Beedham, Laura Anne

Childminder

Unique reference number (URN): 2841122 Registered with Ofsted: 09/06/2025 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 Expected standard

Children's physical development progresses at typical levels for their age. Toddlers learn to walk unaided, and they improve their coordination when playing in the role-play kitchen, using pots and pans. Children are encouraged by the childminder to be able to concentrate for longer periods. This prepares them for future learning. Children develop their language skills through listening and interacting at story and singing times. From a young age, children begin to learn new vocabulary through the childminder's narration of their play.

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Achievement Expected standard

Children are encouraged to be independent and manage tasks for themselves. They try to put on their own shoes with some help where needed and tidy up toys. They begin to solve problems as they play. For example, children can normally match colours, animals and shapes, which strengthens their critical thinking skills. This helps to prepare them for the move on to nursery and school. Children who may face barriers to learning are typically supported through close communication with families. This ensures that they progress from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder creates a calm, positive environment where children understand the routines and the clear expectations she puts in place for their behaviour. The childminder typically has close and secure bonds with the children. She offers cuddles and reassurance throughout the day, and children respond with smiles. The childminder monitors attendance and works with families to ensure that children arrive happy and eager to take part. Routines are established, and the childminder adapts her expectations to suit children's age and stage of development. This means children are motivated and join in with activities and learning opportunities.

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Behaviour, attitudes and establishing routines Expected standard

Children make choices about their play. For example, they normally express their preferences and make self-selections when deciding what resources they would like to engage with. The childminder builds children's confidence, promoting positive attitudes to learning. She does this through her enthusiastic approach and ongoing praise and encouragement. For example, when young children build towers and recognise colours, she says, 'Well done' and claps her hands. Children join in clapping for their own achievements, which helps to build their self-esteem and confidence. Additionally, children develop their concentration and resilience to engage in activities for longer periods.

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Children's welfare and wellbeing Expected standard

The childminder provides a warm and welcoming environment for children, where they form trusting and secure relationships. The childminder typically understands children's individual needs and adapts her approach and techniques accordingly. For example, she works with parents and carers to collect information about children's eating and sleeping patterns. She adapts her routines to suit these. The childminder exchanges daily information with parents, who comment positively on how she supports them and their children. The childminder helps children to learn about healthy lifestyles, including healthy eating and oral hygiene. The daily routines typically incorporate opportunities for children to develop their independence in self-care skills in an age-appropriate manner. The childminder is aware of safer eating guidelines and shares information with parents to ensure that lunch boxes meet nutritional and safety expectations.

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Children's welfare and wellbeing Expected standard

Children begin to learn about their emotions, and the childminder has a focus on this learning with the young children in her care. She understands this will support children to start to manage their own behaviours and the impact their behaviour has on their friends. Overall, the childminder uses her narration of their play to label feelings and encourages children to recognise and label their own feelings. She provides quiet times for children and understands the importance of this to help them reset and regain their focus on learning.

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Curriculum and teaching Expected standard

The childminder follows a curriculum that helps children to acquire the underlying skills they need to support their ongoing development. She knows children well and plans experiences based on their interests and next steps in learning. Children typically make steady progress in all areas of their development. The childminder understands how to adapt activities. She ensures that all children, including those who may face barriers can access the opportunities she provides.

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Curriculum and teaching Expected standard

The childminder has some work to do to enhance the implementation of her curriculum and the positive impact this has on children. For example, she is not focusing on small, well- defined next steps. The childminder acknowledges this will help to build on children's progress and promote the best possible outcomes as they make the move to nursery or school.

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Curriculum and teaching Expected standard

The childminder cares for young children and focuses on their personal, social and emotional development, and communication, language and physical skills. She provides opportunities for physical development, such as construction and activity centres that strengthen fine motor skills. Opportunities for children to climb, balance and run around in the fresh air promotes large-muscle development. Children learn the names of animals and the sounds they make. For example, when asked, they know that horses 'neigh' and dogs 'bark'. A consistent use of words and phrases builds their growing vocabulary and confidence.

