Frampton, Charlene Joan Mary

Childminder

Unique reference number (URN): 2825617 Registered with Ofsted: 04/03/2025 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

Children make steady progress from their individual starting points and achieve appropriately across the areas of learning for their age and stage of development. They develop increasing physical confidence and coordination. For example, children independently stack blocks and repeat the activity when their tower falls. This helps them to strengthen their control, concentration and persistence.

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Achievement Expected standard

Children develop communication skills through recognisable words, sounds, gestures and eye contact. They listen to language and increasingly use what they know to share their ideas and needs. Children build confidence to explore unfamiliar resources and develop the independence they need for their age. They increasingly manage parts of everyday routines and develop self-care skills. The childminder's records and parental feedback show that children make progress in their speech, confidence, social interaction and independence. Consequently, children develop the knowledge, skills and confidence they need for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder generally establishes clear, calm expectations that reflect children's ages and stages of development. She uses gentle guidance and redirection to help children remain positively engaged in play. For example, when children throw resources, she models another way to use them and encourages them to continue playing safely. The childminder typically talks children through routines and explains what happens next. For example, she gives children a few minutes warning before moving from outside to inside. This gives children predictable boundaries and supports them to manage transitions calmly.

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Behaviour, attitudes and establishing routines Expected standard

Children form warm, secure relationships with the childminder. She responds sensitively to children who need additional reassurance, for example, when they attend childminding groups or spend time in less familiar environments. The childminder stays close by and supports children to build confidence at their own pace. She adapts routines to reflect children's individual needs and preferences. This helps children to feel secure and develop positive attitudes towards learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder records children's attendance and the reasons for absence. She follows up unexpected absences by contacting parents and emergency contacts and seeks advice where appropriate. This helps her to maintain a clear understanding of children's attendance and supports their consistent participation in routines and learning.

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Children's welfare and wellbeing Expected standard

The childminder provides responsive care that reflects children's routines, needs and preferences. She gathers information from parents and uses this to maintain familiar routines. She listens carefully when parents share changes to children's wellbeing or circumstances. This helps children feel secure, settled and supported throughout the day. The childminder treats children with dignity during personal-care routines. She maintains their privacy and typically talks calmly to them about what is happening. Children remain settled as she changes their clothes and nappies. She talks about body parts and clothing, helping children understand the routine and develop vocabulary. The childminder uses routines to support children's awareness of self-care and hygiene.

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Children's welfare and wellbeing Expected standard

The childminder works closely with parents to understand children's dietary needs and preferences. She supports children to eat foods that are familiar to them and remains close by at mealtimes. Children develop independence as they feed themselves and communicate when they have had enough. She generally recognises the gestures and sounds that children use to share their preferences. When children do not want to wear a bib, the childminder respects their preference. She keeps them clean and dry, changing their clothing when needed. On the whole, this helps children feel respected, safe and confident in her care.

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Curriculum and teaching Expected standard

The childminder's curriculum prioritises communication and language, personal, social and emotional development, and independence. She wants children to share needs and ideas, build friendships, understand feelings and develop skills for their next stage. She plans experiences around children's interests and development, using observations to identify next steps.

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Curriculum and teaching Expected standard

The childminder teaches attentively in play. She sits alongside children, demonstrates how resources work and uses repeated language to support understanding. For example, she models a spiral ball tower, encourages them to listen to its sounds and introduces words about colour and quantity. She gives children time to investigate a shape sorter and celebrates their success. This helps children watch, copy and practise new skills with confidence and persistence.

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Curriculum and teaching Expected standard

The childminder includes resources that represent different people and cultures, including dolls with different skin tones. Children celebrate festivals at the childminding group. However, she is still developing how children's cultures and family experiences are reflected consistently in everyday learning. Consequently, children do not yet benefit consistently from learning that reflects their identities and broadens their understanding of diversity. The childminder selects books linked to children's interests. However, she does not yet routinely make books accessible to younger children or share them as part of everyday routines. As a result, children do not consistently benefit from the language and early literacy that books support.

