Judd, Ria Micheala

Childminder

Unique reference number (URN): 2803295 Registered with Ofsted: 24/10/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a warm and welcoming environment that children confidently explore. She has warm and caring relationships with the children, who she knows well. Along with regular routines, this helps children to feel safe and secure. The childminder is a good role model, and children behave well. She supports children to understand how to share and take turns. If children struggle with this, she provides them with age-appropriate support. For example, if children are upset or frustrated, she gives them the space and quiet time they need to calm down, and talks to them about how they are feeling and how their friends may feel. This supports children to understand their emotions and how to manage these in an appropriate way.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides children with the support and praise they need to become confident learners. The encouragement she provides for the children supports them to persevere at activities and tasks. For example, younger children are provided with support and encouragement to put their shoes on independently. The childminder ensures that parents understand the importance of attendance and the positive impact this has on children's learning and development.

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Inclusion Strong standard

The childminder uses information gathered from parents to identify children's individual needs. This includes information about routines, interests and home experiences, along with her own observations. This information is used to support children's emotional security and reduce barriers to learning, in particular for babies and younger children settling into the setting. The childminder attends training to further support her knowledge and understanding of identifying additional needs and how she can make adaptations to meet children's needs. For example, she makes adaptations so that all children can be included and take part.

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Inclusion Strong standard

The childminder knows the children very well. She consistently adapts her approach when communicating or supporting children, including for children with special educational needs and/or disabilities and those with other barriers to their learning. Regular observations and assessments ensure that she identifies any gaps or delays in children's development. She takes swift action to address these to ensure that children get the help and support they need in the quickest time possible. She works in partnership with families and other agencies to provide consistency and support for children, so they make consistent progress. The childminder understands who is entitled to additional funding and what this could be used for.

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Leadership and governance Strong standard

The childminder works with a co-childminder, and together they regularly review and evaluate the care they provide for children. They recognise each other's strengths and weaknesses, which results in effective teamwork and supports them to manage their workloads effectively. Evaluations of activities identify when these need to be adapted to

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Expected standard

support or challenge children further. The childminder completes training that enhances her skills. For example, she completes special educational needs training. This means that appropriate support is in place to support children with special educational needs and/or disabilities and children who have other barriers to their learning. The childminder understands the importance of working with other agencies to support children and their families. She ensures that she is up to date with changes to guidelines and legislation, so policies and procedures are updated accordingly.

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Expected standard

Daily communication with parents provides them with appropriate information about their child's day and progress. The childminder shares observations and ideas for how parents can further support children at home with their next steps. Parents appreciate the information and guidance they receive. This regular communication provides consistency for the children, helping them to feel safe and secure and make consistent progress.

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Achievement Expected standard

Children make steady progress from their starting points. They are happy, active learners who are confident to explore the resources and equipment available to them. They show delight as they dance and move in different ways to action songs, supporting them to build on their physical skills. Children play well alongside each other and are beginning to build friendships. They show that they understand the expectations and rules of the setting and, with support, share the resources and equipment.

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Achievement Expected standard

Children communicate their needs well. However, giving children more time to respond and repeat words would further support their development in this area. All children, including those with barriers to their learning, enjoy opportunities to be independent. For example, from a young age, they cut their own fruit for snack and manage their self-care needs well. Children show pride in their achievements. They enjoy the activities and resources available to them, and engage well in these activities.

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Children's welfare and wellbeing Expected standard

The childminder regularly reviews policies and procedures and updates these in line with changes to legislation and guidelines. For example, the childminder recently reviewed sleeping arrangements and changed beds to meet the new guidelines. In addition, she ensures that children are always within sight and hearing when they are eating. Children learn about being healthy and have opportunities to be outdoors and develop their physical skills. During snack time, children discuss healthy foods and why these foods are good for them. The childminder plans activities to support children to understand the importance of oral hygiene and brushing their teeth. This supports children to understand and lead a healthy lifestyle.

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Children's welfare and wellbeing Expected standard

Embedded and well-structured routines support children's emotional wellbeing and physical care, and encourage them to make positive choices. The childminder supports children to understand how to keep themselves safe, for example when they are on outings or when using child-friendly knives to prepare snacks. However, the childminder has not yet considered how she can support children to understand how to keep themselves safe online. This does not ensure that children develop healthy habits to support their health and wellbeing.

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Curriculum and teaching Expected standard

The childminder has created a curriculum that supports children to develop in all areas of learning and development. Activities are planned with children's likes, interests and next steps in mind. As a result, children engage well and stay focused on the intended learning. The childminder completes regular observations and assessments of children to ensure they make steady progress.

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Curriculum and teaching Expected standard

Overall, communication and language are supported well. The childminder uses age- appropriate language for children, but does not always give them the time they need to repeat the words and respond to questions. During these times, support for children's language skills is not fully effective. Children show an interest in books as they choose different stories for the childminder to read and she actively encourages them to join in with the storytelling. The childminder supports mathematics well. As she plays with the children, she uses positional language, such as 'on top' and 'under'.

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Curriculum and teaching Expected standard

Children have ample opportunities to be physically active and be outdoors. They build on their physical skills as they navigate balance bikes around the garden. Children enhance their hand–eye coordination as they throw balls into a box. Children enthusiastically dance and move in different ways as they join in with a singing session. The childminder supports children to understand the world around them. For example, children learn about rabbits and how to care for them. Planned activities provide children with an understanding of other cultures and festivals. This supports children to understand the wider world and what makes them unique.

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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 and settled at this welcoming setting. As they arrive, they separate quickly from parents and quickly engage in activities. The childminder knows the children well, and they seek her out for comfort and reassurance. She gathers appropriate information from parents when children first start. The childminder uses this information to follow children's routines from home. This supports children to feel safe and secure. Ongoing communication ensures that she can continue to meet children's individual needs. Activities are planned around themes and children's next steps. For example, the childminder recognises that younger children struggle to share, so she plans activities to support children to take turns. In addition, the childminder plans a variety of activities that children engage well with and which enhance their learning and support them to make the progress they are capable of. Children listen well to the childminder. She is caring and

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

nurturing, which supports children to feel safe and secure.

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

The childminder has high expectations for children's behaviour and development. She is a positive role model and promotes good manners. Children respond well to gentle reminders about behaviour. They know the routine and what is expected of them. Children play well alongside each other and are beginning to build friendships. The childminder supports children's independence very well. She provides children with lots of opportunities to manage tasks for themselves. For example, during snack time, the children are supported to prepare their fruit and pour their own milk. Through observation and assessment, the childminder identifies when children may need additional help or support, including for children who have special educational needs and/or disabilities and for children who have other barriers to their learning. She recognises the importance of working in partnership with parents to ensure that children have the consistency needed to progress.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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Next steps

The childminder should provide children with the time they need to process and respond to information and questions, in order to fully promote their communication skills. The childminder should consider how to support children and their families to understand healthy screen use, so children can learn how to keep themselves safe online.

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About this inspection

The inspector spoke with the childminder 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. This data is from 18 August 2026

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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. 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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