Tanner, Laura Louise

Childminder

Unique reference number (URN): 2833115 Registered with Ofsted: 14/04/2025 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 consistently achieve rapid progress from their individual starting points across all areas of the well-planned curriculum. They remember prior knowledge and learning and apply it in their play and activities. For example, during shared reading, older children join in with familiar repeated words. This shows their strong memory and engagement and supports their language development. Younger children smile and wave their arms with excitement when the next page appears. Children use their new language skills well. They show a solid understanding and can apply what they know in different situations. Children confidently explain that frogs float on lily pads in the water, demonstrating they understand new vocabulary and concepts well.

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Achievement Strong standard

Children with barriers to their learning receive timely support. This targeted help allows them to make strong and lasting progress. The childminder collaborates with outside professionals, such as speech and language therapists, to receive expert help. Children develop quickly and make progress from their starting points. Children benefit from early intervention.

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Achievement Strong standard

Children are kind, confident and respectful of their environment. They consistently share resources. They use polite words such as 'please', and they tidy up their toys when activities come to an end. These behaviours show they understand expectations well and are becoming responsible for their environment. Through this consistent, high-quality practice, children develop the essential skills and knowledge they need to move confidently to the next stage of their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds a warm, supportive environment. She sets high expectations for all children in her care and encourages positive behaviour. Children respond very well to her calm, nurturing style. This helps children feel secure and ready to learn and engage. The relationships between the childminder and children are warm and trusting. This positive connection helps children thrive both socially and emotionally. Children show a strong understanding of daily routines. The children reach out to hold the childminder's hand when going outside for safety and reassurance. She reminds the children to hold hands to keep themselves safe when moving from indoors to outdoors as this is an expectation when on outings away from the setting. Children find their cups independently when they want a drink. These actions show children's growing independence and their secure understanding of expectations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder values attendance highly. She knows that regular attendance supports children's wellbeing and development. She works with parents to encourage routines and punctuality. This helps improve children's outcomes and supports their early education.

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Behaviour, attitudes and establishing routines Strong standard

Children have a very positive attitude towards learning, as the childminder gives clear, consistent encouragement and sets high expectations for all children. Children become highly engaged in activities, including outdoor water play, and they incorporate a strong love of reading into their daily routines. After lunch, children enjoy a calm transition to rest, joining in with familiar stories and repeating key animal words. They listen, join in and stay focused. The childminder provides clear expectations and steady support. When children need help with their feelings and emotions, the childminder gives warm support and adapts her interactions. She draws on children's interests to help them settle and rejoin activities with confidence. This helps them feel safe and prepared to learn.

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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the centre of daily practice. Young children enjoy secure attachments as she responds sensitively to their cues, offers physical reassurance and maintains familiar routines. Children settle quickly and show confidence in seeking help and support when needed.

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Children's welfare and wellbeing Strong standard

Care routines are very calm, nurturing and purposeful, strengthening relationships and promoting learning. The childminder sings with the children during routines, such as nappy changing. For example, she encourages them to join in by pointing to facial features while singing 'Head, shoulders, knees and toes'. She also adapts her approach to suit each child's individual needs. She works closely with parents to understand children's feeding, sleeping and nappy-changing routines. She helps parents by offering advice on safe sleep. She also guides them on self-soothing strategies for their children. This ensures consistency at home and in the setting. Children thrive in the safe, clean and organised setting. They are able to explore freely and develop their independence.

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Children's welfare and wellbeing Strong standard

The childminder redirects play sensitively, helping children refocus while following their interests, helping children to feel understood and secure. Children learn how to keep themselves healthy through regular cooking activities. The childminder creates a scrapbook cookbook for the children to revisit their experiences. It includes photos of the children taking part, the ingredients they used and the finished result. She shares healthy recipes with parents, enabling families to try them at home. She keeps costs in mind, ensuring that activities are low-cost and accessible to all, to enhance children's wellbeing. Children enjoy community experiences. They visit local church groups, join monthly music sessions and explore National Trust parks. These activities expand their learning in meaningful and budget-friendly ways and help them build their personal and social skills as they meet new people.

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Curriculum and teaching Strong standard

The childminder's teaching is consistently high quality. She plans the environment carefully, providing a wide range of resources that promote development across all areas. She uses information from parents when children join her setting and shares regular updates to ensure that she knows each child well. Children's next steps are clear, challenging and purposefully embedded throughout the curriculum.

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Curriculum and teaching Strong standard

The curriculum begins with children's starting points. The childminder plans the curriculum using her solid understanding of child development. For instance, when children like dry, messy play and tipping, the childminder adds tweezers to extend their experiences. This helps strengthen fine motor skills for children who are learning to make marks. The childminder places particular importance on communication and language. She consistently narrates children's play, models language and introduces new words to build children's vocabulary.

