Stockton, Jenna Amina

Childminder

Unique reference number (URN): 2829699 Registered with Ofsted: 19/05/2025 Registers: EYR, CCR

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 Strong standard

All children make rapid progress. This includes those with special educational needs and/or disabilities, those who are disadvantaged or face other barriers to their learning. Children are very independent and keenly choose things to play with from the well-organised playroom. They demonstrate small-muscle control as they complete craft activities. They twist the bottom of the glue stick with impressive precision before they use it. They are motivated and excited to explore the glitter glue and the paint sticks.

p.2

Achievement Strong standard

Children are confident communicators and express their wishes with confidence. They listen to stories and discuss what they can see. Children share and take turns with minimal support and often find solutions to minor conflicts. They talk about numbers and quantities as they play on the toy telephone. Children demonstrate superb concentration for their age. They persevere when things are difficult, for example, when transferring liquid in pipettes. These skills support them as they prepare for the next stage of their learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has clear expectations. For example, children know that they sit on the step to take their shoes and jackets off when they arrive. The childminder consistently reminds children not to run indoors. She takes time to talk about why they must walk. Children demonstrate a clear understanding of this as they explain that they might hurt themselves.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children develop positive relationships with the childminder and other children. When children arrive in the morning, others rush to greet them shouting 'I am coming!' The childminder takes time to teach children to share and take turns. Throughout their day, she talks about taking turns and emphasises whose turn it is next. She teaches children the language of turn taking. As they play, young children children ask their friends, 'can I use that please?' Children are incredibly kind and polite and consistently say 'please' and 'thank you'.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children demonstrate excellent attitudes to their learning. They concentrate very well for their age. For example, young children are entranced as they pour vinegar onto bicarbonate of soda and watch the exciting chemical reaction. They persevere as they use large-handled pipettes to draw up the mixture and show sheer delight as they transfer the liquid into another cup.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder encourages regular attendance and follows up on any absence, checking on families' welfare.

p.2

Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the heart of everything she does. She understands the importance of secure relationships for children to learn and succeed. The childminder establishes nurturing and caring relationships with children. When the childminder greets children at the door, they show clear excitement at seeing her, running to her and giving her a big cuddle. The childminder praises children for their achievements. For instance, when children share toys, she explains she wants to call someone and tell them how super they are. She uses a toy telephone and children choose which of their favourite characters they should call. This supports children's wellbeing and self-esteem.

p.2

Children's welfare and wellbeing Strong standard

The childminder helps children to talk about their emotions. For example, when they sing the hello song, children put stickers on the wall to show how they feel. Children confidently talk about why they are excited or tired. The childminder finds out detailed information about children's care needs when they first start. She develops detailed care plans to support children who face barriers to their learning or wellbeing. The childminder helps children to learn about healthy lifestyles. For example, she consistently teaches children to wash their hands before eating or after using the toilet. She talks to children about healthy eating as they enjoy a snack.

p.3

Curriculum and teaching Strong standard

The childminder's curriculum is well-thought out. She has an excellent understanding of the skills that children need to learn over time. For instance, the childminder supports children's communication skills consistently well. She talks to them continually and uses songs, rhymes and stories to develop their language further. Children communicate confidently. They use language with ease to express their wishes, ideas, and in their play. For example, children explain that they want to call someone and use the toy telephone to talk to their favourite characters. The childminder seizes opportunities to develop learning. When children choose which character they wish to call, they talk about numbers on the telephone and their quantities.

p.3

Curriculum and teaching Strong standard

Children enjoy books and listen carefully to their favourite stories. The childminder uses toys to bring texts to life. For example, they use toy tigers together as they read the story of the 'The Tiger who came to Tea'. The childminder sings songs to extend learning further and helps children to anticipate key refrains. For example, as they read about the tiger knocking on the door, the childminder sings 'knock at the door'. She demonstrates knocking and children join in with enthusiasm.

p.3

Curriculum and teaching Strong standard

The childminder uses a variety of tools and equipment to develop children's physical skills. Children use safety knives and chunky pipettes and tweezers. They climb and slide with control. All children, including those who face barriers to their learning are engaged and motivated to learn.

