Duffin, Jade Amanda

Childminder

Unique reference number (URN): 2844436 Registered with Ofsted: 15/09/2025 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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Achievement Strong standard

Children make sustained progress from their individual starting points across the curriculum. The childminder's detailed knowledge of their development enables her to recognise what children have secured and build systematically on their emerging knowledge and skills. Children become increasingly independent, curious and confident learners.

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Achievement Strong standard

Children's communication and language develop particularly well. The childminder adapts her interactions when children need additional time to process spoken language. Giving children time to respond enables them to use their growing vocabulary with increasing confidence and provides further opportunities for the childminder to extend their communication. Children also make notable gains in their physical, personal and social development.

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Achievement Strong standard

Potential barriers are identified early and support is adapted so that children's individual circumstances do not limit what they achieve. Children develop secure foundations in communication, relationships, physical development, self-care and positive learning behaviours. Consequently, they are very well prepared for their next stage of learning and development.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive within a calm environment where expectations are consistent and familiar. Everyday routines are securely established, and children understand their role within them. They enthusiastically respond to familiar songs for activities such as tidying and handwashing and take increasing responsibility for keeping their environment safe and organised. This helps children become confident and capable in managing their own behaviour and routines.

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Behaviour, attitudes and establishing routines Strong standard

Relationships are warm and respectful. Children readily seek the childminder for comfort and interaction but are equally confident to become deeply involved in their own play. They learn to collaborate, share resources and accommodate one another. Children show kindness towards their peers and enjoy learning together.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a detailed understanding of children's age and stage of development. She adjusts her expectations accordingly. For example, when very young children are learning not to hit, she uses simple language, models appropriate actions and helps them understand immediate consequences rather than expecting them to understand abstract instructions. This supports children to develop positive social behaviour progressively.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes regular attendance and monitors children's absences and patterns of attendance. She understands that consistent attendance supports continuity in children's learning, friendships and settling and follows up unexplained absence appropriately. Children, therefore, benefit from predictable routines and sustained opportunities to learn and develop.

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Children's welfare and wellbeing Strong standard

Children receive sensitive care that reflects their individual routines, developmental stages and emotional needs. The childminder gathers detailed information about children's sleeping, feeding, nappy-changing and care arrangements and responds carefully as these change. Babies sleep in suitable spaces and are regularly checked. Feeding and eating routines reflect children's developmental needs and current safer-eating guidance.

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Children's welfare and wellbeing Strong standard

Children form secure attachments with the childminder. She notices and responds to their cues and provides reassurance, cuddles and co-regulation when needed. This is particularly evident when children first join the setting. They are supported to settle at their own pace while becoming familiar with other children and daily routines. Consequently, children become comfortable and confident in the childminder's care.

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Children's welfare and wellbeing Strong standard

Children learn to recognise, express and manage emotions. They use emotion pebbles and mirrors while the childminder models expressions and language for feelings, such as happiness, sadness and frustration. This gives children practical ways to communicate their emotions.

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Children's welfare and wellbeing Strong standard

Children develop a secure understanding of healthy routines, personal safety and self-care. They wash their hands, prepare fruit with appropriate utensils and learn how to eat safely. Opportunities for climbing, outdoor activity and increasingly independent care routines support their physical development. The childminder makes individual adaptations where necessary so that children can participate safely while developing confidence and independence.

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Curriculum and teaching Strong standard

The childminder has a secure understanding of the quality of her curriculum and continually refines what she provides. Her broad curriculum incorporates all areas of learning and is shaped by children's starting points, interests, developmental needs and ways of learning. She uses observations and assessments purposefully to identify what children know and can do and what they are ready to learn next.

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Curriculum and teaching Strong standard

Teaching is consistently responsive. The childminder understands when to model, narrate and extend children's thinking and when to step back so that they can explore independently. Recent training has strengthened her understanding of how children play and explore, which has influenced how she organises resources and interprets children's interests. Open-ended materials now support children to experiment, create and solve problems in different ways.

