Durrans, Nicole Sara

Childminder

Unique reference number (URN): 2802522 Registered with Ofsted: 10/07/2025 Registers: EYR

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

Babies and children are happy and settled in the care of the fun and caring childminder. Babies smile and coo as they crawl and explore the well-planned environment. Generally, younger children make progress in all areas of development. They are becoming confident communicators and develop their vocabulary. Older children learn new words and phrases as they listen intently to familiar stories. Older children develop their independence as they put their shoes on ready to play outside. Children have great fun. They develop their imagination and link their learning to cooking activities that they have taken part in. They develop the small muscles in their hands as they learn to use scissors and explore exciting activities linked to their interests. Children develop their understanding of early mathematics. They count and compare the different sizes of shapes on a light box. This helps children develop their skills for their eventual move to school.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour and daily routines. Children know the routines of the day well. The childminder works closely with parents to ensure that new starters' care routines are consistent and reflect their home routines. Babies settle quickly in the care of the nurturing childminder. She offers them plenty of cuddles if they need a little reassurance. This helps children feel safe and secure. Older children develop their independence as they learn to wash their hands before mealtimes. They help prepare their healthy snacks. This helps children develop healthy habits for future learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Mostly, children are engaged in their learning. Older children thrive as they mix sand and water. They talk with their friends about their ideas. Children play well together and take turns as they scoop and mix their 'potions'. However, young children are not always supported to develop their next steps of learning and development. This is because the childminder does not constantly consider how to promote engagement in some adult-led activities with some of the younger children.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance and shares the expectations with parents. This helps keep children safe and also supports children in readiness for their eventual move to school.

p.2

Children's welfare and wellbeing Expected standard

The childminder takes time to get to know the children and families. From the outset, she works with parents to gather information about children's care routines. This helps her plan and adapt her care routines to meet the needs of the children. As such, children build warm and trusting relationships with the childminder and any assistants she may work with. However, the childminder has not considered how to consistently implement the key-person approach in her setting. This means that children's precise next steps of learning are not always met. That said, babies are settled and explore the resources on offer. The childminder supports children's emotional wellbeing. She is kind and praises children's efforts, helping to build their confidence and self-esteem. The childminder responds sensitively to children's emotional needs, offering comfort, reassurance and encouragement when needed. This helps children develop their emotional wellbeing.

p.2

Children's welfare and wellbeing Expected standard

The childminder uses her routines to develop children's understanding of how to keep themselves healthy. For example, children know to wash their hands before mealtimes and after playing in the garden. The childminder gently reminds children to have regular sips of water throughout the day. This helps children develop healthy habits for the future.

p.3

Curriculum and teaching Expected standard

The childminder has high aspirations for children's learning and development and has designed an ambitious curriculum. She assesses children's progress and shares information with parents to support learning at home. The childminder's planning is typically informed by what children need to learn next. This helps children generally make steady progress in their learning, including any children who may face barriers to their learning. However, the childminder has not yet considered how to consistently support younger children in their learning. For instance, older children benefit from the well-planned activities that help them develop their skills for later life. Younger children are happy and explore the environment, but the childminder's curriculum is not consistently adapted to help younger children make rapid progress in their development.

p.3

Curriculum and teaching Expected standard

The childminder focuses on developing children's communication and language skills. She uses open-ended questions as children develop their love of stories. This helps children develop their growing vocabulary. The childminder weaves mathematics throughout the curriculum. Older children count and identify shapes. Younger children explore weight and measurement as they use containers to transfer water in the mud kitchen. The childminder encourages children to develop their physical skills. Babies crawl and pull themselves up, developing the core muscles in readiness for later walking. Older children have ample opportunities to develop their large muscles as they run and jump in the well-planned garden.

