Galvin, Alice Marie

Childminder

Unique reference number (URN): 2847609 Registered with Ofsted: 10/09/2025 Registers: EYR

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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 achieve consistently as they are focused and engaged in their learning. As children explore the play dough table, they enhance their learning opportunities as they explore a variety of different natural resources, such as sticks, shells and stones. Children use their own imagination to create their own models. Children develop in confidence as they feel validated and proud as they receive consistent praise for their efforts. Children share their creations of a 'daddy spider' and a 'hedgehog' as they discuss the different characteristics, such as 'My spider has 6 legs.'

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Achievement Strong standard

Children feel relaxed and confident in their approach to learning to achieve their full potential as they are prepared for the next stages on their journey. Children develop a love for learning as they are excited about opportunities to develop new skills to integrate into their development. Children use these skills to develop in confidence as they experience different transitions, such as pre-school or gaining a new sibling. As children learn about healthy eating, they are equipped to make healthy choices. Children enjoy selecting their own fruit at snack time as they develop an understanding of their own personal preferences. Children discuss 'healthy foods' as well as the 'vitamins' fruit offers.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is extremely positive, and they show enthusiasm to attend this nurturing provision. Children are excited to see their friends, initiating playful experiences with one another. Children observe the positive modelling of turn-taking and acknowledging other people's feelings by the childminder and copy these in their own play. This creates harmonious playing where children understand and genuinely care for one another. Children develop these relationships well and form close, trusting bonds with the childminder and any assistants she works with. Parents and carers appreciate the time and effort provided by the childminder as they express how 'passionate and dedicated' she is. As a result, attendance is positive as parents understand and support their children experiencing continuous learning through prompt and reliable attendance.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from the embedded routines as they are able to identify what is happening next. This creates a calm environment as children feel secure in the provision. The childminder reflects upon routines to ensure they are purposeful and appropriate for children's needs and ages. Children help the childminder to tidy up and prepare for snack as they participate in handwashing practices. Older children support their younger peers, modelling language from the childminder as they say, 'Let's sit down carefully now for a story.'

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Children's welfare and wellbeing Strong standard

Children's wellbeing is central to this provision. Every routine, experience and interaction is carefully considered by the childminder to ensure the impact is positive for children. As a result, children feel a sense of belonging and are settled within this provision. Children effectively communicate their needs as they feel listened to and valued. The childminder and

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Expected standard

assistants act swiftly to support children to meet their needs as they promote independence. As a result, children develop a sense of responsibility as well as an awareness of independently helping themselves.

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Expected standard

Children are happy, secure and confident individuals. The childminder uses her extensive knowledge of children's interests, stages of development and preferences as she provides a range of exciting opportunities. Children are therefore focused and engaged within activities as they explore with natural curiosity. As children become a little frustrated or sad, their emotions are supported efficiently. The childminder acknowledges and reassures children's feelings as she helps to identify the different emotions. Children are given a safe, comforting space to express their emotions and receive nurturing and caring support promptly. As a result, children develop an understanding of how to express and regulate their emotions safely, seeking support when needed.

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Curriculum and teaching Strong standard

The childminder is skilful in using every interaction with children as an opportunity to teach. Through high-quality interactions, the childminder creates a curriculum of child-led play as she facilitates and enhances their experiences. The childminder uses carefully considered resources to create opportunities for children to learn consistently. As children use their fine motor skills to scoop out of an egg cup, the childminder introduces mathematical language as she counts each scoop. Children participate in the counting and begin to discuss 'more' and 'less'. The childminder asks, 'Who has more?' as the child compares each cup. The childminder ensures all learning is age-appropriate as she adapts in the moment to invite younger children to join in. The childminder models counting '1, 2, 3' to younger children as they listen and scoop in response.

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Curriculum and teaching Strong standard

Children explore the play dough table as the childminder enhances their learning opportunities. The childminder uses a variety of different natural resources to encourage children to explore different textures as they experience new vocabulary such as spiky, tough and smooth. The childminder asks children to roll the dough, pull and roll it into shapes and add the sticks as they develop their fine motor skills. The childminder uses open-ended questions as she enhances children's focus, developing their curiosity. The childminder promotes positive and 'can-do' attitudes towards learning.

