Messenger, Emily-Jane Ann

Childminder

Unique reference number (URN): 2830801 Registered with Ofsted: 07/04/2025 Registers: EYR, CCR, VCR

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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

Generally, children, including those who may face barriers to their learning and/or wellbeing, achieve well and build on their knowledge and skills in all areas of development. They make steady progress and acquire the skills needed to support their future learning, including going to school. Children are content and happy and have positive attitudes to their learning. They seek to find out more by exploring and investigating. For instance, children are fascinated as they push a play lawnmower up and down the grass in the garden. They learn cause and effect as the mower releases bubbles when pushed.

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Achievement Expected standard

Children develop their independence skills and like to do things for themselves. They enjoy the responsibility of carrying out simple tasks, such as putting their shoes away on the shoe rack. This supports children to become competent and confident to do things for themselves and feel proud of their achievements.

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Behaviour, attitudes and establishing routines Expected standard

On the whole, the childminder has created an inclusive and home-from-home environment, which helps children to feel safe. She is kind and caring to all children and talks to them with respect. The childminder is a positive role model and values each child's individual character. Children are respectful and begin to show empathy for one another. For example, older children offer younger children comfort as they wake from their sleep. The childminder praises this thoughtful behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children well as they learn to share resources and new toys. She encourages turn-taking and helps children to acknowledge their own and others' feelings. This supports children well as they learn to play cooperatively with one another. The childminder is a secure base for children while they explore their environment and develop their independence. This, alongside consistent routines, offers security and supports children's emotional wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Generally, the childminder has high expectations of children's behaviour. Children are polite and listen intently to what the childminder tells them. However, on occasion, children do not always receive clear and consistent reminders, such as not running indoors. This does not fully support them as they learn right from wrong.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of regular attendance to support children's relationships and overall learning and development. Children learn to be punctual and manage their time. For example, the childminder talks to children about not being late as they prepare to take older children to school. This helps them to measure time and build positive habits for their future.

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Children's welfare and wellbeing Expected standard

Overall, the childminder's policies and procedures promote children's wellbeing and welfare. She generally implements these well and puts them into practice effectively. The childminder understands her role and responsibilities as a key person and has established natural bonds with the children. Children feel safe and secure in the childminder's home and enjoy her company.

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Children's welfare and wellbeing Expected standard

The childminder supports children's self-care skills as they learn to do things for themselves. For instance, she encourages children to wash their hands and to use a mirror when wiping their own faces once they have eaten. Children help the childminder to tidy up before they enter into the next aspect of the routine. They enjoy the responsibility of carrying out the tasks for themselves and are proud of their accomplishments. This helps children to become independent and supports their wellbeing.

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Children's welfare and wellbeing Expected standard

Children learn about leading healthy lifestyles and where foods come from. For example, they grow fruit and vegetables from seed and learn that plants need water, sunlight and soil to grow. Children nurture these and watch them grow over time. Children pick the fruits and vegetables, wash them and enjoy exploring the taste. This helps children to develop positive attitudes towards healthy eating and caring for the environment.

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Curriculum and teaching Expected standard

Typically, the curriculum in place is well sequenced and ambitious for all children, including those that may face barriers to their learning and/or wellbeing. The childminder knows children well and skilfully weaves their interests and individual targets through daily activities and routines. For example, children make 'potions' using different coloured water placed in individual bottles. The childminder encourages children to squeeze out the liquid and experiment with combinations of colours as they mix them in separate bowls. This supports children's fine motor skills, curiosity and predictions.

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Curriculum and teaching Expected standard

Children listen with interest to stories read to them by the childminder. She reads to children in a way that captures their attention. The childminder asks them questions to clarify their understanding and encourage them to recall information. Children look at books independently, handle them with care and begin to understand that print carries meaning. The childminder teaches mathematics that is appropriate for children's age and stage of learning. For instance, children compare the sizes of fruit and vegetables that they have picked from the garden. They develop their fine motor skills as they pinch and twist the fruits free from the plants. The childminder introduces children to language such as 'big', 'small' and 'massive'. She talks about weight as children hold large cucumbers and small tomatoes. This makes mathematics meaningful and enjoyable for children.

