Taylor, Courtney Celia Chelsea

Childminder

Unique reference number (URN): 2858928 Registered with Ofsted: 07/11/2025 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

All children generally gain skills in this setting that prepare them well for the next stage in their learning. Children with special educational needs and/or disabilities benefit from targeted support. Children are willing to have a go and try during activities. For instance, they persevere to take the lids off play dough pots. Older children are confident communicators. They engage in lively conversations and practise newly learned vocabulary in their play. For example, children use the language of size, such as 'high' and 'tall', when building towers with bricks. Older children demonstrate their confidence to speak to others. They contribute to discussions, listen to one another and share their thoughts and ideas. All children develop their language and social skills well.

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Achievement Expected standard

Younger children demonstrate their imaginations. They recreate home experiences in the play kitchen and make pretend food with dough. However, at times, due to the organisation and accessibility of resources, some children are less engaged in their play and move quickly between different activities. This does not help them to extend their achievements even further. Children typically demonstrate their growing independence. They gain effective self-care skills that will support them when they get to school.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children receive sensitive support to behave well in this setting. The childminder has clear expectations, which she adapts for the age and stage of children. For instance, she uses a timer to help younger children to join in at tidy-up time. Children copy the lovely manners that the childminder models. The childminder teaches children how to manage their feelings. For instance, she reads stories that help children to identify their emotions. The childminder teaches children to share and take turns. For instance, when children take toys of others, she sensitively encourages children to think how others may feel. Children work out with the childminder how they can all have a turn.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children follow the childminder's instructions. However, there are times during free- play sessions, when children are not as engaged in their learning. This is because the childminder has not fully considered how to plan the environment for children to consistently access and choose the resources they want to play with. This reduces opportunities for children to lead their own learning and explore and investigate.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows children and their individual needs well. She focuses on building secure relationships with children. Children demonstrate their attachments to the childminder, such as they spontaneously climb on her knee when playing for a cuddle. The childminder monitors children's attendance closely. She makes sure that parents and carers understand the benefits of their children attending regularly.

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Children's welfare and wellbeing Expected standard

Overall, children develop their independence. The childminder teaches children important skills to look after themselves. For instance, children independently wash their hands and understand the reason why this is important. They recognise their own named towels to dry their hands on, to prevent the risk of cross-contamination. Children very independently use the low-level toilet, receiving privacy and respect from the childminder.

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Children's welfare and wellbeing Expected standard

The childminder keeps children safe when they eat. She has kept her knowledge of safer eating requirements up to date. For instance, the childminder ensures children sit opposite her when they eat and food is cut up to prevent choking. She makes sure that children sit in the correct position when eating. Children develop a secure understanding of the importance of healthy lifestyles. They develop their understanding of foods, such as fruit, which help them to grow and keep them healthy. The childminder promotes discussions about which foods are nutritious, when children make pretend food from play dough. She offers children balanced meals and snacks with lots of fruit and vegetables. The childminder works with parents and carers to meet children's individual dietary needs, to ensure all children are included.

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Children's welfare and wellbeing Expected standard

The childminder makes sure that children's water bottles are in easy reach. She reminds them of the importance of staying hydrated. Children typically have daily opportunities to play outdoors in the fresh air and practise their physical skills.

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Curriculum and teaching Expected standard

The childminder generally plans her curriculum around what all children need to learn next. She takes account of children's different needs and interests. The childminder focuses on developing younger children's communication and socials skills. She recognises the skills that older children need to acquire to be ready for school. For example, the childminder teaches children to be confident, independent and develop their mathematical skills. However, the childminder does not consistently plan or implement more precise steps for children, when they are playing. This does not support children to extend their progress even further.

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Curriculum and teaching Expected standard

The childminder is a sensitive play partner and respects children's ideas. For instance, when children decide to make vegetables with play dough, she follows their lead and models making different types. This helps children to know their views are important. However, the childminder does not consistently consider how the resources she provides indoors can encourage children to explore and investigate. This does not help children to consistently make their own discoveries, solve problems and extend their concentration.

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Curriculum and teaching Expected standard

The childminder develops children's communication well as they play and introduces new vocabulary. When children are playing with construction blocks, she teaches them new vocabulary, such as 'top' and 'bottom'. The childminder encourages children to count how many blocks they use to build a tower. She supports children to work out how many they have if they add 'one more'. This helps to develop children's mathematical skills.

