Watts, Harriet Lucy

Childminder

Unique reference number (URN): 2864349 Registered with Ofsted: 19/11/2025 Registers: EYR, CCR

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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 make rapid and sustained progress from their starting points and are well prepared for their next stage of learning. Babies confidently explore their environment and develop increasing mobility. They pull themselves up, move towards resources and confidently communicate through babbling and singing. Older children use an extensive vocabulary to share ideas, ask questions and talk about their experiences. They develop increasing concentration as they draw around shapes and use pencils with growing control. Children of all ages show positive attitudes towards their learning and are keen to try new experiences.

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Achievement Strong standard

Children develop independence and secure social skills. They manage aspects of their own self-care and take turns during shared experiences. For example, children pass the mixing bowl around during a baking activity, understanding the need to take turns. Children leave this setting with a secure foundation in their knowledge and skills and are well prepared for school.

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Behaviour, attitudes and establishing routines Strong standard

Children consistently behave well and understand what the childminder expects of them. The childminder embeds clear routines and boundaries and models respectful behaviour. Her positive and consistent approach enables children to feel secure and understand what is expected of them. Children listen and respond to instructions. They show respect for one another and the childminder's home. The childminder has high expectations of children. She encourages children's independence. Young children demonstrate this as they independently put away their coats and boots when they return from outings. Older children are keen to help prepare the table for lunch.

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Behaviour, attitudes and establishing routines Strong standard

Children develop positive relationships with one another and learn to cooperate through the childminder's sensitive guidance. She models simple language that helps children to negotiate with others and express their needs appropriately. Children confidently offer help to one another. At the park, older children help younger children on the swings and ask whether they are enjoying the experience. They say, 'Do you like that?' and, 'Do you want me to stop or do you want more?'

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes positive attitudes to learning. Children show enthusiasm for new experiences and readily engage in activities. The childminder works closely with parents and carers to promote regular attendance and punctuality, helping children to develop positive routines for school.

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Children's welfare and wellbeing Strong standard

The childminder consistently provides warm and responsive care that meets children's individual needs. She quickly develops secure relationships with children and always responds sensitively when they need reassurance, comfort or support. Babies confidently explore their environment and return to the childminder for cuddles when they need reassurance or become tired. The childminder works closely with parents and carers to understand children's care needs and adapts routines as these change. She supports weaning and toilet training to ensure consistency for children. The childminder is passionate about healthy eating and provides balanced and nutritious meals. She regularly involves children in preparing and cooking food. The childminder uses these experiences to develop children's understanding of different foods and to teach them how to use a range of equipment safely. For instance, younger children learn how to use biscuit cutters, while older children learn how to use

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Children's welfare and wellbeing Strong standard

scales to weigh ingredients. The childminder takes account of children's dietary requirements. She shares menus and recipes with parents to promote consistency between home and the setting.

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Children's welfare and wellbeing Strong standard

Children demonstrate their understanding of personal safety. The childminder teaches children how to walk safely to the park, where to stand when children are using the swings, and how to check which fruits are safe to touch and eat. She teaches children about hygiene and encourages them to take responsibility for their personal care. The childminder praises children when they cough into their arm and when they find tissues to wipe their own noses. She uses regular walks, park visits and group activities, such as dance sessions, to provide frequent opportunities for children to be physically active.

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Curriculum and teaching Strong standard

The childminder provides a highly ambitious, broad and well-sequenced curriculum. She understands what she wants children to learn and uses her secure knowledge of child development to plan learning that builds progressively on what each child already knows and can do. The childminder skilfully uses everyday experiences, particularly outdoor learning, to develop children's knowledge, skills and independence. For instance, she gives clear explanations of why children's chalk drawings in the garden look different after the rain.

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Curriculum and teaching Strong standard

All interactions are consistently purposeful and responsive. The childminder thoughtfully adapts her language and support according to children's age and stage of development. She narrates children's experiences, introduces new vocabulary, responds to their questions and revisits previous learning. For example, the childminder uses words, such as 'autumnal', when children find leaves and encourages them to recall other experiences and examples of autumn.

