Macdonald-Smith, Sara Louise

Childminder

Unique reference number (URN): 2834809 Registered with Ofsted: 02/07/2025 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children typically make positive progress from their starting points and achieve appropriately across all areas of learning and development. They develop communication skills, confidence and independence through experiences within the childminder's home and in the wider community. Children acquire age-appropriate knowledge and skills that support their future success. They count, compare, explore books, engage in conversation and use language to communicate their ideas. They take responsibility for simple tasks, develop independence and learn how to manage everyday routines.

p.2

Achievement Expected standard

Children are prepared appropriately for their next stage of learning. They communicate with each other throughout the day and develop their language skills and understanding of the world. For example, children pretend to talk to each other on a telephone, using sentences such as, 'I am going to see my mummy and daddy today' and 'bye-bye, see you later.' Children of different ages, needs and starting points generally participate positively and achieve well, showing confidence in routines and activities throughout the day.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear expectations for behaviour. She creates a calm, nurturing environment where children understand routines and boundaries. Children respond positively to these expectations and demonstrate secure attitudes to learning. Children develop secure relationships with the childminder and their peers. They confidently seek support, communicate their needs and engage positively in shared activities. For example, children work together during outdoor play, share resources and cooperate during snack and tidy-up routines.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children behave well and the childminder explains expectations clearly. She helps children understand the consequences of their actions and provides regular praise for positive behaviour. For example, when children attempt to remove a plug from the water tray, the childminder explains the impact of this and children immediately respond appropriately. Children show enthusiasm for learning and remain engaged in activities of their choosing.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance through effective communication with families. She responds promptly when children are absent and considers flexible support when barriers affect attendance. The childminder generally adapts routines and expectations to reflect children's age, stage and individual needs. Children usually behave well and understand and manage routines.

p.2

Children's welfare and wellbeing Expected standard

The childminder places children's welfare and wellbeing at the centre of her work. She cares for children in a safe and nurturing environment where their emotional and physical needs are understood and met effectively. The childminder typically knows children and their families well and provides inclusive support that helps children feel emotionally secure. Children form secure attachments and demonstrate trust in her. They seek comfort and reassurance when needed, and quickly regain confidence following minor setbacks. For example, after becoming upset, children receive sensitive reassurance and quickly return to play.

p.2

Children's welfare and wellbeing Expected standard

Children learn how to keep themselves safe through clear explanations, regular reminders and well-established routines. They understand expectations around eating, movement between areas and safe use of resources. The childminder promotes healthy lifestyles through nutritious snacks, outdoor play and regular physical activity. The care routines she provides reflect children's individual needs. The childminder plans sleeping arrangements carefully and sensitively supports transitions between developmental stages. She encourages children to develop self-care skills, including managing handwashing and personal hygiene. For example, children independently select towels, wash their hands and manage aspects of toileting routines.

p.3

Curriculum and teaching Expected standard

The childminder has established a curriculum that places a clear emphasis on developing children's confidence, independence and readiness for their next stage of learning. The curriculum reflects children's interests and provides opportunities for learning across all areas of the early years foundation stage. Teaching supports children to develop knowledge and skills through meaningful experiences. The childminder engages children in conversation, introduces new vocabulary and makes links to previous learning. For example, children hear and use language such as 'squeeze', 'scoop' and 'potion', while exploring sensory resources outdoors. The childminder encourages children to think, make choices and solve simple problems independently.

p.3

Curriculum and teaching Expected standard

The childminder uses assessment appropriately to identify children's next steps in learning. She understands children's strengths and areas for development, and adapts interactions accordingly. Assessment information helps the childminder identify how and when children learn most effectively and informs how teaching is adapted to support each child's development. For example, the childminder promotes mathematical learning effectively through familiar everyday experiences, such as snack time routines. She has established learning opportunities across the curriculum. While the childminder accurately identifies what each child needs to learn next, there are times when the large number of resources available and activities on offer become a distraction. At these times, children are excited to explore what is on offer but move from one to another without engaging in purposeful play.