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Inclusion Expected standard

The childminder gathers information from parents before children start. Home visits help her to understand children's routines, interests and care needs. She uses this to tailor care and help children settle securely. The childminder records observations and photographs to consider children's progress from their individual starting points. When she identifies a concern about development, she discusses this with parents to gain context and considers professional support. She understands how simple language, visual resources, response time and adapted activities can help children with special educational needs and/or disabilities to access the curriculum. She knows when to seek advice from health visitors, speech and language therapists and the local authority inclusion team.

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Inclusion Expected standard

The childminder uses early years pupil premium funding purposefully to reduce identified barriers. She provides resources, including a balance bike and construction materials, as well as outings that children may not otherwise access. She identifies the positive difference this makes to children's communication, physical confidence, social skills and understanding of the world.

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Inclusion Expected standard

The childminder recognises the value of children's home languages in supporting their communication, identity and sense of belonging. However, she does not yet consistently gather information about children's home languages and useful words. As a result, children who learn English as an additional language may not always hear familiar words or have their linguistic identity reflected in everyday experiences.

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Leadership and governance Expected standard

The childminder has a clear vision to help children feel secure, develop confidence and become increasingly independent. She reflects on children's progress and her own practice to identify priorities for improvement. She uses her knowledge of children and their families to make decisions about the care and learning she provides. The childminder recognises that broadening the way cultures and family backgrounds are reflected within the setting remains an important priority.

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Leadership and governance Expected standard

The childminder develops her knowledge through online research and discussions with other childminders at the groups she attends. She values the advice and ideas this network provides and knows that she can seek guidance from the local authority when needed. These discussions help the childminder keep her knowledge up to date and reflect on her practice. She manages her workload effectively.

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Leadership and governance Expected standard

The childminder maintains positive relationships with parents. She shares children's next steps, achievements and photographs with families and values the information they provide about children's care and development. Written feedback describes the childminder as caring, reliable and professional. Parents feel that she understands their children as individuals and keeps them well informed. These partnerships help the childminder and parents to develop a shared understanding of children's development and wellbeing.

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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 are happy, settled and secure in this welcoming setting. They form warm, trusting relationships with the childminder, who knows their routines, interests and family circumstances. Children confidently approach adults, make eye contact, offer toys and invite others into their play. They communicate their needs through words, sounds, gestures and facial expressions. The childminder responds sensitively to these cues and gives children reassurance when they need it. This helps children feel safe, valued and ready to explore.

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About this setting

Children enjoy learning through play that reflects their interests. They use familiar resources, including cars, in different ways across the day. During outdoor water play, the childminder builds on children's interest in vehicles by joining in and washing the cars. Children become increasingly confident as they splash in the water and move the cars through it. The childminder talks about what they are doing and introduces new words as they play. Children show curiosity as they investigate how resources work, copy actions and persist with activities. They develop their communication as they point to parts of a doll when the childminder names them. Children develop growing independence during everyday routines. They feed themselves, use a spoon and communicate when they have had enough.

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About this setting

Children regularly visit parks, libraries and playgroups with the childminder. They attend a childminding group twice each week, where they meet other children and develop their social confidence. These experiences broaden children's lives beyond the small village and help them become physically active and learn about the world around them. Children benefit when the childminder responds flexibly to changing family circumstances. Parents value the updates they receive and feel that the childminder understands their children as individuals. Consequently, children develop positive attitudes to learning and make steady progress from their individual starting points.

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Next steps

The childminder should continue to develop how children's home languages, cultures and family experiences are reflected in the everyday curriculum, so all children feel recognised and learn to value difference. The childminder should build on current practice to increase younger children's access to and enjoyment of books, so they benefit consistently from early language and literacy.

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About this inspection

The inspector spoke with the childminder 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. Unique reference number (URN): 2825617

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00

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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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