Jowers, Laura Ashley

Childminder

Unique reference number (URN): 2846796 Registered with Ofsted: 09/07/2025 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 Strong standard

Children find the childminder incredibly enthusiastic and encouraging. Children know that they will have fun during activities, so they become keen to join in. Children stay engaged in activities for prolonged periods of time due to the stimulating nature, challenges and extensions of learning. They develop incredible perseverance from a young age and are keen to learn more. Children quickly gain the confidence to ask questions, make comments and join conversations, due to the language-rich environments that they play in. They find enjoyment in expressing themselves in many ways, such as through play-dough creations, mark making, singing or role playing.

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Achievement Strong standard

Children develop their confidence in accessing creative activities, using all their senses to explore. They also acquire excellent skills to prepare themselves for future learning. This includes drinking from open cups, washing their hands and dressing themselves. They take pride in taking care of their own personal needs and thrive on the praise from the childminder. This includes children who face barriers to learning and/or wellbeing. All children, therefore, make incredible progress from their starting points.

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Behaviour, attitudes and establishing routines Strong standard

Children behave superbly. The childminder acts as an incredible role model for kindness, respect and manners. Children seek others out to build friendships and enjoy play experiences together, learning to share from a young age. The childminder skilfully adapts activities so that children receive the right levels of challenge, encouragement and praise. She makes activities exciting for children, so they approach learning with positive attitudes, engage for prolonged periods and experience high-level learning. All children make excellent progress towards their developmental targets.

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Behaviour, attitudes and establishing routines Strong standard

The childminder embeds consistent routines and behavioural expectations each day. She explains the daily plans and gently guides children using clear instructions. Children know what is happening now and next. They look forward to each activity, and transitions between activities run calmly and smoothly. Children are keen to copy the childminder's role modelling, so they help to tidy up after play, ready for the next activity. This includes children who face barriers to learning and/or wellbeing, as all children are included in all aspects of the routines and encouraged in the same way to participate.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of punctuality and attendance. She carefully monitors this and encourages children's regular attendance through regularly sharing information about planned activities. Parents and carers appreciate knowing that their children are having fun while learning.

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Children's welfare and wellbeing Strong standard

The childminder implements practices for supporting children's safety, wellbeing and welfare. She gets to know each child and their family well, building close bonds. She has extensive knowledge of how children learn and seamlessly creates tailored learning experiences. The childminder adapts all activities and interactions for children's learning styles to give them the best support she can. When teaching children about emotions and relationships, children think about how others might be feeling, as well as recognising their own feelings and emotional responses. Children, therefore, become self-aware and respectful. They build deep friendships and seek others out for play experiences.

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Children's welfare and wellbeing Strong standard

The childminder embeds consistent routines for children, who behave brilliantly. She thoroughly promotes good hygiene, as well as teaching children to develop healthy lifestyles. This includes healthy eating and daily outdoor activities. The childminder also regularly takes children on community visits to places, such as local sea-life centres, rhyme- time sessions at the library, play groups and the beach. Children learn to respect nature and develop a sense of belonging in their community.

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Children's welfare and wellbeing Strong standard

The childminder is incredibly flexible with children's schedules and adapts her meal and nap times to suit their needs. She closely follows all guidance for supporting children's sleeping, weaning and feeding, supporting their individual journeys effectively. This includes children who face barriers to learning and/or wellbeing.

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Curriculum and teaching Strong standard

The childminder has developed an incredibly ambitious curriculum for all children. She uses her excellent knowledge of how children learn, and her knowledge of each child, to create wonderful opportunities for learning across all areas. Children have daily opportunities to develop their expressive skills through multi-sensory activities, role play, singing and mark making. They develop a love of reading through regular stories read by the expressive childminder, which often extends into songs with actions to bring stories to life. Children, therefore, learn the stories quickly and relish the opportunities to replicate the characters and themes in different ways. Within all experiences, the childminder expertly takes every opportunity to extend learning. By challenging children, asking questions and encouraging problem-solving, the childminder wonderfully extends children's thinking to high levels.