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Curriculum and teaching Strong standard

The childminder supports children's personal, social and emotional development throughout the curriculum. She has embedded consistent routines and positive interactions. She helps children understand what is happening and what will happen next. This helps children to feel secure, prepared and confident.

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Curriculum and teaching Strong standard

The childminder offers an ambitious, well-structured curriculum. It focuses on what she wants the children to learn and achieve. She plans carefully, making sure each experience builds on what children already know and can do. This enables children to make sustained progress across all areas of learning.

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Inclusion Strong standard

The childminder shows dedication to inclusion. She ensures that every child gets the support they need to thrive. She is focusing on her professional development through studying for a level 3 special educational needs coordinator qualification. This will enhance her knowledge and skills in helping children with special educational needs and/or disabilities. This proactive approach helps her to meet children's needs from the start.

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Inclusion Strong standard

The childminder has started to introduce new communication methods as she recognises that this is needed for children at the early stages of communication. The childminder is committed to professional training, such as a sign language course that would further embed communication approaches.

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Inclusion Strong standard

The childminder works well with other professionals. She seeks timely advice and uses specific strategies to make sure children receive the right support. She provides clear information about children's development, strengths and needs. This helps ensure smooth transitions and ongoing care and learning.

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Inclusion Strong standard

Although currently there are no children on role receiving additional support, the childminder understands how additional funding can assist vulnerable children. She shows a strong commitment to using future funding wisely. This will help improve outcomes and reduce learning barriers.

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Leadership and governance Strong standard

The childminder leads very effectively and has clear oversight of her provision. The approach is based on reflection and a clear vision for constant improvement. The curriculum is regularly reviewed and adapted to meet children's individual needs. She adapts and changes her provision and interactions to improve learning outcomes. This reflective method helps to ensure that the curriculum is ambitious and well organised, focusing on what children need to learn and achieve.

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Leadership and governance Strong standard

Partnerships with parents are highly positive and collaborative. Parents feel like real partners in their child's learning. They celebrate the open communication, shared goals and regular updates they receive. The childminder includes parents' insights to create meaningful learning experiences. She ensures that she understands children's needs from the very start.

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Leadership and governance Strong standard

The childminder provides clear professional oversight of her setting. Safeguarding is a key focus in all areas of her work, and the childminder knows the procedures well. She stays alert to new risks and makes sure that policies, training and daily routines show her commitment to keeping children safe.

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Leadership and governance Strong standard

Effective leadership comes from the childminder as she takes part in professional networks. This involvement boosts practice and enhances outcomes for children. She works closely with other childminders in a local group. They share effective practices, reflect on what they provide and discuss new needs. The childminder keeps up to date with her practice by working closely with local authority early years advisers. This reflective approach improves curriculum choices, enhances teaching quality and ensures that children receive high- quality, informed care.

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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 safe, welcomed and cared for from the moment they arrive. They quickly form warm, trusting bonds with the childminder. She knows each child very well, including their interests, routines and individual signs. For example, a younger child who seeks comfort and reassurance regularly reaches their arms towards the childminder wanting to be held. She gives reassurance, comfort and support, which helps children settle in easily. This steady approach helps children feel confident and emotionally safe. Children are eager to play and learn all day.

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

Children easily separate from their parents and carers. This shows they feel secure and confident. The childminder encourages independence in daily routines, helping children to carry out simple tasks. When they arrive, children take off their shoes and put them in their own boxes. Children show pride in their achievements. The childminder offers children time to practise and revisit new skills. The childminder tailors support to each child's individual needs. She adapts activities in line with each child's stage of development. This helps all children to make progress from their starting points. Children use tools, such as tweezers, helping improve their fine motor skills. They spend extended periods of time absorbed in activities, building their concentration and perseverance.

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

Children are very curious when they play. They listen closely during stories and show their engagement in joining in with familiar gestures, sounds and repeated phrases. Children engage enthusiastically with new activities, showing a positive attitude to learning. For example, children excitedly explore an investigation basket with different textures linked to a familiar story. Children benefit from purposeful, well-planned activities through outdoor and indoor play that keep their interest. Children use bottles to squirt coloured liquids in an outdoor kitchen, mixing colours and using other toys in the area to extend their play independently. Younger children start to manage basic routines. They learn to feed themselves and select toys independently.

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About this setting

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

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About this setting

Local authority: Peterborough Children's attendance is consistently high. The strong connections the childminder has formed with families support continuous learning. Parents work closely with the childminder to reinforce new skills at home, helping children embed what they have learned and continue to thrive and develop.

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Next steps

The childminder should continue to build on her strong practice to sustain ongoing improvement and maintain high standards. She should focus on further strengthening the impact of her provision on the outcomes and experiences of children who may face additional barriers to their learning and wellbeing.

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About this inspection

The inspector spoke with the 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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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. 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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