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Inclusion Expected standard

The childminder creates an environment where children's needs and progression are strategically assessed to identify any emerging gaps or barriers to learning. The childminder works collaboratively with other professionals as she refers and seeks guidance and/or advice. The childminder uses this knowledge and typically implements it into practice. For example, the childminder introduces visual aids and simple one-word communication methods to support children with speech and language delays. The childminder meets the needs of children with special educational needs and/or disabilities generally well. The childminder identifies training needs to ensure she is suitably prepared to support children where needed. Through the childminder's high expectations, children who face barriers to their learning are typically supported well and make progress. Strategies and interventions used are not always embedded throughout the provision to

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Inclusion Expected standard

make a demonstrable difference. However, the childminder uses her knowledge and skills, which makes a positive difference to children. For example, the childminder acknowledges children's behaviour changing due to changes within their home environment. The childminder is quick to respond through sensitive conversation with parents and the implementation of strategies within the provision. The childminder uses story time and role- play time to model how families can change due to new houses and new siblings as she introduces specifically targeted books or dolls within the home corner. This validates children's emotions and provides support as they acknowledge what is happening.

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Leadership and governance Expected standard

The childminder is committed and dedicated to her responsibility to teach, care and support children's learning and development. She is reflective within her role as she identifies her areas of strength and highlights any improvements to maintain a provision that is continuously seeking development. For example, the childminder acknowledges an area of development to be her use of strategies to support children with special educational needs and/or disabilities and how this needs embedding into practice. The childminder works hard to develop and maintain effective and close working relationships with parents, carers and other professionals to ensure collaborative working. This includes sharing of information, discussing children's development and seeking advice where needed. For example, the childminder invites parents and families into the provision for development discussions. This time allows parents to input their parental voice and to share children's next steps. As a

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Leadership and governance Expected standard

result, the childminder is confident in her holistic knowledge of her setting's children, with parents fully supporting children's development.

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Leadership and governance Expected standard

The childminder works effectively alongside her assistants as she identifies and manages all training and professional development needs well. However, this is yet to be fully embedded into practice. The childminder has a clear vision and strategy for the growth and development of her provision and strives for this to be sustained over time. The childminder uses her professional and dedicated work ethic to create a warm and nurturing environment for children, parents and other professionals to attend. As a result of this, the childminder provides a positive and supportive working environment to support her own and the assistants' wellbeing.

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

Children are welcomed into this warm and nurturing provision. Children settle and use their natural curiosity to explore and initiate playful interactions. As they smile and laugh, children feel a real sense of belonging as the childminder carefully plans experiences to enhance their learning based on their interests. Children develop their fine motor skills as they roll, squash and squeeze play dough. Children laugh as they create their own spiders and hedgehogs in the play dough using sticks and shells. Mathematical language is introduced as the childminder promotes counting and comparing sizes. Children develop a love for stories and singing as books are incorporated in all aspects of the provision. Children read stories and repeat the familiar words and phrases. As a result, children experience language and are introduced to new vocabulary consistently. Children enjoy the childminder's chatty and engaging tones as they listen and interact confidently.

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

Children enjoy exploring their community as they visit local provisions such as parks, shops and local walks. This gives children a sense of belonging as they recognise familiar places and share their own experiences with pride. Children acknowledge and express their emotions with empathy and confidence. Children receive consistent reassurance and support strategies from the childminder and any assistants she works with as they discuss feelings and ways to express them safely. Children flourish from the attentive care and individualised support that the childminder consistently provides.

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Next steps

The childminder should continue to identify and support assistants' professional development, ensuring this is fully embedded within practice. The childminder should embed the use of individualised strategies to support children's development to ensure she is making a demonstrable difference to children's lives.

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About this inspection

The inspector spoke with the childminder, assistant, parents and children 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: Monday,Tuesday,Wednesday : 07:30 - 17:30,Thursday : 07:30 - 16:00,Friday : 07:30 - 15:00

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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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