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Inclusion Expected standard

The childminder creates an environment that is inclusive and respectful. Her early and accurate assessments help to identify gaps in children's learning, allowing swift action to be taken. This means that the childminder seeks the right support, guidance and advice early, which enables her to make appropriate adaptations. Children benefit from the close and professional relationships the childminder has developed with parents, carers and other professionals. Children, including those with special educational needs and/or disabilities, are valued and respected by the childminder. She is dedicated to helping children reach their full potential and make the progress they are capable of. The childminder typically meets children's needs. She recognises that some children, including those with SEND, require additional support to make progress alongside their friends. For instance, the childminder puts additional strategies in place to support children's

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Inclusion Expected standard

communication and language development. She repeats words back to children with clarity and consistently narrates what they are doing during routine times of the day and while they play. However, at times, the questions she asks and the information she gives to children are swiftly followed by another prompt or question. This does not provide children with the opportunity to think, understand and respond. On these occasions, children do not receive enough time to absorb information and formulate their responses, which impacts on their confidence when communicating.

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Leadership and governance Expected standard

Generally, the childminder is reflective and strives to continually improve the service she offers. For example, she seeks parents' and carers' views and feedback through regular surveys. She takes account of children's views through her careful observations and knowledge of children. This gives the childminder a secure understanding of her setting's strengths and areas she would like to develop in the future. The childminder keeps updated with the requirements, such as safer sleeping, and evaluates any impact changes have on her setting. This ensures she remains compliant with requirements.

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Leadership and governance Expected standard

The childminder has formed secure relationships with other professionals, such as the local authority. She networks with other childminders to broaden children's social skills as they learn to be around others. The childminder improves her professional development by attending regular training, such as support for children with special educational needs and/or disabilities. This effectively promotes better outcomes for children and their families. The childminder places a high importance on establishing professional partnerships with parents. The regular two-way flow of information provides consistency in care and learning and supports early identification of concerns. Parents are highly complimentary about the childminder and the learning experiences she provides to their children. The childminder is passionate about her role and is committed to providing high-quality care and education for children and their families.

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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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Voluntary Childcare Register requirements

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

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Register

When we check if settings meet the Voluntary 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 play and learn in an environment that is stimulating yet calm. They receive a warm and friendly greeting on arrival, which gives them a sense of belonging. The childminder knows children well and offers tailored and responsive care. She offers consistent reassurance, which helps children to feel self-assured and confident as they quickly settle in ready for their day. The familiar routines offer security for children as they begin to understand what is happening next.

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

Overall, children, including those that may face barriers to their learning, participate in well- planned activities that help them build on what they already know. For instance, children enjoy daily music and singing time when they choose a musical instrument and enthusiastically sing and dance. Children actively move their bodies in a range of ways and express themselves as they explore sounds. They enjoy this social activity where they share each other's joy. Children benefit from their personal, social and emotional development being supported well.

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

Children spend ample time in the outdoor environment and explore the community. The childminder takes children to visit local libraries, care homes and shops. These experiences help children to develop an understanding of the world and feel part of the community they live in. Children and their families receive encouragement to take part in shared projects, such as 'summer challenges', which are completed between the childminder's setting and the children's home. This strengthens the partnership working with parents and carers,

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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

creates consistency in learning and encourages children's excitement and motivation in their learning.

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Next steps

The childminder should strengthen skills in recognising when to give children more time to process information to support their communication and language even further. The childminder should consistently reinforce strategies used to fully support children's behaviour and their growing understanding of rules and boundaries.

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About this inspection

The inspector spoke with the childminder, children and their 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 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. 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 .

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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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