Ollett, Jennifer Emma

Childminder

Unique reference number (URN): 2820595 Registered with Ofsted: 24/01/2025 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

Achievement Expected standard

Generally, all children, whatever their starting points, achieve well. This includes children with special educational needs and/or disabilities and other vulnerable children. Children have secure understanding of the world. They explain that freshly cut flowers need to put into water to survive. Children tell each other to call emergency services as part of their rescue mission in imaginative play. They express themselves clearly and fluently. Younger children babble and learn new words. They enjoy listening to stories and browse through their favourite books. Children count securely and know names of different shapes. They use mathematical language to compare length, such as short and long. Younger children learn to balance and walk steadily. Children steer push bikes carefully around the garden. They learn how to kick and throw balls. Children learn how to dress themselves as they put on costumes during role play. Younger children learn how to feed themselves.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are enthusiastic learners who show interest in the world around them. Overall, they concentrate well on activities. Children work effectively together and take on different roles as they take part in imaginative play. They show kindness to others. For example, children invite other children to make fruit pies with them in the outdoor play house. They make pretend ice creams and offer them to others.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children act in positive ways, and the childminder manages their behaviour well. She is calm, gentle, fair and consistent. They are aware of the childminder's expectations and learn to share and to take turns effectively. For instance, children use sand timers to know when it is their turn to use an outdoor toy. Children form warm relationships with each other. They greet each other with a smile and play cooperatively together. They listen to each other and develop stories together.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder tells parents about planned outings or activities, and this helps to encourage parents to bring their children regularly. She explains how regular attendance helps children to build relationships with each other and gets them used to routines. The childminder explains to parents how this helps to prepare children for their next stage of learning.

p.2

Children's welfare and wellbeing Expected standard

The childminder supports children's understanding of a range of different feelings. For example, she teaches children names of emotions. The childminder uses books and discussion to help children to understand and learn how to manage different feelings. This helps children to learn to understand themselves and others.

p.2

Children's welfare and wellbeing Expected standard

The childminder regards children's safety with high importance. She carries out daily risk assessments indoors and outdoors to reduce the risk of hazards. The childminder ensures that mealtimes are safe. She ensures that children are seated securely and are supervised closely by the childminder and her staff. The childminder provides nutritious meals and snacks that meet special dietary needs. She follows safer eating guidelines to ensure that the food is prepared and served to children in suitable ways. This helps to keep children safe. However, the childminder has not fully developed children's understanding of the value of eating well. This means that children are not consistently aware of how food helps the body.

p.2

Children's welfare and wellbeing Expected standard

The childminder provides sleep routines that follow safer sleeping government guidelines. Children are provided with appropriate rest facilities, and there is always a member of staff with them to supervise children as they sleep. This includes regular checks to protect children from harm.

p.3

Children's welfare and wellbeing Expected standard

The childminder teaches children how to act in safe ways. For example, she reminds children to use their 'walking feet' indoors and explains that if they run, they may fall over. The childminder teaches children not to climb on furniture and reminds them of the dangers of this. She teaches them about road safety, and children act in safe ways. The childminder adapts routines to meet the needs of children with special educational needs and/or disabilities and other vulnerable children.

p.3

Curriculum and teaching Expected standard

The childminder links the curriculum to the early years foundation stage, children's ideas and children's next steps for learning. The childminder ensures that all curriculum activities are accessible to children with special educational needs and/or disabilities and other vulnerable children. She adapts activities to meet the specific needs of children effectively.

p.3

Curriculum and teaching Expected standard

The childminder supports children's early mathematical skills well. She asks children to work out the number of cups needed at snack time to enable children to practise their counting skills. She sings number songs and rhymes with children, and this helps them to learn number names. The childminder teaches children different shape names as they roll and cut out shapes in play dough. She helps children to gain effective communication, language and literacy skills. For instance, she supports and extends children's ideas as they create superhero imaginative stories. The childminder gives children rescue missions, and this leads to children using lots of language to describe their story. However, at times, background music is played continuously, and occasionally, this leads to children becoming distracted in their play. This means that, at times, children are not consistently focused on activities.