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Inclusion Expected standard

The childminder creates a warm, inclusive environment where all children feel welcomed and valued. Her home is organised to support participation for all children. The childminder works with families from the outset, typically gathering information about children's needs, routines and interests. This enables her to identify individual starting points and to plan ongoing support and learning opportunities that meet individual needs. The childminder usually encourages children to make their own choices, for example, as they play. She follows children's interests and encourages them to contribute their ideas.

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Inclusion Expected standard

The childminder monitors children's development to ensure that they are progressing at the correct stage for their age using statutory guidance as a baseline. She understands how to complete the required progress check for children aged 2. This helps her to monitor their progress and typically identify any areas where additional help may be needed. Overall, the childminder recognises the importance of identifying children who may need additional support or those who face barriers to their learning in a timely manner. For example, she implements strategies to aid and monitor children's speech and language from the outset of the care arrangement.

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Leadership and governance Expected standard

The childminder is in the early stages of her childminding practice but aspires to provide a high-quality provision for children and families. She keeps herself updated on changes to legislation and updates mandatory training, such as safeguarding and first aid. However, she has not yet identified professional development opportunities to continue to extend her skills and knowledge to refine the best possible outcomes for children. The childminder has failed to notify Ofsted of information she is required to share. However, she has taken action to put this right. This means there is no impact on the quality of care and learning for children.

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Leadership and governance Expected standard

The childminder takes account of the activities and outdoor experiences she provides to ensure that children learn and have fun in all environments. She recognises the positive aspects of her provision, such as her partnership working with parents. However, she is less confident in recognising areas for future improvement to build on the quality of her provision. This is because she is yet to fully embed her self-evaluation procedures.

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Leadership and governance Expected standard

The childminder understands the importance of protecting her own wellbeing. She enjoys being outside and is aware of the positive impact this has on the children's mental health and wellbeing. Children enjoy trips to nature parks and attend play groups to support their social skills, which enables the childminder to mix with other providers. This helps her to gather and share ideas and strategies she can put into practice to benefit children and enhance her provision. Parents praise the childminder for her care and support and for the exciting times their children have when they are with her.

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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 demonstrate that they are happy and safe in the childminder's inviting, home-from- home setting. They have built close and caring relationships with the childminder and seek her out to share a cuddle. Children develop a sense of belonging as they happily engage with the childminder, share their play and respond positively to her interactions. Children build secure friendships with their peers with the support of the childminder, who encourages them to show kindness and respect. Regular informal observations and assessments ensure that any barriers to learning are swiftly identified and acted upon. The childminder values the contributions from families and ensures a meaningful two-way flow of information. Parents and carers comment that their children are always smiling in her care, that their children's eyes light up at her door and that they love that all the children play together. Such positive partnerships with parents support children's wellbeing and promote

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

Children show appropriate levels of motivation and resilience for their age as they play and learn. Children learn about colours, size and shapes as they build with bricks. When their tower falls, they are keen to try again. Children develop their dexterity and fine motor skills as they learn to turn, twist and push to make animals pop up on an activity centre. The childminder provides effective narration and simple verbal instructions to help children work out what they need to do. Children are delighted with their own achievements and by the enthusiasm shown by the childminder. This encourages them to repeat activities and consolidate their learning. The childminder understands how such activities build the skills needed for later learning, such as pencil control. Children benefit from a range of outings in the community that support their understanding of the wider world. They attend playgroup sessions, visit local parks and go on nature walks.

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Next steps

The childminder should adjust curriculum planning to focus on smaller, well-defined steps that build progressively towards each child's learning outcomes. The childminder should access further professional development opportunities to continue extending her skills and knowledge. The childminder should strengthen her reflection and analysis of her provision to identify areas for improvement, ensuring a consistent focus on securing the best progress for all children.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 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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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 inspection

The inspector spoke with the childminder and the children during 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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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