Jeavons-Laman, Bailey

Childminder

Unique reference number (URN): 2830281 Registered with Ofsted: 07/05/2025 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 Strong standard

Children make considerable progress from their starting points across all areas of learning and development. Children develop excellent language skills as the childminder talks to them regularly throughout their play and routines.

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Achievement Strong standard

Children develop secure physical skills, learn to manage risks in play and keep themselves safe. In the garden, even young children are confident to step in and out of the sandpit and lift their leg slowly. Children practise independence skills throughout the daily routine, including at mealtimes, where they enthusiastically use child-safe knives to cut their food and serve themselves.

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Achievement Strong standard

Children learn to remain focussed in their play, and show determination to be a successful team. For example, when tidying up, children are keen and proudly share their achievements with the childminder. Children are enthusiastic about music and stories, as they regularly explore these with the childminder. Children who may face barriers to learning receive support tailored to their individual needs and learning styles. As a result, all children make excellent progress and are incredibly well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a positive environment in which children feel successful and thrive. She supports children to develop a positive sense of themselves by regularly praising them and reminding them of the skills they have. For example, when children struggle to turn on the garden tap, the childminder reminds them of how strong they are and encourages them to turn it with her. This creates a 'can-do' attitude amongst the children and provides opportunities for them to persevere and be determined. The childminder builds supportive relationships with children, maintaining calm and respectful interactions and high levels of teamwork.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's teaching encourages children to be highly motivated, and to understand expectations through her impressive role modelling. For example, she notices where children may struggle to cooperate and skilfully shares stories about how she practises important skills when things are difficult. As a result, all children show kindness to each other, are patient and develop fantastic emotional regulation skills. The childminder consistently develops positive relationships with families from their early days at the setting. The childminder has a robust settling-in process and takes time to consider each child as an individual. She communicates expectations with parents, including the importance of regular attendance and the benefits provided to children by accessing the routine and learning opportunities consistently.

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Children's welfare and wellbeing Strong standard

The childminder is calm, nurturing and builds secure relationships with children. She is responsive to all children's needs, to suit their age and stage of development. For example, babies receive regular reassurance and physical support as they build their confidence. All children receive praise and are consistently reminded of their strengths and achievements. The childminder builds confidence in older children and motivates them to be independent and successful. The childminder encourages children to be proud and to show an awareness of their strengths, as they chat about their learning and skills.

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Children's welfare and wellbeing Strong standard

The childminder provides regular opportunities for children to safely explore risk and challenge. The youngest children navigate a small step in the garden with confidence and show an understanding of the need to move slower in order to stay safe. The childminder supports older children to manage risks when peeling their fruit, by talking about the tool and how to use it, as well as how to keep their hands safe. The childminder has developed routines which support children to not feel rushed and to have ample time to develop important skills. Children wash their hands before mealtimes and there is enough time for the youngest children to carefully observe older children practising this skill. This supports children to be highly successful and to transfer key learning to long-term memory.

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Children's welfare and wellbeing Strong standard

The childminder is highly skilled at supporting children to develop emotional wellbeing. She supports children to feel calm, safe and ready to learn. The childminder role models a wide range of ways to solve problems and overcome difficulties. Children show fantastic levels of emotional regulation as well as the ability to problem-solve, both with the support of the childminder and with increasing independence. The childminder provides children with an opportunity to rest and relax throughout the day, supporting them to understand the importance of rest for their wellbeing. Children have safe places to sleep, including travel cots for the youngest children, and their individual needs are extremely well met.

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Curriculum and teaching Strong standard

The childminder has developed a detailed and ambitious curriculum for all children. She uses her knowledge about child development to carefully plan what she wants children to learn for their age and specific development needs. She places a significant focus on communication and language development, talking regularly to children throughout their day. The childminder asks thoughtful questions to extend children's learning and allow them to develop independence. Children are encouraged to think critically, solve problems and develop resilience. The childminder carefully models different ways of thinking, encouraging children to consider the thoughts and feelings of others. For example, that the youngest children will be interested in their creations and that they are still practising how to be gentle. As a result, children play very successfully together and develop an understanding of similarities and differences. The childminder provides an abundance of opportunities for

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Curriculum and teaching Strong standard

children to develop their physical skills both indoors and outside. Children show enthusiasm when riding on cars around the garden, developing their large-muscle skills. The childminder supports children to develop hand–eye coordination and fine motor skills as they carefully stack small pieces to build a robot together.