p.3

Inclusion Expected standard

Although there are currently no children with special educational needs and/or disabilities (SEND), children from disadvantaged backgrounds or children known to children's social care attending, the childminder demonstrates an understanding of inclusive practice. She completes baseline assessments when children start at her setting, alongside parents. This helps her to identify any additional support that children may need. The childminder understands how to adapt activities for children with SEND and the different strategies she could put in place until children receive guidance from other professionals. She discusses how she would work with other professionals to support children's next steps in learning. For example, she completed transition reports for children who leave for nursery or school. This two-way approach provides continuity of care for children.

p.3

Inclusion Expected standard

The childminder has links with the local authority and knows how to access additional funding to support children's individual needs. She discussed how she would use any funding to develop her knowledge on how to provide care for children with SEND, including any resources that would support children's learning and development. The childminder develops her knowledge of how to identify any children that may face barriers to their learning. For example, she developed her understanding of activities to support children with delays in their communication and language.

p.3

Leadership and governance Expected standard

The childminder has created a home-from-home setting, alongside any assistants she may work with. She is reflective and generally identifies areas of development. For example, she recognises that although her curriculum supports older children's learning and development, this is not as consistent for younger children. The childminder has not yet considered how to develop her curriculum and knowledge to support younger children further, and this is in its infancy.

p.4

Leadership and governance Expected standard

Assistants who the childminder works with report that they feel very well supported in their roles. They say that the childminder has regular meetings with them to identify any training needs. For instance, assistants say that recent training in safer sleep has ensured that the childminder's policies and procedures are consistently followed. This helps keep children safe.

p.4

Leadership and governance Expected standard

Partnership working with parents and carers is highly effective. The childminder communicates daily with families about children's experiences, routines and development. She encourages parents to continue children's learning at home through targeted activities. She knows how to work with other professionals. This ensures that there is a coordinated approach for children with special educational needs and/or disabilities. The childminder has developed relationships with the schools and nurseries. This helps her to share information in readiness for children's eventual move to school.

p.4

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

Children thrive in the care of the friendly, calm childminder. Babies benefit from the well- planned settling-in sessions when they start at the childminder's home. The childminder invests her time in getting to know the children's likes and dislikes, alongside their individual care routines. Babies snuggle in as they have their morning milk and settle for their morning sleep. Older children invite the childminder into their chosen play. They demonstrate they feel safe and secure in this home-from-home environment. Children's wellbeing is at the heart of the childminder's practice. She is responsive to the care of babies and their unique needs. The childminder typically adapts her interactions to support children's next steps of learning. Babies are immersed in sensory baskets as they squeeze soft balls and begin to throw them. They crawl along the soft matting to quickly repeat this. This helps babies develop their muscles for later walking. Toddlers engage in

p.4

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

stories and carefully turn the pages of the books. They listen well and repeat some of the familiar phrases. Older children speak with confidence and learn new words through the well-planned adult-led activities.

p.5

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

The childminder skilfully weaves mathematical language and early counting into everyday routines and teaches children the importance of oral hygiene. Children carefully use child- sized knifes to help prepare their snack. They concentrate intently as they cut the various healthy fruits. Younger children learn to drink from open cups, and babies are encouraged to use a spoon. This helps children develop their independence within her routines.

p.5

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

Children thoroughly enjoy exploring the childminder's garden in all weather. Toddlers watch in awe as a windmill blows in the wind. Older children choose from the various ride along toys and are kind as they help push the younger children around the garden. Children have ample opportunities to develop their physical skills.

p.5

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

The childminder is passionate about children developing their social skills. She plans a wealth of regular outings to places of natural beauty, local shops and visits to the library. These experiences help children understand their community and the wider world. Children are becoming confident communicators and enthusiastic learners, and they are well prepared for their next stage of education.

p.5

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

The childminder works with parents to promote punctuality and children's attendance. This helps children prepare for their eventual move to school.

p.5

Next steps

The childminder should continue to develop her curriculum to ensure that younger children consistently benefit from the planned activities. The childminder should review her key-person approach so that younger children's next steps of learning are swiftly identified and woven into her daily teaching.

p.5

About this inspection

The inspector spoke with the childminder, children, parents and carers during the inspection.

p.5

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.5

About this setting

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

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.7

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.7

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.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7