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Curriculum and teaching Strong standard

The childminder meticulously integrates mathematics into her curriculum. She asks children questions about amounts, shapes and sizes, and sets them challenges while they play. Children make notable progress in their mathematical knowledge as a result. This includes children who face barriers to their learning and/or wellbeing, as the childminder works hard to reduce these barriers. The childminder also provides daily opportunities for children to develop their physical skills, especially when outdoors, balancing on stepping stones or chasing and popping bubbles. They also go on regular walks and trips in the local area. Children develop their social skills by integrating with other children in their community. All children make excellent progress across all areas of learning from their starting points.

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Inclusion Strong standard

The childminder has excellent settling-in processes to get to know children and families. She uses information from discussions, along with observations, assessments and extensive knowledge of how children learn, to plan tailored learning experiences. These are based on children's interests and developmental needs. The childminder also adapts her communication and complexity of teaching to ensure that all children have the same opportunities for learning. This includes children who face barriers to learning and/or wellbeing. The childminder is keen to discover how each child learns best, using this knowledge to select achievable learning goals. She uses her excellent teaching skills to extend children's learning to high levels. Therefore, all children make excellent progress from their starting points. They develop extensive skills that support them into their next phase of development.

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Inclusion Strong standard

The childminder is incredibly sensitive, flexible and supportive of each child's personal and family circumstances. She is quick to recognise when children require additional support or have emerging specific needs, and works closely with parents and other professionals to achieve shared goals and to put support in place. Through this, she is excellently able to reduce barriers to learning. This includes encouraging children to take part in creative activities in a safe environment. The childminder shows high levels of enthusiasm and encouragement. Children want to take part in activities as the childminder makes them look fun. She completes high-level training that she knows will increase her skills in areas that will support children and families that she works with. This ensures that children get the best possible care and education.

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Leadership and governance Strong standard

The childminder is highly reflective of her practice, with clear plans for development. This includes a recent garden development to extend children's outdoor learning opportunities. Children adore exploring the outdoor areas and engage in prolonged learning activities. She is mindful of her own wellbeing, making sure she has the necessary support in place. The childminder has completed high-level training to support the children and families that she works with. This includes areas relating to developing children's learning through high- quality teaching and monitoring children's development. As a result of training, the childminder has increased her own knowledge, confidence and skills to the highest level.

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Leadership and governance Strong standard

The childminder gets to know children and their families very well and is greatly thoughtful of their individual circumstances and needs. When making decisions, she acts with their best interests at heart to support and reduce barriers for children. For example, the childminder offers support and flexibility for children and their families when they face challenging and changing circumstances. This includes children who face barriers to learning and/or wellbeing.

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Leadership and governance Strong standard

The childminder has successfully built secure partnerships with parents and carers. Parents praise the childminder for how settled their children are and how they look forward to attending the setting. They appreciate the range of activities and opportunities that the childminder provides, especially outdoor experiences. Parents look forward to receiving daily photos and informative updates on what children enjoy and learn each day. They recognise the progress their children make across all areas of learning and the impact of the individualised care and the childminder's inclusive approach.

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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 thrive in this delightfully supportive environment. They come in confidently and find exciting play experiences to enjoy. Children quickly develop a sense of value and belonging, which supports them to learn and thrive. Children build close bonds with the enthusiastic and encouraging childminder. The atmosphere remains calm as the childminder is a consistent role model for kindness and respect. As a result, children feel safe, secure and motivated to engage in extended learning experiences.

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About this setting

All areas of learning are embedded, and the curriculum is designed well to enhance children's development. Children delight in exploring, using their senses in the garden. They listen for sounds of nature and planes in the sky, enjoying the challenge of finding the source of the sounds. Children engage in play dough activities for a prolonged time, as they are challenged to use their imagination and creative skills to weave different materials into the dough. Children focus as they thread beads onto pasta sticks and balance them carefully. They cheer with delight when they achieve their goals, thriving on the praise from the childminder.

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About this setting

Children listen to stories and songs with awe and wonder. They learn words and actions, and ask questions to find out what happens next in the story to learn more. Children benefit greatly from rich conversations and from learning new vocabulary. They learn mathematical and problem-solving skills. The childminder takes every opportunity to teach and encourage them, as they predict and find out answers from a young age. As a result, children make substantial progress from their starting points. They demonstrate excellent confidence and attitudes to learning. This includes children who may face barriers to their learning and/or wellbeing.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of any disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing that they may care for.

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About this inspection

The inspector spoke with the childminder and viewed written feedback from parents and carers 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. Unique reference number (URN): 2846796

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About this inspection

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

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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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