Galbraith, Rachel Helen

Childminder

Unique reference number (URN): 2855346 Registered with Ofsted: 16/09/2025 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 Strong standard

All children make consistent progress across all areas of learning. Children develop the knowledge and skills they need. They recall previous learning and experiences they have had. For example, they talk about planting the strawberries and making observations about watching them grow. There is a key focus on developing communication and language skills at the setting. The children enjoy reading stories with each other and playing 'what's in the bag?' during song time, where they pick an object out and sing the relevant nursery rhyme. This also supports the children to develop confidence.

p.2

Achievement Strong standard

Children are continually supported for their next stage of learning and development through the encouragement of independence skills. For example, the children pour their own milk, lay the table and cut up their own fruit. This supports the children to develop life skills and be very well prepared for their next steps. Children also help and support each other to complete these tasks. This develops the children's personal, social and emotional skills.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has embedded clear routines to cater to the individual needs of children who are attending. Children are aware of these routines and therefore know what is going to happen next. Children demonstrate positive behaviour at the setting, such as by using manners and taking turns with toys without the need for reminders. The children also support each other when needed. For example, they show each other how to use different equipment, such as a xylophone, encouraging their personal, social and emotional development effectively. The children have developed highly positive relationships with each other and with the childminder, and look to her for reassurance when needed.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children have developed a keen interest in and positive attitude towards learning. This is supported by the childminder offering activities that the children are interested in, such as block play. The childminder then uses this successfully to help plan children's next steps. The childminder spends time getting to know the children well to enable this to happen.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder is clear on the attendance policy at the setting, which is shared with families. The childminder ensures she holds high expectations for all children, and takes into account their development by using her trackers to support this. The childminder is aware of barriers they face and makes adaptations, such as for children who speak English as an additional language by bringing their own culture into the setting, including language used at home.

p.2

Children's welfare and wellbeing Strong standard

The children's welfare is a high priority for the childminder. She has developed trusting relationships with their families to support this. The childminder ensures that she stays up to date with the latest guidance around good practice. This ensures that children are given high-quality care. The children feel safe and secure at the setting. This helps them to build strong attachments. For example, there is a clear approach to transitions, which focuses on centring children. This supports their emotional wellbeing. The childminder is aware of adaptations that can be made to support all children when needed.

p.2

Children's welfare and wellbeing Strong standard

There are highly effective care practices in place, and the childminder meets the individual needs of the children, such as during nappy changing. She prioritises children's welfare, such as by ensuring she follows safer sleeping guidance, which includes placing babies aged under 12 months in cots while sleeping. The care routines are embedded to ensure that children develop healthy lifestyles. For example, children wash their hands before eating. Children are given well-balanced home-made meals and snacks while at the setting, with regard to the latest guidance. The children enjoy talking about foods that are healthy for them. This supports the children's understanding of how to live a healthy lifestyle. Safer eating practices are also followed at the setting. Children also develop life skills during mealtimes, such as laying the table and tidying away. This supports them to develop independence.

p.3

Curriculum and teaching Strong standard

The curriculum is designed with the children's individuals need in mind, in order to meet their needs. The children benefit from all areas of learning being well sequenced and taught to them well. The childminder plans around children's interests to engage them in activities, and then skilfully brings in their next steps of learning. She sets up her provision to support the children based on this. The childminder places a high focus on developing children's language skills. She confidently and skilfully introduces new vocabulary, including mathematical language, such as words related to size, and dinosaur names, as children play with resources. Children then use this language independently, including talking about which is 'taller' and 'smaller', demonstrating their understanding of new words.

p.3

Curriculum and teaching Strong standard

The childminder sequences her curriculum to ensure that all children make rapid progress. She plans specific activities to help build on their existing knowledge. For instance, as children make 'potions' outside, the childminder helps children to use tools and equipment successfully to benefit their physical skills, to build on what children already know and can do.