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Curriculum and teaching Strong standard

Mathematics is embedded into daily routines. The childminder carefully observes children as they count colourful fish, before expertly joining their play in order to extend learning and further develop children's number confidence. The childminder is clear that every interaction with children is an opportunity for teaching and learning. She focuses each of her interactions to precisely match their individual learning styles and needs. For example, where children may need additional support with spoken language, the childminder intentionally slows down her speaking and models language. As a result, all children, including any who may face barriers to learning, are supported to make rapid progress and build confidence in their abilities. The childminder observes children regularly and communicates with parents and carers to consider the progress each child is making. She reflects on this information and makes changes to practice as needed, to ensure that

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Curriculum and teaching Strong standard

children consistently make progress regardless of any changing needs.

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Inclusion Strong standard

The childminder has clear processes in place to gather key information from parents and children to understand children's starting points. She uses this, and detailed ongoing assessment of children, to determine where they may need additional support. The childminder uses speech and language screening tools to plan specific support and reduce any barriers to learning. The childminder reviews children's progress regularly and communicates with parents and carers to ensure support is effective. The childminder also shares learning opportunities with parents to use at home, further improving outcomes for children.

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Inclusion Strong standard

The childminder is committed to providing high-quality care and education for children, and has high expectations for what can be achieved. She is skilled at supporting each child in a way that meets their individual needs and learning styles. As a result, children feel safe and show excellent levels of confidence whilst also making rapid progress. The childminder is committed to developing her own knowledge and making links with other professionals, to deepen her understanding of available support. For example, the childminder has joined a speech and language network to gain specialist advice and to understand the use of referral pathways where appropriate. Although no children currently receive additional funding, the childminder understands how funding should be used to meet children's individual needs and further reduce barriers to learning.

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Leadership and governance Strong standard

The childminder is highly reflective about the setting and how to best support each child. She is clear about what opportunities she would like children to experience and makes plans to achieve this. The childminder takes regular action to support her own professional development and closely considers the impact this is having on her practice and the outcomes of children. For example, she accesses additional training networks to increase her knowledge and assessment of support for children's communication and language development. The childminder understands the importance of collaborating with other professionals to increase the quality of her practice. She seeks out coaching and training opportunities with other childminders and maintains a culture of continual improvement.

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Leadership and governance Strong standard

The childminder develops effective partnerships with parents and carers. She understands the important role that parents play in their child's learning and works diligently to gather information to support development. The childminder communicates regularly with parents to ensure that she is aware of any changes that children may be experiencing, and plans appropriate adaptations to reduce any barriers to learning. The childminder also shares information consistently with parents, such as providing learning resources to be used at home.. This promotes consistency for children, including via healthy eating and language development resources, to achieve the best possible outcomes in learning and development.

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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 thrive in the childminder's calm and inviting home. They develop strong relationships with the childminder and feel confident to share their thoughts and ideas. Children are well respected and enthusiastic to engage with the childminder. They excitedly

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Inspector:

Aimee Cooper tidy up the play space and express pride in their achievement as they 'beat the song'. Children show that they feel safe and happy in the care of the childminder. They explore the garden area with confidence, asking for help when needed and talking about their sand creations with the childminder. Children are incredibly creative and motivated to be successful. They show high levels of concentration as they work hard to fill watering cans and containers with water.

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Inspector:

Children settle quickly in the environment and enjoy the time they spend with the childminder. They seek out support from her when needed, while also developing independence skills. Children practise putting on their own shoes and coats, washing hands and cutting food, developing key skills to prepare them for the next stage of their learning. Children visit the local community and spend carefully planned time with larger groups of children in preparation for school. Children develop excellent communication skills as the childminder talks to them often throughout the day and asks questions skilfully to extend their learning.

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Inspector:

Parents are well supported to continue their children's learning at home. They appreciate the clear communication they receive from the childminder and that her attention to detail supports their children to make progress consistently. Children benefit from regular attendance at the setting, as well as access to well-planned routines and learning opportunities. They feel relaxed and ready to learn. Children make excellent progress from their starting points and develop key skills in all areas of learning.

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Next steps

The childminder should sustain self-evaluation processes and continue to target training to ensure continued improvement and high standards, to focus on creating a transformational impact on the outcomes of children who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the provider, children and parents 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,Thursday : 07:30 - 16:45

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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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