Ling, Jenna Clare

Childminder

Unique reference number (URN): 2827785 Registered with Ofsted: 27/03/2025 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

Curriculum and teaching Strong standard

The childminder has a clear and ambitious curriculum and an excellent understanding of how young children learn. Interactions are consistently high quality and this is a real strength of the setting. She expertly balances explicit teaching with guiding children's play, knowing when to introduce new learning, when to extend children's ideas and when to allow them time to explore and solve problems for themselves. She draws on her experience, knowledge of individual children and professional development to introduce purposeful experiences, building on what children know and narrow gaps in their learning.

p.2

Curriculum and teaching Strong standard

The environment is thoughtfully planned and highly effective. Children independently select resources, follow their interests and use their own ideas. Planned experiences are skilfully adapted for different ages and stages. During play dough activities, for example, younger children develop strength and coordination as they manipulate dough, while older children add flour, use more challenging tools and extend their learning.

p.2

Curriculum and teaching Strong standard

Early mathematics is expertly woven through routines, songs and play. Children count, compare size and explore capacity. Outdoors, they investigate how to refill and operate the water dispenser, testing their ideas and solving problems. These carefully considered experiences promote curiosity, sustained concentration and confidence to keep trying, while ensuring children across all age groups are appropriately challenged and children with barriers to learning are included.

p.2

Achievement Expected standard

Children make secure progress from their individual starting points and develop the knowledge and skills they need for their next stage. Children become confident communicators because language is prioritised throughout their day. They hear rich vocabulary, learn to extend their sentences and confidently share their ideas. For example, when children notice that bananas can be different colours, they learn why they change from green to yellow and begin to understand new words such as 'ripe' and 'ripening'. Children develop a genuine love of books and independently choose favourite stories to share with adults.

p.2

Achievement Expected standard

Children are proud of their achievements. Children across the different age groups develop increasing independence in managing their personal care, following routines, making choices and solving problems for themselves. Children who face barriers to their learning and/or wellbeing benefit from some adaptations that help them remain included and continue to progress.

p.2

Achievement Expected standard

Overall, children are well prepared for change. Those moving on to nursery benefit from close communication between settings, helping to provide continuity in their learning, care and development. However, the childminder does not always implement further strategies to ensure children facing additional barriers are also fully prepared for what comes next.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has clear expectations for children's behaviour and establishes calm, familiar routines that children of all ages understand. Children follow the rhythm of the day well. They wash their hands before meals, sit together to eat and recognise that the 'tidy up song' means it is time to put resources away. Rhyme time, outdoor play, regular school runs and exercise help children feel secure and know what is coming next.

p.3

Behaviour, attitudes and establishing routines Expected standard

Relationships are warm and respectful. The childminder models polite language, kindness and consideration for others. Children respond positively, follow instructions and learn to cooperate. When children find sharing or waiting more difficult, they select a timer and understand that when it finishes, it will be their turn. This supports younger children to begin developing important social skills alongside their friends. However, the childminder does not always implement a range of strategies to help emotional regulation and promote discussions about feelings.

p.3

Behaviour, attitudes and establishing routines Expected standard

Overall, children show positive attitudes to learning. They concentrate, persevere and confidently explore. Praise is meaningful and helps children recognise when they have behaved kindly or worked well with others. The childminder understands the importance of regular attendance and follows up unexpected absences. Children attend well, which helps them benefit from the familiar routines and learning experiences she provides.

p.3

Children's welfare and wellbeing Expected standard

Children's individual care needs are met thoughtfully and sensitively. The childminder knows children and their families well and follows their individual sleep, feeding and personal care routines. Babies and younger children develop secure attachments from the outset. Children confidently seek reassurance, express their needs and return to play feeling settled. Those facing barriers to their wellbeing receive additional reassurance and a calm, responsive approach.

p.3

Children's welfare and wellbeing Expected standard

Children learn to manage their personal care with increasing independence. Toilet training and hygiene are supported sensitively and with respect for children's privacy. Children also begin to recognise and express their emotions. They know adults will listen and support them and can use experiences, such as the 'spinning chair', when they need help to regulate.

p.3

Children's welfare and wellbeing Expected standard

Children's physical development is prioritised through daily outdoor play, walking, nature walks and visits within the local community. These experiences help children develop their physical skills while learning how to keep themselves safe when out and about.