p.3

Curriculum and teaching Expected standard

The childminder ensures that children have lots of opportunities to practise a broad range of physical skills. She provides music and movement sessions where children learn how to move in different ways, such as jumping like a frog. The childminder takes children to the local park each day to practise their running, climbing and balancing skills.

p.3

Inclusion Expected standard

The childminder is alert to any signs that a child may be in need of extra support in their learning. She talks to parents and uses general observations of children, along with progress checks at age two years to identify a child's needs. The childminder guides parents appropriately by suggesting they contact their doctor or health visitor for further help. She adapts activities to meet the specific needs of any children with special educational needs and/or disabilities (SEND) and other vulnerable children. For example, the childminder makes effective use of children's interests to support engagement in learning.

p.3

Inclusion Expected standard

Some staff have completed training in supporting children with SEND, and they make effective use of this to promote best outcomes for children. The childminder understands the importance of sharing information with parents and other professionals. She ensures regular exchanges of information with parents and, where relevant, health professionals. The childminder uses these exchanges to inform planning and setting of relevant goals for children with SEND and other vulnerable children.

p.4

Leadership and governance Expected standard

The childminder values the role that parents play in their child's learning and development. She works closely with parents to support children's progress in areas, such as behaviour management. The childminder provides regular updates on children's progress and activities in different ways. For instance, she talks with parents each day and provides updates through secure electronic messaging.

p.4

Leadership and governance Expected standard

The childminder works well with her assistants. She monitors and supports their work effectively. The childminder meets with them individually to discuss and support their work. She provides lots of opportunities to improve their skills and knowledge. For example, her assistants have completed training on supporting children's mathematical development and working with parents. This has led to improved awareness and better outcomes for children.

p.4

Leadership and governance Expected standard

The childminder promotes the wellbeing of her assistants securely. She regularly and informally talks to her assistants to find out how they are. The childminder offers any support needed and gives them gifts to show her appreciation. The childminder and her assistants take annual holidays. This helps to maintain an effective work life balance.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

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 arrive with eager excitement and happily take part in activities at this child-centred setting. Children and their families are openly welcomed, and this helps them to feel a sense of belonging. New children are given as much time as they need to get familiar with the setting and receive lots of individual care from the childminder. This helps children to feel valued and to build warm relationships with the childminder. Children feel reassured and safe as the childminder interacts with them in positive ways. For instance, they are comforted as she speaks to children in a gentle tone of voice. They relax and feel secure as the childminder smiles at children and gets down to their level.

p.5

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

Overall, children make secure progress in their learning and development, whatever their starting points. The childminder makes useful adjustments to the curriculum to meet the needs of children with special educational needs and/or disabilities and other vulnerable children. She supports children's understanding of the world effectively. For example, children learn about the role of people who help us, such as fire fighters. They learn how things grow and where food comes from as they plant tomatoes with the childminder. Children learn about wildlife as they observe and talk about ducks at the local pond with the childminder. They gain secure creative skills. Children enjoy sculpting and moulding play foam to create pretend ice-cream cones. They explore the different sounds of musical instruments. Children relate well to each other and create stories together in the garden. Children have very secure attendance, and this helps them to get used to routines before

p.5

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

starting school. They learn valuable skills in preparation for their next stage of learning.

p.5

About this setting

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

p.6

Facts and figures used on inspection

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

p.6

Next steps

The childminder should review the use of background music during play so that children can consistently sustain their concentration and remain focused on their learning. The childminder should consistently support children's understanding of the value of eating well.

p.6

About this inspection

The inspector spoke with the childminder, staff and children. She also considered comments from 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. This data is from 3 September 2026

p.6

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.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. 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.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