Summers, Stephanie Evelyn

Childminder

Unique reference number (URN): 2840641 Registered with Ofsted: 02/07/2025 Registers: EYR, CCR, VCR

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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 Expected standard

Children develop age and stage appropriate knowledge and skills across all areas of learning. They typically achieve well from their starting points. This is reflected in areas of confidence, communication and language, and self-help skills. This includes children who face barriers to learning and/or wellbeing. As a result, children generally become confident explorers from a young age, as they freely access stimulating resources. They quickly develop skills in cutting up their snacks, washing up, baking and creating using a variety of resources, thriving on the experiences offered.

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Achievement Expected standard

Children also develop individual ways to express themselves and develop their sense of identity, for example, through role play, singing and sensory play. They tend to enjoy opportunities to explore their developing interests at the setting. Children also develop a love of reading and storytelling through their experiences. They ask questions to find out more, then sing songs related to the story to bring the story to life. This includes children who face barriers to learning and/or wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

The childminder acts as a positive role model for how she wants children to behave. This includes teaching children the concepts of sharing and taking turns. She has clear routines embedded, using gentle guidance to support children to access activities. Children generally behave well. They typically know what is happening throughout the day, as the childminder explains clearly. Children want to be kind to others. They, therefore, share and play nicely together. They make deep friendships and positively interact with others throughout the day. The childminder does not always encourage older children to tidy away resources between activities. This does not support children's understanding of looking after resources and environments.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows each child well and their individual circumstances, likes, dislikes and family situations. She skilfully adjusts expectations for behaviour for different ages, supporting children to recognise their own emotions using visual representations as well as considering how others are feeling in situations.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of regular attendance at her setting. She actively encourages children and families to attend by regularly sharing the activities and events that children enjoy each day. Parents appreciate the regular updates and photos. They want their children to enjoy these carefully planned experiences. This includes children who face barriers to learning and/or wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder has created policies and practices to typically support the welfare, mental health and wellbeing of children. She is gentle, supportive and encouraging, developing close bonds with children, who settle quickly. The childminder is receptive of children's individual situations and developmental needs. She recognises quickly if children require additional support. This ensures that children feel secure and happy and includes children who face barriers to learning and/or wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder has created a safe, welcoming space where children enjoy play, learning and social activities. Children tend to confidently choose songs to sing and dance to or relaxing music that helps create a calm environment. The childminder supports children's understanding of emotions. She teaches them to recognise, express and manage their emotions through visual representations, conversations and daily check-ins.

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Children's welfare and wellbeing Expected standard

The childminder provides daily opportunities for children to access outdoor learning in her safe garden. She also takes children out into the community. Children enjoy trips to the local park to visit the museum and gardens on site. They also enjoy attending toddler sessions or visiting animals at the pet shop. These opportunities typically help children to respect nature and develop a sense of belonging in their community. The childminder also closely supports hygiene practices and healthy living. Children brush their teeth after lunch to promote their oral health. They enjoy healthy snacks and lunches with the childminder, who closely follows safe eating and sleeping guidelines. This helps to support individual children's needs.

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Curriculum and teaching Expected standard

The childminder has created an ambitious curriculum and has a strong understanding of how children learn. She adopts a clear action plan for further developing her provision for both indoors and outdoors learning. The childminder is clear on what she wants children to know and do. She is clear on how to teach them to build on skills and knowledge to an expected level for their age. The childminder is aware of the skills to build on to prepare children for future learning. She uses guidance and legislation plus her own knowledge and experience to develop her curriculum. Children love to find new ways to express themselves. Whether they are singing and dancing or role playing, children enjoy these opportunities. This includes children who face barriers to learning and/or wellbeing.

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Curriculum and teaching Expected standard

The childminder generally includes literacy and mathematics teaching in most activities throughout the day. Children explore stories and enjoy listening to them, being keen to find out what happens next. They explore colours, shapes and sizes when creating food and meals in the play kitchen. During activities, the childminder typically differentiates between different ages and stages of development, in order for all children to access learning. She does not currently offer challenge and extension for older children. This means that children's learning and thinking is not taken to the highest possible levels.

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Inclusion Expected standard

The childminder works hard to establish professional relationships with parents, with clear settling-in processes for children. She creates developmental targets for children based on her discussions with parents and in getting to know children well. The childminder is, therefore, generally quick to recognise and support if children are at risk of facing barriers to learning or are going through these situations. Parents appreciate her flexibility and the support she offers to their family situations.

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Inclusion Expected standard

Children settle quickly and form close bonds with the childminder, as well as friendships with other children. Over time, children tend to make pleasing progress across all areas of learning. The childminder is able to recognise this from regular observations and using her knowledge of how children learn to monitor children's development.

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Inclusion Expected standard

The childminder is aware of the skills that children need when transitioning to school and how to teach these aspects, such as self-help skills. Children become confident in self- serving and cutting up food, washing their hands, washing up bowls and cups and dressing themselves. They typically start to develop some early reading and writing skills. This includes children who face barriers to learning and/or wellbeing.

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Leadership and governance Expected standard

The childminder reflects on her practice and generally has plans in place to develop areas of her provision. For example, she has identified how she can improve some aspects of the outdoor space and early writing opportunities. She generally has high standards for herself and for children's learning and development. The childminder takes regular mandatory training and takes steps and actions to drive improvement. She is proactive in finding relevant training in areas of interest and areas that will support the children she cares for.

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Leadership and governance Expected standard

The childminder takes consideration for her own workload and wellbeing. She has strong support from her family and other local childminders.

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Leadership and governance Expected standard

The childminder has developed strong parent partnerships. Parents feel welcomed in a safe inviting environment. They recognise that their children form close bonds with the childminder, settling quickly. The childminder establishes effective information-sharing with parents. She regularly updates them on what their children have learned and enjoyed each day. The childminder spends time creating a variety of activities and regular outings for children. Parents have noticed positive differences in their children's development in short amounts of time. The childminder ensures that she is flexible and supportive to their individual circumstances, which they appreciate.

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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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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary 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 enjoy attending this inclusive setting. They settle quickly and form close bonds with the supportive childminder. Children love exploring the stimulating indoor and outdoor environments, alongside other children, the childminder and her pets. They access resources and settle into play situations with ease. Children seek out others to form friendships and share experiences with. They adore the childminder's puppy, giggling as he chases with toys in the garden. Children learn how to take care of young animals as a result.

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

Children broaden their understanding of the wider world. For example, they visit the museum and gardens at a local park, attend toddler sessions or visit animals at the pet shop. They tend to engage with activities for prolonged periods of time, showing positive attitudes to learning. This is due to the carefully planned activities around children's interests and developmental needs. Children excite in pouring water into different-sized containers. They explore sand and the textures they can make when scooping and pouring cornflour and water.

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

Children communicate their wants, needs and interests with growing confidence, as the childminder acts as a clear model in language-rich environments. Children make pleasing progress with their communication and language as a result. They develop their imaginations during role play in the play kitchen or when playing with dolls and buggies. Children thrive on the praise and encouragement from the childminder. They tend to, therefore, make positive progress from their starting points in learning. They are well prepared for the next stages of learning, as they build on what they know and can do. This includes children who face barriers to learning and/or wellbeing.

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About this setting

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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Next steps

The childminder should further encourage older children to tidy up before changing activities to develop respect for resources and the environment. The childminder should extend older children's learning to further promote problem- solving and higher-level skilled thinking during play.

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About this inspection

The inspector spoke with the childminder and viewed written feedback from 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 9 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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