Marron, Elizabeth Carmel

Childminder

Unique reference number (URN): 2817135 Registered with Ofsted: 20/12/2024 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 generally make appropriate progress from their individual starting points. They show curiosity and confidence as they explore and choose their learning. Children persevere as they develop new skills and take pride in their achievements. This builds their confidence and willingness to attempt new challenges. Children generally make appropriate progress in communication and language. Younger children communicate through babbling, gestures and emerging words. The childminder responds positively and models language. Stories, songs and conversations provide regular opportunities for children to hear and use new vocabulary. Older children confidently communicate their ideas. This helps children express their needs more clearly and contribute to conversations.

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Achievement Expected standard

Children develop physical skills through opportunities to climb, balance, walk and explore. They practise emerging skills and become increasingly confident in their physical abilities. Children also develop independence as they make choices and attempt age-appropriate tasks.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically creates a calm and nurturing environment. Children feel safe and secure, and develop trusting relationships with her. They confidently seek reassurance when needed. The childminder generally responds sensitively and adapts expectations to children's ages and stages of development. She monitors attendance and follows up unexpected absences. This supports children's safety and welfare and supports them to benefit from the whole of the childminder's curriculum.

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Behaviour, attitudes and establishing routines Expected standard

Children typically understand established routines and know what happens next. The childminder promotes positive behaviour through praise, encouragement and clear reminders. Children make choices and access resources independently. This builds their confidence and decision-making skills. Children show positive attitudes towards learning. They generally remain engaged, explore confidently and persevere when developing new skills. Overall, the childminder follows their interests and encourages unfamiliar experiences. This helps children become confident, resilient learners.

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Behaviour, attitudes and establishing routines Expected standard

Children develop appropriate social skills in the childminder's home and through their regular visits to the local community. This, along with their developing confidence, helps to prepare them for their future learning experiences, including moving on to school.

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Children's welfare and wellbeing Expected standard

The childminder typically provides warm, responsive care that reflects each child's individual needs. She gathers information from parents before children start. The childminder uses this to tailor the support and routines for each child. Children form secure attachments and confidently seek comfort and reassurance. The childminder responds sensitively to their cues, giving the attention and reassurance that they need. This promotes children's emotional wellbeing, helping them to feel safe, valued and secure. Care routines generally support children's health and wellbeing. The childminder follows appropriate practices to keep children safe while sleeping and eating. Children benefit from nutritious home-cooked meals, fresh fruit and regular access to water and milk. The childminder works closely with parents to provide a coordinated approach to weaning and healthy eating. Sleep and personal-care routines typically reflect children's individual needs.

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Children's welfare and wellbeing Expected standard

Children are encouraged to develop independence through these everyday experiences. This builds their confidence in managing age-appropriate tasks. For example, the childminder supports children to recognise the importance of developing positive self-care habits, such as regular toothbrushing.

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Curriculum and teaching Expected standard

The childminder generally provides a curriculum that reflects children's interests, developmental stages and next steps. Teaching typically builds on what children know and can do. Communication and language are promoted through stories, songs and everyday conversations. For example, the childminder uses children's interest in dinosaurs to introduce new vocabulary and extend their understanding. This helps children develop confidence in communicating and expressing their ideas.

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Curriculum and teaching Expected standard

Mathematical language is woven through play. For example, children experience counting, sorting and shape recognition during everyday activities. This helps them to develop early mathematical knowledge in meaningful contexts. The childminder generally adapts teaching to children's individual needs. Effective assessment identifies children's emerging needs and informs the support provided. Children make choices, access resources independently and practise new skills, such as pouring. This builds confidence and supports their growing independence.

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Curriculum and teaching Expected standard

Experiences beyond the setting, including visits to parks, beaches, woodlands and playgroups, broaden children's experiences. These opportunities help children develop their understanding of the wider world. The childminder typically plans experiences that capture children's interests and that they enjoy. However, she is not always fully effective in using her interactions to help children gain the intended learning during activities. She does not always recognise when children would benefit from additional support to develop their ideas or thinking.

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Inclusion Expected standard

The childminder generally creates an inclusive environment where children feel valued and able to participate fully. She knows children well and uses their interests, developmental stages and individual needs to shape experiences. Children confidently make choices and access resources independently. This supports their confidence, curiosity and participation in learning.

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Inclusion Expected standard

The childminder works effectively with parents to identify and respond to children's emerging needs. She uses observations to monitor children's development and typically adapts her interactions and activities accordingly. When children require additional support, the childminder seeks advice from relevant professionals and generally implements recommended strategies. For example, she uses approaches recommended by speech and language professionals to support children's communication. This helps children to receive the targeted support they need to continue to develop their skills.

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Inclusion Expected standard

Although the childminder regularly takes children out into the community and promotes positive social skills, overall, the support for children to learn about diversity is limited. The childminder is aware of her responsibilities to identify and meet the unique needs of children with special educational needs and/or disabilities. However, she has limited experience in this area and recognises the need to develop her skills and knowledge further.

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Leadership and governance Expected standard

The childminder generally organises her provision effectively. She understands the statutory requirements and ensures children's safety, learning and wellbeing remain central to her decisions. She knows children and their families well. Her personalised approach to supporting each child helps them to settle quickly and feel secure. The childminder plans a curriculum which supports children's learning appropriately overall. There are, however, times when her implementation of activities does not fully promote her intended learning.

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Leadership and governance Expected standard

Partnership working is effective. Parents feel valued and listened to. Regular discussions, observations and photos keep them informed about children's experiences, progress and developmental milestones. This promotes consistency between home and the setting. It also supports the early identification of emerging needs. The childminder manages the provision effectively. Required documentation is maintained, and statutory responsibilities are met.

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Leadership and governance Expected standard

The childminder is aware of her responsibilities to support children with special educational needs and/or disabilities, and those with other barriers to learning. She has a positive attitude to meeting the needs of these children but has limited experience in this area. The childminder recognises the need to develop her knowledge and skills to ensure that she is as equipped as possible to identify and address any gaps in children's learning and development.

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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 are happy and confident. They enjoy attending this welcoming and nurturing setting. Children develop secure relationships with the childminder. They confidently seek reassurance, comfort and encouragement when needed. This helps children to feel safe, valued and emotionally secure, enabling them to explore their surroundings with confidence. Children freely choose resources and lead their own play. They enjoy exploring the indoor environment, demonstrating curiosity, independence and resilience.

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

Typically, children achieve well from their individual starting points because learning reflects their interests and next steps. They eagerly engage in sensory experiences, messy play and creative activities. This encourages them to investigate different textures and materials. Children benefit from a broad range of experiences beyond the setting. Regular visits to the beach, museums, parks, woodland areas and local playgroups broaden their understanding of the world and develop their confidence when in the community. Children make progress in their communication and language. They enjoy sharing books, listening to stories and joining in with familiar songs and rhymes. The childminder models simple language, repeats key words and gives children time to respond. Children confidently communicate through babbling, gestures and early words. They know their attempts to communicate are valued.

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

Children benefit from the childminder's understanding of their individual needs. She responds sensitively to their verbal and non-verbal cues. Children confidently seek comfort and reassurance. They demonstrate the deep attachments they have formed. Children develop positive attitudes toward learning, persevere when tasks are tricky and take pride in

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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Facts and figures used on inspection

their achievements. Children enthusiastically explore puzzles, books and musical instruments, particularly the drums, where they experiment with sounds and rhythm.

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Next steps

The childminder should develop a better understanding of how to build on children's interest in the activities provided to extend their learning. The childminder should extend further her skills and knowledge relating to supporting children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with the childminder 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. 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. 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 .

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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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