p.3

Curriculum and teaching Strong standard

There is a focus on language development throughout the setting. The childminder teaches in a warm and responsive way. This is shown by stories being regularly read to the children. This includes pausing at key moments to clarify and ask questions in order to check their understanding. The children also enjoy focused singing time. The childminder adapts the activity and teaching to meet the needs and age range of the children. She makes adaptations when needed. The childminder has high expectations for all children. Mathematical concepts are embedded into play. For example, children count the dots on mushrooms and add them together.

p.3

Inclusion Strong standard

The childminder places a clear focus on inclusion throughout the setting. All children's individual needs are consistently met, and adaptations are made when necessary. For example, changes are made to the menu and meal plans when needed to meet the needs of the children. The childminder ensures that there is open communication between the setting and the families to enable this. The childminder recognises the need for ensuring timely referrals, and she recognises the beneficial impact that this can have on children. The children have regular assessments to ensure that if there are delays in development, these are identified quickly to allow support to be put into place.

p.3

Inclusion Strong standard

The childminder is keen to proactively develop her knowledge and skillset around inclusion. She is currently undertaking relevant courses to support the children in her care. This will further develop her provision for the children. She is aware of how additional funding can be used, such as by providing words in children's home languages and dual-language books. The childminder values working with others to support children, such as local schools, the authority and other agencies, when needed, to share information about children to support their transitions.

p.4

Leadership and governance Strong standard

The childminder is always striving to improve her practice. She is aware of her setting's development needs, such as the need to develop her knowledge about special educational needs and/or disabilities. She considers the current cohort of children in her decision- making. She has put action plans in place to improve her practice, for example by undertaking further training when needed. This proactive approach ensures that she is delivering the best service for the children in her care. The childminder is also aware of her workload and wellbeing and takes steps to monitor these, such as by taking time to reflect on her practice.

p.4

Leadership and governance Strong standard

The childminder is keen to keep developing and expanding her knowledge. She is currently taking a course to become a special educational needs coordinator. She also regularly attends training that is implemented by the local authority. This also includes networking meetings to share good practice and give examples to others. She applies this training into her setting, for example by developing her curriculum and approach to ensure they are having a positive impact on children's achievement. This has expanded her knowledge of children's development. The childminder understands what adaptations she can make to ensure that all children can access her setting.

p.4

Leadership and governance Strong standard

Positive family partnerships are in place with the childminder. For instance, she uses strong handovers, daily diaries and updates given on a private parent group. This enables parents to know what the children are learning and what their next steps are. It supports families to continue the learning and development at home to benefit children's progress.

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 feel safe and secure at this setting. Children enjoy taking part in activities that follow their interests. For example, the childminder has set up a dinosaur area to help them feel safe. The activities are guided by the childminder. They are consistently and purposefully planned with each child's next steps and their uniqueness in mind. This supports all children to develop well across all areas of learning. Children develop independence skills at the setting. This incudes toileting themselves with support and guidance when needed. This enables children to be ready for their next stages in life, such

p.5

About this setting

Unique reference number (URN): 2855346 as going to school. Children also enjoy a range of activities away from the setting. For example, they take part in gymnastic classes and regular outings within the local area, such as visits to the park, farm and library. This supports the children's understanding of the world around them.

p.6

About this setting

The childminder knows the children well. This enables her to support the children's needs. Positive relationships are built with clear boundaries in place. This enables children to have consistent embedded routines. Children develop a range of social skills due to activities that are purposely planned to support this. For instance, at snack times, there is a focus on vocabulary and reviewing the learning from the morning. The children have fresh, home- cooked meals that follow the latest nutritional guidance. This supports them to have a balanced diet and develop healthy lifestyle habits.

p.6

About this setting

There is a focus on attendance at the setting. The childminder has clear policies in place and shares these with families. The childminder ensures that consistent communication is in place between home and the setting, for example through daily diaries and sharing photos of what the children have been learning. This supports them to carry on the children's learning at home. The childminder is aware of barriers to learning, and can explain how she would make adaptations according to these if needed.

p.6

Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

p.6

About this inspection

The inspector spoke with the childminder and children 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. Type: Childminder

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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