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Curriculum and teaching Strong standard

The childminder continuously develops children's mathematical understanding through everyday experiences. She encourages children to count pushes on swings and explores concepts, such as weight and quantity, with children when baking. Babies and younger children receive appropriate physical support to join in alongside older children. For instance, the childminder encourages babies to safely turn around and crawl down a step to get to where other children are playing. The childminder uses assessment accurately to identify children's next steps in learning. She makes effective use of spontaneous opportunities to extend children's learning. As a result, children remain engaged in meaningful play that helps them learn, practise and secure a wide range of skills and knowledge across the curriculum.

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Inclusion Expected standard

The childminder has a positive and inclusive approach and maintains high expectations for all children. She uses assessment effectively to identify gaps in children's learning. The childminder understands the importance of acting promptly when additional support may be needed. She works closely with parents and carers and adapts teaching, resources and routines to help children access learning alongside their peers.

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Inclusion Expected standard

The childminder identifies children's emerging needs and responds appropriately. For example, she provides additional opportunities for children to develop their communication through weekly visits to the local library for singing sessions. The childminder uses children's existing interests and knowledge to encourage conversations and to build their confidence to communicate. She understands the importance of reviewing the impact of her support on children's learning and wellbeing.

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Inclusion Expected standard

The childminder is developing her knowledge of local processes for accessing specialist support and additional funding. She recognises the importance of securing this knowledge. The childminder has identified further training as a priority to further embed her support for children with special educational needs and/or disabilities, children who may face barriers to their learning and those who are disadvantaged.

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Leadership and governance Expected standard

The childminder understands the strengths of her provision and knows children, their families and the local area well. She uses this knowledge to adapt her provision when needed. The childminder keeps required training up to date and undertakes additional training to develop her knowledge and practice. For example, she has recently completed training relating to language development and safe sleeping. The childminder uses childminder networks to share ideas and seek advice.

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Leadership and governance Expected standard

The childminder manages her workload effectively and recognises the importance of maintaining her own wellbeing. She develops positive relationships with parents and carers and other childminders. The childminder uses these relationships to support children's experiences and transitions. Parents value her communication and feel well informed about their children's learning and development.

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Leadership and governance Expected standard

The childminder recognises the need for further training around supporting children with special educational needs and/or disabilities and children who are disadvantaged, including how to access local professional support and additional funding promptly. She understands that this targeted training will help her respond with greater confidence and effectiveness when children require additional support.

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

Children are happy, settled and secure with this welcoming and caring childminder. She knows children well and responds sensitively to their individual needs. Babies beam when the childminder greets them at the door. They settle quickly and confidently explore their surroundings. Children seek the childminder out for cuddles, reassurance and support and proudly share their achievements with her. Older children excitedly show pride in their achievements when they successfully use equipment at the park independently.

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

Children benefit from an ambitious and carefully sequenced curriculum. The childminder provides high-quality interactions that help children to build a wide range of knowledge and skills. Children become increasingly independent and confidently manage everyday tasks. Younger children find their boots and put on their coats ready to go outside. Older children show pride as they write letters from their name. Children eagerly engage in experiences such as baking scones. They listen carefully, follow instructions, take turns and say 'please' and 'thank you' without reminders. Children develop positive attitudes to learning and enjoy finding out more about the world around them.

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

Children benefit from the close partnerships the childminder builds with their families. She promotes regular attendance and punctuality. The childminder works closely with parents and carers to provide consistency for children. Children visit the local library for singing sessions and meet other childminders and children at activities, such as dance classes. These opportunities help children to develop friendships, broaden their experiences and build their understanding of the wider world.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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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Next steps

The childminder should undertake targeted training to secure her knowledge of local referral processes and sources of additional funding so that she can access appropriate professional support promptly for children who need it.

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About this inspection

The inspector spoke with the childminder, children and parents and carers 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 3 September 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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