sun cream, hats and creating shaded areas during hot weather. She provides appropriate support for children who need additional help to develop their physical skills.

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Children's welfare and wellbeing Expected standard

The childminder also helps families understand online risks. She shares information with parents about keeping children safe when accessing online content.

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Curriculum and teaching Expected standard

The childminder has developed a broad, inclusive curriculum based on children's interests and stages of development. She knows children well and understands what she wants them to learn. She uses information from parents and her observations to identify suitable next steps. The childminder adapts her teaching to meet children's individual needs, including children with special educational needs and/or disabilities and other barriers to learning. She incorporates different cultures into the curriculum, including home cultures of children attending.

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Curriculum and teaching Expected standard

The childminder generally interacts effectively with children as they play. She models language, introduces simple words and asks open questions that encourage children to think. She teaches specific skills clearly, such as showing children how to thread materials to make jewellery. The childminder also corrects misconceptions and gives children time to try things for themselves. The childminder promotes communication and language throughout the day. She narrates children's play, recasts their words and encourages conversations. Typically, this supports children to develop their vocabulary and speaking skills.

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Curriculum and teaching Expected standard

At times, the childminder misses opportunities to extend children's learning further. During water play, she names colours but does not introduce more describing words. Similarly, the childminder does not consistently use chances during everyday routines to extend children's mathematical language and understanding further.

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Inclusion Expected standard

The childminder typically creates an inclusive environment where children and families are welcomed and valued. She knows families well and understands the individual circumstances that may affect children's experiences. Generally, she uses this knowledge to adapt care and learning, so children can join in fully. For example, she provides a range of experiences that children may not have the opportunity to enjoy at home. The childminder identifies children's individual needs and works closely with parents to provide appropriate support. She understands how to break learning into smaller steps when children need additional help. For example, she helps younger children by starting to dress a doll. Then she encourages them to practise fastening the doll's zip, so that they enjoy the success of completing the task themselves. Children with special educational needs and/or disabilities typically receive support that

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Inclusion Expected standard

reflects their individual needs. For example, she adapts activities and provides physical support, so children with disabilities can access play safely and successfully. The childminder works with parents and other professionals to review children's needs and support their continued progress. The childminder values children's different cultural backgrounds and works with parents to reflect these within the curriculum. Families share information, traditions and foods from their home cultures. This enriches experiences for all children and helps them learn about each other.

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Leadership and governance Expected standard

The childminder is committed to providing children with high-quality care and learning. She generally understands the strengths of her provision and identifies appropriate areas for further development. She reflects on the experiences children receive and considers how these can be improved. The childminder seeks feedback from parents and generally considers these as she plans how to make improvements to her practice. For example, the childminder has identified the outdoor area as a priority for development. She plans to renew resources and enhance opportunities for children to investigate different materials. This includes experiences where children can explore how sand pours, moves and can be collected. These improvements aim to broaden opportunities for children to investigate and learn through first-hand experiences.

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Leadership and governance Expected standard

The childminder works alongside a co-childminder. They communicate regularly and work together to provide continuity in children's care and learning. They support each other's wellbeing throughout the day. The childminder develops positive partnerships with parents. She regularly shares information about the activities and experiences children enjoy at the setting. Generally, the childminder discusses children's development and next steps with parents. She provides advice and ideas that help parents support their children's learning and development at home.

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Leadership and governance Expected standard

The childminder knows families well and values their contributions. Parents contribute enthusiastically, including sharing foods and information about their cultures. This partnership enriches children's experiences and strengthens links between their home lives and the setting. The childminder also communicates with other settings that children attend. This helps adults share relevant information and supports continuity in children's care and learning.

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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 happy, relaxed and enjoy spending time in this welcoming setting. They receive plenty of individual attention and develop warm, trusting relationships with the childminder. Children confidently ask for help and share their ideas during play. Their families are welcomed and valued, helping children develop a secure sense of belonging. Children enjoy exploring and learning alongside friends of different ages. Younger children watch older children closely and learn from what they do. Children chat, laugh and become engaged in activities together. For example, they excitedly pour water between containers and explore

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About this setting

what happens. Children proudly show their creations and enjoy seeing their pictures displayed for others to see.

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About this setting

Children develop useful social skills throughout their day. They learn to share resources, take turns and use polite language. Children hear adults model kindness and respect and begin to use these behaviours themselves. They develop friendships and generally cooperate well during shared activities. Children develop confidence and independence through everyday experiences. They find their own belongings, help with routines and make choices about their play. Children benefit from visits to the woodlands, local attractions and other places within their community. These experiences help them discover wildlife, encounter different environments and learn how to behave away from the setting.

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About this setting

Children are keen to attend and sometimes ask their parents when they can come again. They enjoy activities linked to their interests and experiences they may have fewer opportunities to enjoy at home. The childminder promotes regular attendance and parents communicate effectively with her about absences. Children make positive progress from their different starting points. Children with additional needs receive individual support that helps them join in alongside their peers. Children typically develop the knowledge, skills and confidence that prepare them for their next stages of learning.

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Next steps

The childminder should further improve the quality of her interactions so that children excel in their learning. The childminder should consistently provide explicit praise to help children deepen their understanding of their strengths and how to improve even further.

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About this inspection

The inspector spoke with the childminder, parents 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. Unique reference number (URN): 2837289

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About this inspection

Operating hours: Monday,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

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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