Cullen, Rebecca Mary Patricia

Childminder

Unique reference number (URN): 2824272 Registered with Ofsted: 31/03/2025 Registers: EYR, CCR

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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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Inclusion Strong standard

The childminder has created a highly inclusive environment. She identifies children's individual needs promptly and takes effective action to reduce barriers to their learning and wellbeing. The childminder has a detailed understanding of children's individual development. She uses observations, assessments and discussions with parents and carers to identify when children may require additional support. The childminder uses her professional knowledge skilfully to identify emerging developmental needs and put targeted support in place. She adapts her practice carefully to support the needs of each child and works closely with families and other professionals to ensure that support is well coordinated. The childminder monitors children's progress and adjusts her approach in response to what she observes. As a result, children who require additional support make significant gains in their communication, confidence and participation. They develop the

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Inclusion Strong standard

skills they need to engage successfully in their learning and are well prepared for the next stage of their education.

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Inclusion Strong standard

The childminder undertakes relevant professional development and seeks specialist advice to strengthen her inclusive practice. She understands how additional funding should be targeted to address individual barriers. She also understands the importance of working collaboratively with families, social care and other professionals should children require this support.

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Achievement Expected standard

Children generally make secure progress from their individual starting points across the areas of learning. They develop particularly well in their communication and language. Children confidently express their needs, use an increasing range of vocabulary and recall words and ideas they have learned previously. They develop the confidence to communicate with others and participate fully in experiences. Children typically develop important physical skills and show increasing perseverance. For example, children who initially find balancing and coordinating movements difficult become confident and independent when using physical equipment. Children also develop independence in everyday routines and increasingly manage tasks for themselves. Children who face barriers to their learning and development typically make positive progress from their starting points. They develop their communication, confidence and ability to participate alongside others. Children build the

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Achievement Expected standard

age-appropriate knowledge and skills they need for future learning. They become confident, increasingly independent learners and are well prepared for the next stage of their development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear and consistent routines that help children understand what is expected of them. She considers children's ages, stages of development and individual needs when supporting their behaviour. Children feel secure in the familiar routines of the day and confidently anticipate what happens next. Warm and positive relationships help children to feel happy and settled. Children confidently seek the childminder's interaction and respond positively to her encouragement. They show positive attitudes to learning, sustain their interest and increasingly persevere when they find something difficult. Children develop confidence in overcoming challenges and take pride in what they can achieve.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to become increasingly independent and make appropriate choices for themselves. The childminder supports them to develop the social and emotional skills they need to share, collaborate and get along with other children, while taking account of their differing ages and stages of development. The childminder recognises the importance of regular attendance. She maintains close communication with families and understands that unexplained absence may indicate a concern about a child's welfare. She takes appropriate action to establish why a child is absent and seeks further advice when necessary.

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Children's welfare and wellbeing Expected standard

Children receive warm and responsive care that meets their individual needs. They form secure relationships with the childminder and are happy, confident and comfortable in her care. The childminder knows children's individual routines and needs well. She adapts care arrangements appropriately, including those for sleeping and eating. Children develop a secure understanding of how to keep themselves healthy and safe. They learn about good hygiene and healthy choices through everyday experiences. The childminder is particularly mindful of oral health concerns within the local community. Children learn why caring for their teeth is important, and families receive information that reinforces healthy practices at home. Children also benefit from frequent physical activity and develop increasing confidence in managing appropriate risks.

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Children's welfare and wellbeing Expected standard

Children develop independence in their personal care and everyday routines. They confidently complete tasks such as dressing themselves, pouring their own drinks and helping to prepare food. Children are supported to recognise and express their emotions. They gradually develop the skills to manage feelings, such as frustration. The childminder considers children's individual circumstances when planning their care. She works closely with families to ensure that health, dietary and other care needs are understood and appropriate arrangements are in place before children begin attending.

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Curriculum and teaching Expected standard

The childminder typically provides a broad curriculum that builds securely on what children know and can already do. She generally reflects on the quality of her curriculum and undertakes relevant professional development to strengthen her teaching. She places particular emphasis on communication and language, recognising the importance this has for children's learning across the curriculum. The childminder uses children's interests purposefully to introduce and extend learning. For example, she enriches children's play with new experiences and vocabulary and skilfully introduces early mathematical concepts, such as number, measuring, shape and size. She models language clearly, recasts children's words and gives them sufficient time to think and respond. As a result, children confidently use and recall an increasingly broad range of words and remain highly engaged in their learning.

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Curriculum and teaching Expected standard

Children's physical, personal, social and emotional development are prioritised effectively. They have frequent opportunities to develop their coordination, independence, confidence and ability to regulate their emotions. The childminder typically uses information from parents, observations and appropriate assessment tools to understand children's starting points and identify what they need to learn next. She adapts her teaching effectively when children require additional support. This helps all children to participate fully and build securely on their previous learning. However, the childminder does not yet identify precisely enough how children's knowledge and skills will build progressively across all areas of learning.

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Leadership and governance Expected standard

The childminder generally has a clear understanding of the strengths of her provision and reflects regularly on how she can improve children's experiences. She makes considered decisions about her provision based on the needs of the children attending and those due to start. This helps her to maintain a curriculum and care practices that are responsive to children's individual needs. The childminder takes responsibility for maintaining and developing her professional knowledge. She selects professional development purposefully, with a particular focus on communication and language, self-regulation and the experiences that will benefit children. She typically applies what she learns to her practice. As a result, children benefit from increasingly language-rich experiences and well-informed support when they face barriers to their learning or wellbeing.

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Leadership and governance Expected standard

The childminder makes effective use of professional networks. She engages with other childminders, the local authority special educational needs coordinator and other professionals to seek advice, reflect on her practice and strengthen her expertise. This supports her to make decisions that are in children's best interests. Partnerships with parents and carers are positive. The childminder maintains regular communication about children's experiences, development and what they are learning. Parents value the support she provides and recognise the positive progress their children make. The childminder manages the demands of her role appropriately and continues to prioritise her own professional development and the quality of provision for children.

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

Children are happy, confident and secure in the childminder's care. They have warm and trusting relationships with her and clearly enjoy spending time together. Children confidently make choices, seek interactions and share their ideas. They know the familiar routines of the day and increasingly manage everyday tasks for themselves. This helps children to develop a secure sense of belonging and independence. Children enjoy their learning. They become absorbed in experiences that reflect their interests while also introducing them to new ideas. Children explore the natural world, investigate different materials and enjoy books, songs and physical experiences. They develop a broad vocabulary and confidently use their growing communication skills. Children also learn early mathematical concepts naturally through their play and everyday experiences. They remember previous learning and are proud to demonstrate what they know and can do.

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

Children develop positive attitudes towards trying new things. They learn to persevere when something is difficult and become increasingly confident in their physical abilities. Children learn how to make healthy choices and keep themselves safe. They benefit from well- established routines that support their health, care and emotional wellbeing. Children's individual needs and uniqueness are valued highly. Those who experience barriers to their learning receive carefully tailored support that enables them to participate fully and make significant progress from their starting points. Children develop the confidence, communication and social skills they need for future learning. Families are welcomed as important partners, and their knowledge of their children helps to shape the care and

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About this setting

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

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. learning they receive. As a result, children achieve well, feel that they belong and thrive in this nurturing environment.

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Next steps

The childminder should strengthen the sequencing of her curriculum so that she identifies more precisely the knowledge and skills children will develop over time across all areas of learning.

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About this inspection

The inspector spoke with the childminder, 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. This data is from 8 September 2026

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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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