Bassett, Sharon Jasmin

Childminder

Unique reference number (URN): 2805537 Registered with Ofsted: 12/02/2025 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 Strong standard

All children achieve well from their individual starting points. This includes children who initially had potential barriers to their learning. From a young age, they develop a very positive attitude towards learning. Children are active, curious learners, keen to explore and find out more. Children achieve particularly well in their social development. They learn the importance of sharing, taking turns and waiting patiently for their go. For instance, during story sessions, they take turns to lift the flaps and turn the pages. Some children prefer to take more time with this and other children wait patiently, knowing it will be their turn next.

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Achievement Strong standard

Children's language skills develop quickly, including those children who speak more than one language at home. Children hear new words as they explore activities and join words together to make simple phrases. As children become more competent in using their language, they ask questions and demonstrate their inquisitive mindset.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a very calm, nurturing disposition. She is a positive role model for children. She gently reminds young children about how to share and take turns. Children hear consistent messages and quickly begin to recognise why it is sometimes necessary to wait for short periods. The childminder praises children highly. She recognises their young age and their current developmental stage.

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Behaviour, attitudes and establishing routines Strong standard

Children show kindness and respect for others. When children lose items, other children help to find them. Children use their manners to say 'please' and 'thank you', and the childminder encourages a very positive, respectful learning environment. Every child is valued and included, and each child is encouraged to develop a strong sense of self.

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Behaviour, attitudes and establishing routines Strong standard

Children develop very positive attitudes to learning. The childminder's meticulous planning means activities are engaging and enticing and they appeal to children. Children explore them in great detail and show sustained interest and focus. These skills support children well for their future learning.

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Behaviour, attitudes and establishing routines Strong standard

Children attend regularly because the childminder has agreed clear routines and agreements with parents, which helps to prepare children for future learning.

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Children's welfare and wellbeing Strong standard

Children develop fully embedded healthy habits for the future. For example, they benefit from fresh air every day and show a deep love of physical exercise and being outdoors. They understand the world around them and talk about where food comes from because they are actively involved in planting seeds in the garden. For instance, children pick a range of vegetables from the garden so the childminder can make ratatouille for lunch. Children name the different fruits and vegetables they have grown, and despite their young age, have a deep understanding of why these foods are good for them. For instance, they help to chop up the courgettes and compare it to how the garlic looks and smells. These activities broaden children's mindset into which foods are good for them, and how food is grown.

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Children's welfare and wellbeing Strong standard

Children have plenty of opportunities to be physically active. They enjoy bouncing on the small trampoline and benefit from regular walks in the fresh air. The childminder successfully combines these periods of active play with more restful periods where children rest and sleep. The childminder is fully aware of the updated sleep guidance and takes all necessary precautions to keep children safe.

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Children's welfare and wellbeing Strong standard

The childminder prepares comprehensive care plans with parents for children who may need it. She has completed allergy awareness training and is fully aware of each child's health and welfare needs. She takes stringent action to keep children healthy and safe and has appropriate risk assessments in place where needed.

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Curriculum and teaching Strong standard

The childminder provides children with a strong start to their learning. She has created a curriculum that is age-appropriate, correctly sequenced and builds on children's knowledge and skills. The childminder ensures that children form strong foundations to secure their future learning. She focuses closely on children's social and language skills. She recognises the essential role these skills have on supporting children to become confident, independent learners.

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Curriculum and teaching Strong standard

The childminder supports children's learning highly effectively. She utilises every opportunity to enrich and empower children to learn new skills, experience new opportunities and develop an active, curious mindset. She makes full use of her garden to teach children about nature and the importance of caring for the environment. Activities are planned meticulously so that every child, including those who face barriers to their learning, can take part and benefit fully.

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Curriculum and teaching Strong standard

Mathematical activities are seamlessly woven into everyday experiences. For example, 1- year-olds frequently hear the childminder counting and they confidently join in with the sequence from 1 to 5. This early exposure to numbers and counting means children develop confidence in counting items from a very young age.

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Curriculum and teaching Strong standard

Children have a wealth of opportunities to learn about the wider world. The childminder's passion for teaching children about sustainability and environmental awareness means children become aware of this from a young age. They recognise that they must water the plants they grow in the garden and keep waste to a minimum. Children also learn about environmental sustainability. They plant wildflowers to attract the bees and butterflies and take part in national events, such as the Big Butterfly Count. The childminder teaches these concepts through everyday routines so they become natural to children, and they learn how to become responsible citizens of the wider world.