p.3

Inclusion Expected standard

The childminder creates an inclusive culture where children's individual needs are identified, understood and supported. She gathers information from families, alongside ongoing assessment. These help her develop an accurate understanding of children's starting points and any barriers to their learning or wellbeing. The childminder adapts experiences to ensure children can participate fully in daily routines and learning opportunities. She works closely with families and is willing to engage with external agencies when required. The childminder has limited experience of supporting early years children with special educational needs and/or disabilities. However, she understands her responsibility to work with parents and other relevant professionals to target any additional support needed for individual children.

p.3

Inclusion Expected standard

Children facing barriers to learning generally receive appropriate support. The childminder adapts strategies thoughtfully to reflect children's interests, confidence levels and stages of development. For example, she encourages children to engage in sensory experiences through carefully considered adaptations, including the use of strategies and resources that help them participate more comfortably. The childminder demonstrates a suitable understanding of how to support disadvantaged children, children with special educational needs and/or disabilities, those known or previously known to children's social care and those experiencing other challenges affecting their wellbeing. She considers adaptations, visual supports and communication strategies to reduce barriers to learning. The childminder uses funding thoughtfully. For example, she uses additional funding to provide experiences linked to children's interests in animals. This helps to broaden learning

p.4

Inclusion Expected standard

opportunities and support children's individual interests.

p.4

Leadership and governance Expected standard

The childminder demonstrates a clear commitment to providing positive experiences for children. She understands the strengths of the provision and takes appropriate action to improve areas identified through reflection and professional learning. The childminder maintains required documentation, fulfils statutory responsibilities and creates an environment where children's safety and development remain a priority. She engages in professional development that reflects children's needs and supports ongoing improvement. Training relating to behaviour management and communication informs her practice and contributes to positive outcomes for children. For example, recent learning strengthens the childminder's understanding of communication strategies and behaviour support, helping to further develop and refine her practice.

p.4

Leadership and governance Expected standard

Parents and carers speak positively about the quality of care and communication they receive. The childminder shares information regularly and develops trusting relationships with families. Children benefit from partnerships that support settling-in arrangements, attendance and day-to-day wellbeing. The childminder also engages well with the local community and provides regular opportunities for children to access experiences beyond her home. She makes thoughtful decisions regarding workload and professional responsibilities. She accesses training flexibly and uses reflection to identify areas for further development.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children arrive happily and settle quickly into the childminder's welcoming home. They form secure relationships and confidently seek support, reassurance and encouragement when needed. Children feel safe and valued. They know that the childminder listens to them and responds sensitively to their needs. Children develop a secure sense of belonging because their interests, routines and individual personalities are recognised and respected. They enjoy a broad range of experiences within the childminder's home and in the local community. They explore, investigate and make choices about their play. Children move

p.5

About this setting

independently between activities and show curiosity about the world around them. They engage enthusiastically in conversations, stories, songs and practical experiences that support their learning well.

p.6

About this setting

Children generally achieve well from their starting points. They develop confidence, communication skills and independence through everyday experiences. For example, children help to prepare snacks, count items, tidy away resources and manage personal- care routines. They practise skills that prepare them effectively for their next stage of learning. Children learn alongside one another and benefit from positive interactions. They share resources, take turns and show kindness towards their peers. For example, children offer pretend ice creams to their friends during imaginative play in the garden, demonstrating kindness and positive social interactions. Children receive encouragement to persevere when tasks are challenging. This helps them develop resilience and self-belief. Children who initially lack confidence are encouraged to keep trying and successfully attempt new challenges, such as navigating different levels in the outdoor area.

p.6

About this setting

Children thrive because expectations for behaviour are clear and consistent. They understand routines and respond positively to reminders about safety and cooperation. Attendance is promoted effectively through partnerships with families. Children enjoy their learning, feel secure and develop the knowledge, skills and confidence they need for the future.

p.6

Next steps

The childminder should focus more sharply on organising the learning environment to support children to focus on the priorities that have been accurately identified to promote their learning.

p.6

About this inspection

The inspector spoke with the childminder, children, parents and carers during the inspection.

p.6

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): 2834809

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8