Clark, Rebecca Louise

Childminder

Unique reference number (URN): 2843239 Registered with Ofsted: 07/08/2025 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 are happy and settled. They play well together with their friends and giggle as they pop bubbles outside. Children are becoming confident communicators. They show a keen interest in their favourite stories as they turn the pages of familiar storybooks. Children learn about different emotions as they talk about how the characters in the stories may feel. Older children talk and express their ideas well as they play. Younger children benefit from learning Makaton as they use signs with the childminder. Children are growing in independence. Toddlers learn to use cutlery to feed themselves, and older children fasten the straps on their shoes. Children jump and run with joy. They develop the small muscles in their hands as they use pretend knives to cut the role-play food. Children count and learn new concepts, such as half. This helps them develop their early mathematics.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations of children's behaviour, including children who may face barriers to their learning. She is a positive role model and through her interactions teaches young children how to share the resources in her home. For example, as children explore pretend play food, she helps children to take turns with her as they pass the various fruits and vegetables to her. This helps children to develop their early friendships as they mimic her behaviour. The childminder encourages children to develop their manners. She uses Makaton to sign 'please' and 'thank you' with the children, as well as clearly saying the words. This helps children develop their social skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder adapts her teaching to help children develop their behaviour. She works with other settings that children also attend to ensure that any strategies in place are consistent. This two-way approach supports children's development. The childminder plans activities, within her routines, which generally help children to develop their positive attitude to learning. However, sometimes, these are not aligned with the children's stage of learning. This means that children lose their focus and do not consistently develop their concentration skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance at her setting. This helps ensure that children are safe and benefit from her early years curriculum.

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Children's welfare and wellbeing Expected standard

The childminder develops warm and sensitive relationships with the children she cares for. She gathers information from the parents before children start and plans settling-in sessions for new starters. This helps her to meet children's individual care routines from the outset. This helps children feel safe and secure in the childminder's setting.

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Children's welfare and wellbeing Expected standard

The childminder teaches young children the importance of hygiene. She sings songs with children as they learn to wash their hands before mealtimes. The childminder plans activities to typically help children learn about healthy foods. She narrates as children play, talking about the benefits of healthy fruits. Furthermore, the childminder shares ideas with parents about healthy packed lunches. This helps children develop their healthy habits from an early age.

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Children's welfare and wellbeing Expected standard

The childminder places priority on developing children's physical skills. Children benefit from daily walks in the local forest and visits to local playgrounds. This helps young children to further their balance and early walking. The childminder organises her learning environment in her garden that promotes children's interests. For instance, children enjoy emptying and pouring water from different containers. The childminder teaches children how to keep themselves safe while they move around her home as she sensitively reminds them to walk as they explore the environment.

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Curriculum and teaching Expected standard

The childminder has typically designed an ambitious and well-sequenced curriculum across all areas of learning. She places children's communication and language skills at the heart of her setting. The childminder narrates children's play and repeats words to younger children, as well as using Makaton to help children develop their vocabulary. The childminder teaches children early mathematics as they count and use mathematical language in their play. She plans activities for the children within her curriculum. However, some activities are too complex for younger children. This means they lose focus and do not consistently build on what they already know and can do.

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Curriculum and teaching Expected standard

The childminder uses stories to help children understand and talk about their emotions. She supports children, including those who face barriers to their learning, as they discuss how characters may feel and uses visual signing, such as 'sad' and 'happy'. This supports children's understanding of their emotions.

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Curriculum and teaching Expected standard

The childminder prioritises children's personal, social and emotional development. She takes children to weekly groups to help build their confidence in larger social settings alongside regular trips in the local community. This helps children learn about the world around them.

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Inclusion Expected standard

The childminder has high expectations of all children's abilities. She has robust systems in place to monitor children's learning. The childminder works alongside parents and completes regular observations and assessments. This enables her to monitor children's progress and typically identify any emerging needs. However, the childminder has not yet identified how to further her knowledge through precise training on how to swiftly identify children with special educational needs and/or disabilities (SEND). The childminder knows how and when to engage the support of other professionals and external agencies, including how to seek any additional funding that children may be entitled to. She understands how to use funding to identify targeted training or resources to reduce any barriers to children's learning, promoting the individual needs of the children. The childminder generally understands how she would adapt the curriculum and plan targeted activities to ensure that

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Inclusion Expected standard

children with SEND make the best possible progress in their learning and development.

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Leadership and governance Expected standard

The childminder has a secure understanding of her strengths and the areas where further improvement is needed. She completes all mandatory training, including safeguarding and paediatric first aid, to ensure children's safety and wellbeing. The childminder also benefits from a supportive network of other childminders, with whom she regularly shares practice and ideas. This helps her reflect on her setting and continue to develop her practice. The childminder recognises that she has not yet fully explored wider professional development opportunities on how to consistently respond swiftly and effectively to the needs of children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder builds trusting relationships with families. She provides regular updates about children's learning and care routines. This ensures parents remain informed and involved in their children's development. Parents and carers speak positively about the setting. They value the childminder's nurturing approach. Parents comment that their children love attending the childminder's setting. The childminder builds secure relationships with families. She provides regular updates about children's learning and care routines. This supports parents to be informed and involved in their children's learning and development. The childminder has made links with other professionals involved in children's learning. This two-way approach provides further continuity to children's learning.

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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 the care of the nurturing childminder. The childminder takes the time to get to know the children and families she cares for. This helps her to generally support children who may face barriers to their learning. Children who may need a little reassurance demonstrate they feel safe and secure as they snuggle in for cuddles with the caring childminder.

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

Children know the routine of the day. This helps develop their independence. Children eagerly gather their shoes and waterproofs ready to explore the changes in weather outside. They listen well and learn to put on their coats and shoes. Children are kind and offer help to their friends with simple tasks. They are making friends with their peers as they play alongside each other. This helps them develop their positive behaviour.

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

Children have ample opportunities to develop their large muscles. They have great fun as they jump and splash in puddles in the childminder's garden. Toddlers develop their balance and walking as they navigate the different areas in the garden. Children chase bubbles, point with their fingers and repeat sounds of words such as 'pop'. Older children are learning new vocabulary through typically well-planned activities. This helps children develop their communication and language skills.

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

Children concentrate as they balance wooden blocks. They squeeze water from pipettes and collect rainwater in pots. Children watch in awe as they explore pretend sensory wiggly worms. They touch and pick up the wiggly worms and benefit from experiencing these new textures. This helps them develop their confidence and hand–eye coordination in readiness for later learning.

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

Children regularly attend the childminder's setting. The childminder shares her expectations with parents. This ensures that children arrive promptly at the start of the day and benefit

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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About this setting

Local authority: Surrey from the experiences she offers. All children, generally, make progress in their learning and development, in readiness for their eventual move to school.

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Next steps

The childminder should continue to develop planned activities, to ensure that they are age- and stage appropriate, to help children consistently progress in their learning and development. The childminder should engage in further professional development to enhance her knowledge and skills in promptly identifying children with special educational needs and/or disabilities, to ensure these children achieve the best possible outcomes.

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About this inspection

The inspector spoke with the childminder, children and 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.

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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. 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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