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Inclusion Strong standard

The childminder provides a fully inclusive, respectful environment where all children are enabled to grow and develop. She uses her extensive skills and experience to swiftly identify any gaps in children's learning from the moment they join. This helps her to plan activities that all children can participate in. She skilfully adapts her teaching so that every child is challenged and encouraged to reach their full potential. This helps to ensure that all children, including those with special educational needs and/or disabilities and those who face other barriers to their learning, make extremely swift progress in relation to their starting points.

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Inclusion Strong standard

The childminder is fully aware of the needs of the families who attend and consistently looks at ways she can offer them support. For example, she works closely with them to agree children's individual care plans when needed, and reviews them regularly to make sure they best support the child's needs. She offers flexible attendance sessions and helps parents to access the sessions they need. This means children attend regularly and benefit from the full programme of learning.

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Inclusion Strong standard

The childminder actively celebrates each child's national heritage. They sing songs in the languages children speak at home, read books about their culture and regularly reflect on each child's unique qualities. Children learn to respect one another and to recognise that each child is special and valued. This helps to create the harmonious relationships children form with one another.

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Leadership and governance Strong standard

The childminder is highly experienced, appropriately qualified and extremely dedicated to providing families and children with the best possible outcomes. She helps them to build secure foundations for the future and provides an effective support network for parents and carers. Highly effective partnerships with other professionals mean the childminder can access help and support swiftly when needed.

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Leadership and governance Strong standard

The childminder has excellent oversight of the curriculum, children's progress and the effectiveness of her provision. She reflects on her practice insightfully and is constantly reviewing what is working well and where she would like to develop practice further. The childminder plans her professional development programme exceptionally carefully. She selects courses that will help her to support individual children and families and maximise the positive impact of her service. For instance, she has completed training on building firm foundations to support children's mathematical awareness, and how to support the needs of children with special educational needs and/or disabilities.

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Leadership and governance Strong standard

The childminder forms highly effective partnerships with parents and carers. They value her service and the impact she has on their children. Before children join, the childminder completes home visits and shares a 'welcome pack' so that parents know what to expect. Settling visits are organised based on what each child and parent needs. During school holidays, 'holiday club' runs so that children can maintain contact with the childminder and their friends before re-joining once term starts again.

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Leadership and governance Strong standard

The childminder is highly organised and dedicated to the children she cares for. She successfully balances organising her service and managing her own workload and wellbeing so she can provide a consistently high standard of care and education.

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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 show how safe, secure and happy they feel with the childminder. They flourish in their development and achieve well across every area of their learning. All children, including those who start with delay or barriers to their learning, make excellent progress in relation to their starting points. The childminder ensures that all children have access to the full curriculum, and they benefit from being in the inclusive, nurturing environment. Children build solid foundations for future learning and are very well prepared for the next stages in their development, including starting school.

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Inspector:

Jo Caswell Children demonstrate excellent communication and language skills and have high levels of self-confidence and self-esteem. The childminder protects their emotional wellbeing and nurtures their enthusiasm and individual characters.

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Inspector:

Children show how much they enjoy their learning. They approach activities with excitement and enthusiasm. Children are exceptionally relaxed and comfortable in the childminder's home. They show how settled they are, as they help themselves to raspberries they have grown by picking them off the bush in the childminder's garden. The childminder supports them to do this in a safe way. She teaches them which fruits they can pick, and which ones they must not to ensure their safety.

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Inspector:

Every child and family are welcomed into the setting. The childminder goes above and beyond to offer a service that is personalised for every child. Parents are fully included in their children's learning and are involved in the shaping and development of the childminder's policies and procedures.

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Inspector:

Children attend regularly as the childminder establishes clear expectations with parents from the start. This means children access the full programme of learning and this has a positive impact on the rates of progress each child makes.

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Inspector:

Every child makes rapid progress from their individual starting points. Highly effective assessment arrangements mean any child who faces potential barriers to their learning is supported to achieve well and reach their full potential.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder and parents 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.

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About this setting

Operating hours: Tuesday,Wednesday : 08:00 - 18:00,Thursday,Friday : 07:30 - 18:00

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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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