Butler, Gemma Louise

Childminder

Unique reference number (URN): 2827936 Registered with Ofsted: 19/03/2025 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 make significant progress across all areas of learning as a result of attending the childminder's setting. They demonstrate they are confident, resilient and enthusiastic learners. Children communicate confidently and use a wide vocabulary. They demonstrate positive listening skills and engage enthusiastically in meaningful discussions, with the childminder. Children cooperate well with others and sustain attention during activities. Children become increasingly independent learners. Even the youngest children learn to try and solve problems independently before seeking adult support. For example, young children spend time navigating space outdoors as they use ride on tractors. They are thrilled as they skilfully park them in allocated parking bays. Older children confidently take responsibility for helping prepare activities, such as the lunch table and supporting younger children, demonstrating growing maturity and confidence.

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Achievement Strong standard

Children including those who may face barriers to learning, are well-prepared for the transition to school and develop skills they need for their successful future learning. Children benefit from the childminders strong focus on supporting children's emotional wellbeing. As a result children feel safe and secure and are able to fully participate. Children demonstrate secure mathematical understanding through practical experiences. They count, compare, recognise patterns and explore shape, space and measure during play. Children flourish and achieve to the highest level as a result of the high-quality interaction they receive from the experienced and dedicated childminder.

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Behaviour, attitudes and establishing routines Strong standard

Children are familiar with the consistent, daily routines and high expectations of the childminder. This provides children with opportunities to play and learn in a positive, calm and respectful environment. Children respond well to the gentle, nurturing childminder. They thrive in the praise and reassurance they receive. Behaviour is consistently positive throughout the day. Children cooperate willingly, listen carefully to instructions and demonstrate excellent manners without prompting. The childminder is skilful in using every opportunity to reenforce positive behaviour and acknowledge children's efforts during play.

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Behaviour, attitudes and establishing routines Strong standard

Children form warm and trusting bonds with the childminder and enjoy cuddles and reassurance when needed. They engage her in their play. For example, young children offer her a fishing rod and invite her to catch fish and ducks with them during water play. Children also form friendships with others attending. They learn how to play collaboratively as the childminder teaches children to take turns and share with others. The childminder supports children to recognise and talk about their feelings and emotions. Discussions take place that encourage children to express how they are feeling as they arrive in her care. The childminder effectively uses books and resources and is highly skilled in helping them regulate their emotions. To ensure children's welfare, and are able to fully participate, the childminder positively encourages punctuality and attendance.

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Children's welfare and wellbeing Strong standard

The attentive and gentle childminder prioritises children's welfare and wellbeing. She fully understands that if children are happy and safe, that they will engage and learn. For example, the childminder ensures children returning from a holiday are given ample time and reassurance to settle, and provides emotional support to ensure a seamless transition from home to her care. The childminder promotes their wellbeing as she supports their individual needs well. Children form secure, trusting relationships with the childminder.

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Children's welfare and wellbeing Strong standard

Children have a secure sense of belonging. For example, they have their own named pegs and individual storage for their personal belongings. Children's physical wellbeing is thoughtfully considered. Children make choices as to where they play. For example, the childminder takes great care to meticulously organise the outdoor play space. This inspires children's curiosity to explore and play in the fresh air. Mealtimes are sociable occasions, during which children sit and eat together with the childminder. They confidently pour their own drinks and organise the lunch table. Meaningful conversations around healthy food choices take place. Children learn the importance of sitting sensibly while eating to keep them safe. The childminder effectively supports children to independently manage their self- care needs. Children, without prompting, know to wash hands following outdoor play and before eating. The childminder is gentle in her approach to nappy changing. She quietly

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Children's welfare and wellbeing Strong standard

suggests to children that they will feel more comfortable if they have a change of nappy. She is very respectful of children's dignity and privacy during these times.

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Curriculum and teaching Strong standard

The childminder is extremely experienced and knowledgeable in how children learn. She provides a highly effective, ambitious and well-sequenced curriculum. This is organised to include all areas of learning and is influenced by some principles of the Montessori approach to learning. The childminder places a strong emphasis on supporting children's speech and language development. The childminder is skilful in how she questions children. She allows plenty of time for them to think and respond. For example, children use a wide vocabulary as they explain the ingredients they use when making potions. They discuss the petals, rosemary and mint they use and how these smell like toothpaste. The childminder encourages children to reflect, predict and solve problems while she carefully follow children's interests to sustain engagement. Teaching adapts seamlessly to meet individual needs. The childminder provides opportunities for children to repeat activities with her

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Curriculum and teaching Strong standard

support to ensure new learned skills are secured over time and are ready for the next stage of their learning.

