Lake, Lauren

Childminder

Unique reference number (URN): 2832605 Registered with Ofsted: 07/07/2025 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 Expected standard

Typically, children make progress from the time they start at the setting, including those with barriers to learning and wellbeing.

p.2

Achievement Expected standard

Babies babble to communicate and begin to repeat familiar words they hear. Toddlers learn to say 'please' when they ask for more snack. Older children speak in simple sentences. They listen to stories and answer questions about what they hear. In general, children develop speaking and communication skills appropriate for their stage of development.

p.2

Achievement Expected standard

Children develop early mathematical knowledge through play. They begin to say numbers in sequence and count alongside the childminder. They explore size, shape and measures as they build with blocks and fill containers.

p.2

Achievement Expected standard

Children develop their physical skills well. Babies pull themselves up on furniture as they explore and strengthen their leg muscles. Younger children develop coordination as they thread hoops onto cones. Older children strengthen their hand muscles and control as they draw with crayons. These experiences help children strengthen and refine their physical skills.

p.2

Achievement Expected standard

In general, children are curious and concentrate well. They typically gain the knowledge and skills for their stage of development and are ready for their next stage of learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder is warm, calm and caring towards children. She generally has appropriate expectations for children's behaviour and adapts these to their ages, stages and individual needs. The childminder uses praise effectively to let children know what they are doing well and start to understand their strengths. When children raise their voices, she lowers hers and children generally follow her example. She emphasises sharing and supports children to learn to play near each other. As a result, most children behave well and respond positively to her guidance.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder teaches children to share, take turns and play alongside and with others. She models kind, polite behaviour and encourages children to be gentle around babies and younger children. Children generally develop positive relationships and enjoy spending time together.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder establishes familiar routines that help children understand what happens throughout the day. She prepares children for changes by explaining when activities will finish and what happens next. Occasionally, the routine is not flexible enough to allow children to continue their learning when they are deeply engaged. For example, preparing for outdoor play interrupts older children's concentration during a story. Consequently, children's focus and concentration are not sustained in these moments.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder encourages families to arrive punctually and regularly. This helps children become accustomed to a regular routine, which helps them get ready for nursery and school.

p.2

Children's welfare and wellbeing Expected standard

The childminder generally promotes children's physical and emotional wellbeing effectively. She provides daily outdoor play for all children at the setting. Children run, climb, cycle, grow plants and care for animals outdoors. They learn about the weather and seasons. These experiences support children's physical wellbeing and help them enjoy spending time outdoors.

p.3

Children's welfare and wellbeing Expected standard

The childminder closely supervises children during mealtimes to promote safe eating. She sits close to babies and cuts fruit appropriately to reduce the risk of choking. The childminder reminds children frequently to stay seated until they have finished their food and drink. She provides nutritious snacks and encourages parents and carers to bring in healthy meals for children to eat at lunchtime. Children learn about healthy choices through these everyday routines.

p.3

Children's welfare and wellbeing Expected standard

The childminder provides suitable arrangements for children who need to sleep during the day. She monitors sleeping babies and children, checking the room temperature to ensure that they remain safe and comfortable. She generally follows appropriate hygiene routines and ensures that children wash their hands after using the toilet and before eating. The childminder encourages children to become more independent to manage their own personal care needs as they get older.

p.3

Children's welfare and wellbeing Expected standard

The childminder develops close bonds with children. She knows children and their families well and responds warmly to their individual needs. Most children feel secure, settled and develop a sense of belonging in her care.

p.3

Curriculum and teaching Expected standard

The childminder provides a broad curriculum planned from children's interests, starting points and what they need to learn next. She observes children playing and uses what she learns to identify appropriate next steps. She has developed a well-sequenced curriculum across the 7 areas of learning of the early years foundation stage. The childminder generally adapts activities and her teaching to reflect children's ages, stages and individual needs.

p.3

Curriculum and teaching Expected standard

The childminder combines different areas of learning effectively within planned activities. For example, children develop their physical and mathematical skills as they scoop, pour, fill and empty containers. They strengthen their small muscles, hand-eye coordination and dexterity while exploring quantities. The childminder teaches mathematical vocabulary such as 'full', 'empty', 'big' and 'small'. Children typically remain interested, enjoy the activities and concentrate as they practise their skills.