p.3

Inclusion Strong standard

The childminder works with parents and carers to understand children's individual needs. She uses observations to assess children's stage of development and identifies any specific support she can provide to help them make progress in their learning. For example, the childminder adapts her communications and uses simple signs to help children to express themselves.

p.3

Inclusion Strong standard

The childminder works with parents to support children who face barriers to their learning, including to attendance. For example, she adapts her drop off and pick-up routines to help parents get children to her home in the morning. The childminder has an in-depth understanding of the support networks that are available to help children who are disadvantaged or known to social care. For example, she signposts families to local support groups. She ensures families access any funding they are entitled to, particularly to fund meals over the summer holidays.

p.3

Inclusion Strong standard

The childminder works extremely well with other professionals who may be involved with children. For instance, she works with specialist teachers to coordinate strategies to support children. She uses funding effectively to support children's learning further. For instance, she has developed an area of the garden so children can use their senses to manage their emotions. She explicitly teaches all children to talk about their emotions and helps them to find effective ways to calm themselves. This consistent focus on emotional wellbeing helps children to regulate their responses from a young age.

p.4

Leadership and governance Strong standard

The childminder has an excellent understanding of her strengths and areas for development. She has clear priorities for improvement. For instance, she shares her plans to improve the garden to have an even more fantastic impact on children's learning. She undertakes further learning and research to support her improvement priorities. She has recently completed oral-health training as she has identified this as a need in the local area. The childminder reflects on key messages from training and how she can improve her provision accordingly. For example, she has planned a range of activities to help children understand how to brush their teeth. The childminder has undertaken extensive research into wider safeguarding issues to ensure she has a deep understanding of how she can keep children safe.

p.4

Leadership and governance Strong standard

The childminder's relationship with parents and carers is a strength. She uses a range of methods to communicate with parents. She works with them very well to develop a consistent approach to supporting children's care and learning, particularly for children who face barriers to their learning or those with special educational needs and/or disabilities. Parents comment that they know what their children are learning and how they can support them at home.

p.4

Leadership and governance Strong standard

The childminder is proactive in working with other professionals, for instance to develop a partnership approach to supporting children with special educational needs and/or disabilities. She visits nurseries with parents to understand where children will move on to next and how she can support them in making the move.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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

Children settle quickly and thoroughly enjoy their time with the childminder. They run in with excitement to greet her when they arrive. Children know that the childminder values their ideas and are keen to express them. For instance, they confidently tell the childminder when they want a story or to sing more songs.

p.5

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

Children enjoy their learning and benefit from a highly motivational curriculum that supports their individual interests and needs. They concentrate well as they create crafts with glitter glue, feathers and pom-poms. Children watch with awe as they blow feathers off their hands and they float to the ground. They look forward to singing times and confidently choose their favourite songs. Children add their input to the songs, selecting 'crocodiles' and 'tigers' as they sit with their friends and sing 'Row, row, row your boat'. Children take turns to pick song cards and hold hands as they dance to 'Ring-a-roses'. They thoroughly enjoy cooking activities and eagerly tell their parents and carers about how they knotted the pretzels. Activities such as these help children to develop positive attitudes to their learning. Children make excellent progress from their starting points and gain a wealth of skills that prepare

p.5

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

them for the next stage in their learning. Children with special educational needs and/or disabilities make particularly impressive progress.

p.5

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

Children understand the childminder's expectations and how these support their safety. Young children know they might hurt themselves if they run indoors. Children sit at the table and use safety knives carefully to chop strawberries. They understand the childminder's clear procedures for tidying up. For example, when children hear the tidy-up song, they quickly help to tidy the playroom. Children develop their independence skills. They sit on the

p.5

About this setting

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

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. step and attempt to put their shoes on to go outside. They find their plates and bibs in preparation for snack and help to clear up afterwards.

p.6

Next steps

The childminder should continue to develop her provision further to inform a sustained and transformational impact on children's learning.

p.6

About this inspection

The inspector spoke with the childminder and children 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 11 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