Hewitt, Kellie Rosalind

Childminder

Unique reference number (URN): 2826267 Registered with Ofsted: 20/03/2025 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

Toddlers feel successful as they do things for themselves. They achieve an impressive level of confidence as they try hard, for example, when putting on their shoes independently. When younger children, including toddlers, experience setbacks they keep going because the childminder instils a 'can do' attitude in these children. The extent to which children feel able to persevere in their learning is impressive.

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Achievement Strong standard

Children learn to be patient as they carefully manipulate tools to cut fruit or complete games with small parts. Toddlers learn to manipulate a variety of materials to build their strength and coordination. All children excel in their physical development. Children build remarkable communication skills. Children of all ages, and those with barriers to their learning, acquire more language each day. They learn to understand the meaning of words and how to use language effectively. This helps them to access learning across the curriculum with ease. All children are very well prepared for the next stage of their education.

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Children's welfare and wellbeing Strong standard

The childminder is strategic in her oversight of children's wellbeing and welfare. For example, she rigorously evaluates her policies and procedures that promote the welfare of children. She consistently teaches children healthy messages about rest, exercise and screen time.

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Children's welfare and wellbeing Strong standard

The childminder works closely with parents to understand the routines of babies and toddlers. She carefully makes decisions in the best interests of children to promote their wellbeing. For example, she works with parents to help them to understand oral health and how to promote this beyond her setting. The childminder is highly knowledgeable about all children in her home. She swiftly responds as the needs of babies and children change, carefully adapting her own routine to help promote the wellbeing of all children.

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Children's welfare and wellbeing Strong standard

The childminder explicitly teaches children about healthy choices. She spends time helping children to understand where foods come from. The childminder plans opportunities for children to experience a wealth of nutritious flavours in her home. The childminder's teaching of self-care skills and independence is deeply embedded in her curriculum, and this means that all children, including the youngest children, develop a solid foundation of self-care skills.

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Curriculum and teaching Strong standard

The childminder is highly successful at teaching children language skills. She engages children in back-and-forth conversations at all times of the day. For example, during transition times when children dress themselves, the childminder helps children to describe what they are doing and consistently communicate their needs confidently. At all times of the day, the childminder teaches children an abundance of new vocabulary that is carefully selected for their individual needs. She skilfully enhances the speech of toddlers by repeating and reinforcing these words. The childminder uses books and stories to help

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Expected standard

children further embed this language in their memory. As a result, all children, including those with barriers in their learning, develop high levels of fluency and understanding.

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Expected standard

The childminder carefully designs the curriculum around children's interests and personalities. She sequences her curriculum to encompass knowledge and skills across all areas of learning. For example, she ensures that mathematical learning is embedded across all activities with children solving problems, counting and recognising number, and identifying shapes and patterns. The childminder plans exciting and varied physical activities that help children to feel motivated. For example, children feel excited to learn coordination and balance as they play football. Children thrive in all aspects of their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance and addresses any issues in order to help them to develop a positive routine. She effectively creates routines that help children to feel safe and happy. She carefully adapts her routines to meet children's individual needs and circumstances. For example, she works with parents on sleeping arrangements to make sure that children have enough rest. The childminder has clear rules and expectations in her home that children generally follow and understand. She considers children's backgrounds and experiences to develop warm and trusting bonds with them. This helps children to feel confident to share concerns and go to her for reassurance. The childminder skilfully teaches focus and concentration to all children, including toddlers, to enable them to develop attention skills that help them to achieve their goals. For example, toddlers listen and concentrate as the childminder plays games and reads stories.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically addresses incidents of poor behaviour appropriately. However, the strategies she uses do not consistently enable children to reflect on how they manage their feelings. This limits their ability to build on their understanding of how to manage their emotions and consider the impact their behaviour has on others.

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Inclusion Expected standard

The childminder works closely with families to identify children's learning styles and needs. She supports parents by giving them advice on how to support children to reach their milestones, for example, when teaching toddlers to use the toilet. The childminder uses assessment to plan activities for children that are pitched accurately for their ages and stages of development. For example, when children need to be challenged further, the childminder considers what skills and knowledge children should learn next. This includes children who are working on skills beyond their age and stage of development. This helps all children to learn at an appropriate pace for their development.

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Inclusion Expected standard

The childminder is skilled at teaching children who speak English as an additional language. She understands that a language-rich environment is important to help all children to learn to express themselves. The childminder typically selects professional development opportunities that are linked to the learning needs of all children, including those with gaps in their learning. The support she provides helps to reduce barriers for these children in preparation for the next stage of their education, including school.

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Leadership and governance Expected standard

The childminder understands her setting's context and regularly reviews her procedures to support the ongoing development of her practice. For example, she works with parents and others to look at her risk assessments to ensure children's safety at all times of the day. This promotes the welfare of all children. She takes action to make sure her curriculum maintains high standards of education by considering the learning needs of all children. This includes for children with barriers to their learning. The childminder regularly seeks feedback from parents and works collaboratively to support their changing needs. For example, she regularly gives feedback on children's developmental milestones and what this means for her teaching and care of individual children. This helps parents to extend children's learning at home.

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Leadership and governance Expected standard

The childminder regularly attends training to help keep her skills up to date. However, she does not always prioritise broadening her own expertise in all areas of child development. For example, she does not focus on how to develop her strategies to promote children's behaviour. This limits her ability to instil a consistent culture of continuous improvement across all areas of children's development.

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

Children are confident learners who enjoy arriving in the childminder's bright and welcoming home. They develop high levels of independence as a result of the patient teaching of the childminder. Children persevere and try hard as they dress themselves, prepare their own fruit and make decisions about activities. This gives children confidence. Children build a wealth of skills as they play games and listen to stories. They are captivated by the childminder's interactions with them as she adapts her approaches to the individual personalities of children. Children are able to develop their own talents and interests as they choose from carefully selected activities that promote learning. All children develop a solid foundation of core skills to prepare them for their future education.

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

Children benefit from warm and nurturing relationships with the childminder. They trust her to give them support when they need it and understand that they must first try themselves before asking for help. Babies learn to express their needs clearly and feel reassured that these will be met by the highly responsive childminder. All children enjoy strong relationships

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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About this setting

Local authority: Croydon with the childminder. The community spirit that she creates helps them to feel a sense of belonging irrespective of their background. This includes for children who speak English as an additional language. The relationships the childminder builds with children are often lifelong. This gives children a solid understanding of people who care for them. The childminder tracks their attendance, helping them to build positive routines and attitudes to education. All children feel settled, emotionally secure and happy in the childminder's care.

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Next steps

The childminder should further develop strategies for supporting children to understand and manage their emotions to help promote children's best possible behaviour at all times of the day. The childminder should further develop how she selects professional development opportunities to broaden her expertise in supporting children in all aspects of their development.

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About this inspection

The inspector spoke with the childminder 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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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. 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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