Kylie Elizabeth Jones

Childminder

Unique reference number (URN): 2818218 Registered with Ofsted: 10/02/2025 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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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear expectations for children's behaviour. She generally establishes routines that help children to feel settled and know what to expect. The childminder offers clear explanations and gives children gentle reminders before activities come to an end. This helps children to prepare for changes in routine. The childminder has a calm and encouraging manner that treats children with respect. As a result, children build positive relationships and behave very well. The childminder provides children with lots of encouragement and praise as they engage in a range of activities. This helps to build their confidence, self-esteem and motivates them to keep persevering.

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Behaviour, attitudes and establishing routines Expected standard

Through discussions about children's day at school, they reflect on the importance of turn- taking and showing consideration with their peers. The childminder also weaves in questions that prompt children to discuss how they feel. This generally helps them to understand about different emotions as they arise. The childminder discusses the importance of working closely with parents and carers and the school if any behaviour difficulties arise. She also demonstrates awareness of trying to understand the root cause to best support children. Furthermore, the childminder understands the importance of monitoring children's attendance. She discusses how she would be proactive to find out why children have not arrived, if due to attend her setting, in the interest of safeguarding children.

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Children's welfare and wellbeing Expected standard

The childminder is calm and responsive. She provides warm interactions and shows great interest in children's day at school and their overall wellbeing. The childminder ensures the environment is favourable to offering opportunities to play and relax. She ensures she provides some more structured activities as well to build on what children have been learning about at school. As a result, children show interest and positive levels of motivation to join in. They equally enjoy periods of time to play and chat.

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Children's welfare and wellbeing Expected standard

The childminder generally promotes healthy lifestyles at the setting. She provides a range of balanced meals at tea time and has discussions with children about healthy eating. The childminder also supports children to engage in positive hygiene routines. Children have daily opportunities to play outdoors in the childminder's garden after school. They enjoy playing on a slide, which enables them to experience fresh air and have some opportunities to be active. However, the childminder does not carefully plan the space available for children to have greater opportunities to further develop their physical development and health. Children display positive skills of independence. They enjoy making choices about their play, choosing whether to play indoors or outside. They also enjoy cutting with scissors and using collage materials to create different works of art.

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Inclusion Expected standard

The childminder offers an inclusive environment, where all children and families are welcomed and respected. She discusses how she frequently engages in discussions with children that teach them about understanding each others' similarities and differences and treating each other with kindness and respect. Although the childminder is not currently supporting any children with any special educational needs and/or disabilities (SEND) or children that may face other barriers to their learning and wellbeing, she demonstrates a typical knowledge of how to offer additional support.

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Inclusion Expected standard

The childminder outlines the importance of early identification and how seeking additional help at the earliest point can make a real difference to children's learning, development and outcomes. She also highlights the benefits of working in close partnerships with parents and carers and other professionals, such as health visitors, speech and language teams and any schools or other settings that children attend. Furthermore, the childminder shows an awareness of ensuring any additional funding is used appropriately to close any gaps in children's learning and help them to receive targeted support. In addition, the childminder discusses how she would be proactive in undertaking further more specialist training to support children's individual needs and requirements.

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Leadership and governance Expected standard

The childminder engages in a range of training and professional development to help to run her setting safely and to enhance her knowledge and skills in the field of early years. This is apparent when she engages in training about supporting children's mental health and preventing bullying. The childminder also participates in a wide variety of safeguarding courses, such as understanding radicalisation and keeping children safe in education.

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Leadership and governance Expected standard

The childminder generally has an accurate view of her setting and takes on parents' and carers' and children's suggestions to make ongoing enhancements. For instance, she plans parties at Christmas and Halloween as children express how much they enjoy these celebrations. Through discussion, the childminder discusses how she aims to offer a fully inclusive environment that supports children with special educational needs and/or disabilities and those who may have other barriers to their learning or wellbeing. She highlights how she would work in partnership with children's schools and other professionals to ensure they receive timely additional support. The childminder builds effective relationships with parents and carers. Their written feedback states that they value the childminder's support and encouragement. Also, parents report that their children love attending and are very happy at the setting.

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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 experience a welcoming environment, where they show they feel safe, valued and comfortable. Children build trusting relationships with the childminder. They enjoy engaging in discussions about their day at school and about their favourite lessons and assembly. Children smile and laugh as they engage in a variety of activities, showing that they feel relaxed and at ease. Children enjoy participating in arts and crafts activities. They show keen interest as they cut, stick and design an autumn tree. As they join in, they discuss how the season has changed to autumn and how the leaves are changing colour on the trees.

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About this setting

Unique reference number (URN): 2818218 They also explore and discuss a range of woodland animals, such as squirrels, foxes and owls. Children show enjoyment and positive concentration skills and the childminder supports their interest in activities well.

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About this setting

Children also enjoy engaging in imaginative play. They like to pretend to care for pet guinea pigs and to feed them. This supports their imaginations and helps them to learn about showing consideration for animals. In addition, children enjoy drawing with chalks and create rainbow pictures as they discuss the different colours. They also have opportunities to play outdoors in the childminder's garden. This generally supports their physical development and helps them to be active.

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About this setting

Children behave very well and show a clear understanding about the boundaries and expectations at the setting. They are very polite, listen well and are respectful as they interact with the childminder and visitors. Children discuss how they enjoy playing board games, card games and making different scenes with fuzzy felt. They also speak fondly about completing puzzles and having tea parties with dolls. Overall, children benefit from a suitable range of resources to support their play and that complements their learning at school. Furthermore, the childminder works positively with parents and carers to promote regular attendance at the setting and to understand the reason for any gaps in attendance.

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Next steps

The childminder should review the organisation of her garden to better support children's physical health and opportunities to play outdoors.

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About this inspection

The inspector spoke with the childminder and children during the inspection and also considered parents' written views.

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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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:45 - 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

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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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