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Curriculum and teaching Strong standard

Language development is woven through everyday routines and play. The childminder introduces rich vocabulary during meaningful experiences, such as describing textures, actions and changes during water play, food preparation and outdoor exploration. Children hear varied mathematical and descriptive language and use it confidently as they count, compare and talk about what they notice.

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Curriculum and teaching Strong standard

Physical, personal, social and emotional development is prioritised through active play, independence, co-regulation and opportunities to understand emotions. The childminder adapts teaching for individual children and potential barriers. For example, she consciously reduces the amount of language she uses to allow greater processing time when children need it. This helps children organise their thinking and respond more confidently, taking a more active role in conversations.

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Inclusion Strong standard

The childminder creates an inclusive environment in which children's individual needs, identities and circumstances are understood and valued. She gathers detailed information from families and uses observation and assessment to notice small changes in children's communication, behaviour and development. She adapts her support promptly so that children continue to participate confidently and make progress.

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Inclusion Strong standard

The childminder works closely with families and seeks advice from appropriate professionals when needed. Adjustments are made thoughtfully and reviewed to check whether they are helping children take part and learn successfully. For example, changes to the environment provide safe opportunities for babies at different stages of physical development to explore and practise emerging skills.

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Inclusion Strong standard

Children encounter resources and experiences that reflect different cultures, families, religions and individual characteristics, helping them recognise themselves and others. The childminder understands how support and funding can help reduce barriers when needed and is proactive in making sure all children can take part fully in the provision.

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Leadership and governance Strong standard

The childminder has an accurate understanding of her provision and is committed to continually improving children's experiences. Self-evaluation is an ongoing part of her practice. She identifies priorities, records the changes she makes and considers their impact on children. Her decisions are informed by what she observes about children's experiences and development.

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Leadership and governance Strong standard

Professional learning is used purposefully to refine practice. The childminder considers what she has learned, applies this to her provision and evaluates the difference it makes. This has strengthened her understanding of how children explore and learn and influenced how she organises the environment, selects resources and decides when to become involved in children's play. She continues to identify opportunities to extend her knowledge and develop her practice.

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Leadership and governance Strong standard

Parents are valued as partners in their children's learning. Regular two-way communication enables the childminder and parents to share children's achievements, emerging interests and next steps. She uses this information to provide continuity between home and the setting and responds sensitively when families need additional support.

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Leadership and governance Strong standard

The childminder maintains professional connections that support her own wellbeing and development. She seeks advice when needed and exchanges ideas and practice with other childminders. This ongoing reflection, collaboration and engagement with families help her make well-informed decisions that keep children's needs and experiences at the centre of her provision.

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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 thrive in this warm, welcoming and nurturing home. They form secure relationships with the childminder and confidently seek her out to share ideas, involve her in their play or receive reassurance. New children settle at their own pace, becoming familiar with routines and other children. Children learn alongside one another happily. They cooperate, share resources and show care for each other, including helping to keep play spaces safe for younger children.

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

Children are curious and enthusiastic learners. They have extended periods to investigate open-ended resources, test ideas and solve problems. The childminder judges carefully when to join children's play and when to step back so that they can persevere independently. Children hear rich language throughout their play and routines and join songs, stories and conversations with enthusiasm. They develop confidence in communicating what they know, think and feel.

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

Children develop impressive independence through meaningful everyday experiences. They collect their belongings, wash their hands, pour drinks and prepare fruit using child-friendly utensils. They learn about the wider world through experiences that connect learning with

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About this setting

Register(s): EYR, CCR real life, such as shopping for ingredients, exploring nature and meeting people in their community.

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About this setting

Every child's uniqueness is valued. Children encounter resources and experiences that reflect different cultures, families and individual characteristics. The childminder works closely with families and adapts experiences when children face barriers to participation or wellbeing. Parents' knowledge enriches children's experiences. Children, therefore, develop a secure sense that they belong.

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About this setting

Children make sustained progress from their different starting points. They develop the communication, physical, social and practical skills they need to become increasingly capable learners. They are safe, happy and confident and very well prepared for their next stage of learning.

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Next steps

The childminder should continue to build on her reflective practice to further deepen her understanding of child development and further enrich the learning experiences she provides for children.

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About this inspection

The inspector spoke with the childminder and children 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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