p.3

Curriculum and teaching Expected standard

The childminder generally supports children's learning appropriately as she plays alongside them. She repeats words and speaks to children about what they are doing to help them remember what they are learning. Older children answer questions and talk about what they are doing during activities. However, the childminder does not consistently ask open questions to help children think more deeply. As a result, older children's thinking skills are not as developed as they could be.

p.3

Inclusion Expected standard

The childminder is welcoming of all children and families. Overall, she has developed an inclusive ethos where everyone is valued and can feel safe. She knows children and families well and generally adapts her teaching and provision to meet individual needs. This includes children with special educational needs and/or disabilities and those known to (or previously known to) children's social care.

p.4

Inclusion Expected standard

The childminder identifies children's gaps in learning through observation and discussions with parents and carers. She knows how to sequence learning into small, achievable steps to help children develop new skills and make progress. For example, she uses children's favourite picture books to teach single words before introducing simple phrases.

p.4

Inclusion Expected standard

The childminder knows how to seek advice and support from other professionals, including local authority advisers. This generally helps children receive specialist assessments and support as required. She works with parents to help them understand and access support for their children.

p.4

Inclusion Expected standard

The childminder understands how to use additional funding to support children when required. She knows how to use this funding to help reduce barriers and support children's learning and development.

p.4

Leadership and governance Expected standard

The childminder works alongside a co-childminder and her assistant. They generally work together effectively to provide continuity in children's care and learning. They review the provision and identify areas for further development. For example, they have rightly identified improvements in the outdoor area that aim to increase opportunities for imaginative and physical play.

p.4

Leadership and governance Expected standard

The childminder typically reflects on her own professional development and identifies areas where she can strengthen her knowledge. She generally completes training and researches ideas to keep her knowledge up to date. For example, she is undertaking further safeguarding training to deepen her knowledge. She keeps up to date with changes to requirements and generally implements these appropriately.

p.4

Leadership and governance Expected standard

The childminder communicates regularly with other settings that children attend, such as the local nursery school. She typically shares information about children's activities, learning and wellbeing to support continuity in their experiences. At transition times, the childminder shares information about children's next steps, their interests and friendships. This helps children settle as they move on to nursery or school.

p.4

Leadership and governance Expected standard

The childminder generally works positively with parents and carers to support children's learning. She shares children's next steps and suggests ideas to support these at home, for example helping children develop important sharing skills through their favourite games, such as tea parties, at home. Generally, the childminder seeks advice from other professionals, such as children's social care and speech and language therapists when needed. This helps her to respond appropriately to children's individual learning, welfare and safeguarding needs.

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

Most children settle quickly into this warm, homely, friendly setting. The childminder finds out about babies' routines and follows these when they start. This helps them to settle quickly and build trusting relationships with her. Children show that they feel safe and relaxed as they cuddle up to the childminder as she reads, plays and sings with them.

p.5

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

Children develop important social skills as they spend time together. They learn to play alongside and with others. Children wait for their turn and learn to be gentle around younger children and babies. They sit together at mealtimes and use polite manners when they ask for more snacks.

p.6

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

Children confidently select toys, games and books that interest them from the well- organised environment. Babies enjoy banging and tapping musical instruments and exploring the sounds they make. Older children join in with favourite songs and rhymes while babies watch and listen.

p.6

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

Children enjoy caring for the pet rabbits and feeding them leaves from the garden. They learn to use kind, gentle hands so that the rabbits do not become frightened. Children are keen to learn about the world around them as they go on outings to the Church and shops. Children explore similarities and differences through festivals, books, craft activities and toys. These experiences help them to learn about different people and different places. In general, children are curious, keen to join in and concentrate well.

p.6

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

Children typically make positive progress from their individual starting points, including those children with barriers to their learning and wellbeing. They are encouraged to attend regularly and arrive on time, which supports their continuous learning. In general, children develop the knowledge, skills and confidence that prepares them for nursery, school and their next stage in learning.

p.6

Next steps

The childminder should use open-ended questions to encourage children to explain their ideas and develop their thinking skills further. The childminder should ensure that routines are flexible enough to support children's learning so that they can sustain their focus and concentrate.

p.6

About this inspection

The inspector spoke with the childminder, parents 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.

p.6

About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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.8

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.8

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