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Curriculum and teaching Strong standard

The childminder provides children with ample opportunities to develop their physical skills and successfully balances support with challenge as she encourages children to persevere when difficulties arise. She is skilful in providing sensitive guidance that enables children to experience success independently. The childminder is skilful in promoting mathematical learning in all activities. She encourages children to count, name shapes and colours, consider space and uses positional language during play.

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Inclusion Strong standard

The childminder is committed to ensuring that children experience an inclusive culture and environment, where they are welcomed and can participate fully. She places a strong focus on promoting communication with parents and carers. This is a priority and ensures positive partnerships and a collaborative approach to support children. The childminder ensures that during the registration process she works closely with parents to gain robust information about their child's individual needs, culture, background and abilities. This helps her to respond effectively to reduce barriers to learning, and offer appropriate support and continuity of care.

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Inclusion Strong standard

The highly experienced childminder ensures observations and monitoring of children's progress is robust. This enables her to evaluate the impact of the support she provides on outcomes for children. This also includes evaluating how any additional funding children may receive impacts their progress. The childminder is proactive and engages with other early years professionals involved with the children to ensure timely intervention. The childminder effectively promotes trusting partnerships with parents to ensure children receive consistent support. She is respectful and sensitive in her approach and shares her expertise and knowledge with them. This supports families with their individual circumstances.

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Leadership and governance Strong standard

The childminder is passionate about her role. She strives for excellence and welcomes any support and feedback that will enrich children's experiences. The childminder has a clear vision for providing high-quality care and education. Expectations are consistently high and the childminder has developed a positive culture of self-evaluation. This supports her commitment and dedication to provide all children with the best possible start. Children make rapid progress from their starting points. The childminder fully understands the importance of continuous professional development. She regularly undertakes additional training to strengthen her skills and knowledge further. The childminder attends early years conferences and speaks enthusiastically of training and support she receives from local training hubs. The childminder is also part of a programme that positively engages parents and carers to support their child's literacy development.

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Leadership and governance Strong standard

Partnerships with parents are well established and highly effective. They receive a variety of opportunities for communication and receiving information, for example, through regular meaningful newsletters, daily verbal feedback or electronically. Parents speak highly of the childminder. They say the childminder has been a most positive impact on their child's life. They are appreciative of the bespoke settling-in arrangements. They comment on the childminders flexible and relaxed approach and the child-centred environment that she provides. The childminder is also proactive in establishing secure partnerships with other early years professionals and agencies working with families. This ensures continuity and a consistent approach in supporting the children.

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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 childminder's care. They feel welcome in a most child friendly, inspiring learning environment. They are extremely confident and benefit from a childminder who knows them extremely well and invests time in getting to know them and their families before they attend. Children are happy, settled and eager to participate from the start. They form positive trusting relationships with the childminder. They make friendships with other children attending. Older children show kindness to younger children attending. For example, they help find their water bottle at lunch time.

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About this setting

Type: Childminder Children experience a rich and engaging curriculum. Supporting children's emotional and social independence underpin the flexible curriculum that extends learning beyond the setting. For example, learning is enhanced through regular planned activities outside of the home, such as visits to forest school, toddler groups and the local residential care home for the elderly. This helps to develop children's understanding of the wider community in which they live. These experiences also help children build social skills, confidence in unfamiliar environments and positive relationships with a wide range of people.

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About this setting

Children feel valued and respected. They confidently move between activities. They are very familiar with, and respond well to the consistent routines. This is particularly important for children with special educational needs and/or disabilities, or those who face barriers to learning, as it helps them feel secure and understand what is happening. Children, even the youngest, develop increasing independence and are keen and eager to learn. Therefore, children develop the knowledge, skills and confidence they need for their next stage of learning, including being prepared for their transition to school. There is a focus on the importance of attendance for children's learning and wellbeing. The childminder has a flexible approach and offers support to ensure children's regular participation and welfare.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder and the children 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. Registration date: 19/03/2025

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About this inspection

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

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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

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 .

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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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