p.3

Children's welfare and wellbeing Expected standard

Children learn about healthy choices, including exercise, food, hydration and screen time. However, opportunities to deepen children's understanding of healthy lifestyles through a wider range of practical experiences are not yet fully developed.

p.3

Inclusion Expected standard

The childminder has high expectations for all children and knows them and their families well. This helps her notice changes in children's development, behaviour or wellbeing and identify where additional help may be needed. She has a secure understanding of child development and has completed additional training around special educational needs and/or disabilities (SEND). Although no children currently attending have identified SEND, she understands how to identify emerging barriers and take appropriate action. Strategies such as visuals, familiar routines and adapted language help children participate fully.

p.4

Inclusion Expected standard

The childminder is responsive when children's circumstances change. She works closely with families, providing reassurance and adapting routines to help children remain settled and make progress. She understands that disadvantaged children may need additional support.

p.4

Inclusion Expected standard

Overall, the childminder makes meaningful daily adaptations. However, she does not routinely seek additional professional advice from outside agencies to put more specific, targeted support in place, so that outcomes for children needing additional support are maximised.

p.4

Leadership and governance Expected standard

The childminder has an ambitious vision for the care and education she provides. She manages her home and resources effectively and makes thoughtful decisions about what children need. She reflects on her daily practice and takes action when improvements are identified. She also considers her workload carefully and has chosen systems that allow her to monitor children's progress without creating unnecessary paperwork.

p.4

Leadership and governance Expected standard

Partnerships with parents and carers are a real strength. Parents describe the childminder as reliable, dedicated and professional. They value the regular communication they receive and the wide range of experiences that support their children's development. Children settle quickly and transitions are managed thoughtfully. The childminder communicates with other settings to share relevant information and provide continuity in children's care and learning.

p.4

Leadership and governance Expected standard

The childminder keeps her knowledge up to date and accesses statutory and wider professional development for herself and her assistant. However, she does not yet routinely evaluate the setting's strengths and areas for improvement in enough depth or seek more targeted professional development opportunities that would enhance the setting even further.

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

Children are warmly welcomed into a homely, nurturing setting where they quickly develop a sense of belonging. Children find their names when they arrive, greet their friends and settle confidently into familiar routines. Children know what happens next and feel safe and secure. They eagerly join rhyme time, choose favourite songs, such as 'Sleeping Bunnies', and delight in singing and doing the actions together.

p.5

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

Children form close relationships. Children confidently seek reassurance when they need it and quickly return to their play. They learn the names of their friends and develop important social skills. Children who find waiting or sharing more difficult successfully use strategies, such as a timer. They hear polite language throughout the day and learn to use good manners, cooperate and show kindness towards others.

p.5

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

Children are curious and enthusiastic learners. Children concentrate for sustained periods as they push pipe cleaners through different-sized holes, investigate how balls travel through runs and explore play dough and water. They confidently make choices and try out their own ideas. Children persevere when something is difficult and proudly announce, 'I did it!' when they succeed. They are keen to share their achievements with others.

p.6

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

Children of all ages are fully included. Children benefit from experiences that are carefully matched to their individual development, including the youngest children. They make progress from their starting points, particularly in their communication, independence and confidence. Children who have barriers to learning or receive additional funding receive support that enables them to continue participating alongside their friends.

p.6

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

Children develop valuable skills for their next stage of learning. Children wash their hands, tidy away, make choices at snack time and increasingly manage their own care needs. They enjoy books throughout the day and confidently ask adults to read their favourites as they develop a love of reading.

p.6

Next steps

The childminder should strengthen targeted support for disadvantaged children and those facing barriers to learning or wellbeing even further, including seeking additional professional guidance and making purposeful use of available funding to help them make the best possible progress. The childminder should evaluate the setting's strengths and areas for improvement more precisely and use this to identify relevant professional development that will have the greatest impact on children's care, learning and outcomes. The childminder should deepen children's understanding of healthy lifestyles through a wider range of meaningful experiences that help them learn about nutritious foods, physical activity and the choices that support their health for the future.

p.6

About this inspection

The inspector spoke to the childminder and parents 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 : 07:30 - 18:00

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