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Inclusion Expected standard

The childminder works well to include all children in her setting. She makes adaptions to her practice to help all children to make typical progress. For instance, she explains how she uses visual supports to help support the understanding and communication of children with special educational needs and/or disabilities (SEND). The childminder uses her assessments to identify gaps in children's learning and development. She generally recognises the importance of working with other professionals to support children to overcome any barriers to their learning. For instance, the childminder plans to liaise with speech and language therapists to support children's language skills further. The childminder implements the support and advice she receives. This helps children to catch up in their development.

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Inclusion Expected standard

The childminder knows how to use additional funding effectively. She identifies where early years pupil premium will have the most impact on children. For example, she has purchased additional resources and books to support children with communication difficulties. The childminder generally understands her role in supporting children with SEND. She has accessed training relating to supporting children with autism. This has helped the childminder to further develop her knowledge of how to support children's individual needs.

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Leadership and governance Expected standard

The childminder is aware of the statutory requirements of her registration. She has ensured she keeps her knowledge up to date, such as around the requirements for safer sleep. Overall, the childminder evaluates her practice and activities. She is welcome to suggestions to improve her practice further. For example, the childminder works closely with the local authority's advisers to make plans for improvement. She has attended training to develop her teaching further, such as around children's brain development. The childminder has plans to extend her professional development to enhance her practice further. She is also exploring gaining a level 3 childcare qualification.

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Leadership and governance Expected standard

The childminder collects and shares lots of information with parents and carers. She shares information with parents around their children's learning either verbally or through an online app. The childminder suggests ways that parents can support their children at home, such as providing ideas to develop their coordination. Comments from parents are extremely positive. They appreciate the service the childminder provides. Parents report their children very much enjoy coming to the setting. They appreciate the progress their children make in the setting, especially in their communication and social skills.

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Leadership and governance Expected standard

The childminder works with other professionals, when she identifies gaps in children's development. However, she does not share information with other settings when they share the care of children. This does not help to provide continuity in children's care and learning. The childminder makes sure that her workload is manageable and supports her own wellbeing. She works closely alongside co-childminders. The childminder explains this helps her to have an effective support network to call on for support if needed.

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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

The setting operates from a home setting and also additional premises. Children mainly access a dedicated playroom, outdoor area and facilities in a local hall. The childminder and her co-childminders have exclusive use of this hall, when caring for children. Children are very happy, settled and confident in the childminder's care. They excitedly enter the setting, welcoming the childminder with huge smiles. Children enjoy their play and learning and the time they spend in the childminder's care. For example, they excitedly ask for their favourite resources out. Children benefit from a curriculum that covers all areas of learning and incorporates their interests.

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

Children have lots of opportunities to develop their coordination and fine motor skills. For example, they roll, squeeze and cut play dough. Older children freely access mark-making resources to practise their early writing skills. Children persevere to unlock toy padlocks with different keys. They show great pride in their achievements, when they succeed. Children enjoy the praise they receive from the childminder, which raises their self-esteem.

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

Children regularly develop their physical skills. They enjoy jumping and balancing on indoor soft-play equipment. Children explore the large enclosed garden attached to the hall. They use a variety of ride-on toys to develop their coordination. Children receive close supervision when they play. They benefit from regular reminders of how to stay safe when they play. For instance, the childminder explains to children why it is important not to throw resources or run inside.

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

Children develop their personal, social and emotional development through calm and thoughtful interactions. Children reciprocate the kindness and respect they receive from the childminder. They learn to play happily with each other and respect each others' views. Children learn about differences between themselves and others. The childminder sensitively discusses diversity and encourages children to respect others. She makes sure that she provides books and resources that reflect the community children live in.

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Next steps

The childminder should plan more precise next steps in children's learning and take account of these when children play, to extend their learning further. The childminder should consider how to organise the environment and resources to encourage children to be fully engaged in their play, explore, investigate and make independent choices. The childminder should build partnerships with other settings children also attend to share information about children's development and provide continuity in their learning.

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About this inspection

The inspector spoke to the childminder, her co-childminder, parents and carers and 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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

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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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