Patterson, Lauryn Tanya

Childminder

Unique reference number (URN): 2840938 Registered with Ofsted: 28/05/2025 Registers: EYR, CCR

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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

Overall, children develop the skills they need for the next stages in their learning. Young children build secure foundations for the future, particularly in their communication and language skills. They benefit from learning through play and exploration and begin to show an interest in the world around them. For example, children learn new words as they point out wildlife and nature in the woods. They begin to develop their mathematical skills as they show understanding of big, small, long and short. Children develop positive physical skills and build up stamina as they go on a daily walk in the fresh air. They show an understanding of their own safety and begin to take part in more challenging, risky play. They delight in climbing the hill and skilfully run down, laughing with each other. Children develop perseverance, determination and resilience, all of which will help them to be prepared to move on to school and tackle new challenges.

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Behaviour, attitudes and establishing routines Expected standard

Children are typically supported to understand the high expectations for behaviour. The childminder offers specific praise to help them understand the things they have done well, and this reinforces positive behaviours. For example, as children share the strawberries, the childminder tells them they are kind, and models good manners. During small disagreements, the childminder gently reminds young children that they have gathered their own leaves and twigs and remains consistent with her boundaries. The childminder generally makes adaptations and adjusts the level of her language to support children in age-appropriate ways. Young children begin to accept and understand that their actions and behaviours have an impact on others.

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Behaviour, attitudes and establishing routines Expected standard

Children display positive attitudes to learning and are keen to join in with experiences that form parts of their daily routine. For instance, they know that once they get to the picnic spot, they need to sit down on the blanket and wash their hands to have the snack. They listen well to the story while they eat. These well-established routines help children to feel safe, secure and ready to learn. The childminder adjusts her working days and times to enable children to attend more regularly. She offers flexible sessions throughout the school holidays to help children build positive habits for the future and maintain secure relationships in the setting. This flexibility promotes continuity for children, reduces barriers to learning and prioritises children's emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Children benefit from learning outdoors in nature and the fresh air. The childminder typically promotes their physical development and emotional wellbeing. For example, young children develop positive levels of independence. They begin to put on their wellies to go outdoors and are encouraged to walk most of the journey to the nearby woods. The childminder provides praise for children as they walk safely and gently reminds them to be aware of their own safety. Young children know to walk in a line past the 'spikies' and know that the nettles can sting. They hold the childminders hand at her request and learn about road safety. The childminder has positive relationships with all children, including those who are very new to the setting. Children settle in quickly because the childminder gathers important personal information from families before they start. She knows how to meet their individual needs,

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Children's welfare and wellbeing Expected standard

such as when they need to sleep. Young children show they feel safe with the childminder and benefit from her constant reassurance when they are around unfamiliar people.

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Children's welfare and wellbeing Expected standard

Overall, the childminder follows hygiene practices and helps children to be healthy. For example, children wash their hands before their picnic snack and benefit from plenty of exercise. However, on occasion, children eat the 'safe' berries that they pick from bushes in the woods. They are not washed beforehand, despite this being a path regularly used to walk dogs. In addition, foods offered at snack are not consistently healthy. This means children receive mixed messages about healthy lifestyles and do not consistently build healthy habits for the future.

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Curriculum and teaching Expected standard

The childminder provides a balanced curriculum which typically supports young children's physical, social and communication skills. Currently, children who attend are aged between one- and two-years-old. Overall, the childminder focuses her teaching to help children develop secure foundations for the future and encourages them to be interested, curious learners. She is aware of children's individual learning goals and helps them to make suitable progress by teaching them during their play and explorations, particularly outdoors. The childminder plans to access further professional development opportunities to help her enhance the curriculum and her teaching. Children benefit from a wide range of experiences and being outdoors in the local area. For example, they explore in the nearby woods and learn about nature. The childminder consistently models new vocabulary and points out things for them to observe. Children show enjoyment as they pick up leaves and twigs,

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Curriculum and teaching Expected standard

which they take to the childminder. She responds and uses coloured cards to teach children how to match and recognise colours.

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Curriculum and teaching Expected standard

The childminder helps children develop a love of books from an early age. Children join in with the interactive story as they sit on the picnic blanket. They know how to turn the pages and repeat some single words. The childminder encourages children to develop their small- physical skills to prepare them to use cutlery and dress themselves. Children demonstrate very good finger grip as they pick the small berries and leaves. They show delight as they run up and down the hills with support from the childminder. This develops their large- physical skills and self-confidence. Children hear mathematical language consistently during their play. For instance, the childminder counts the berries they find and challenges them to find small and big leaves.

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Inclusion Expected standard

The childminder understands how to meet children's individual needs. Although there are currently no children on roll with special educational needs and/or disabilities (SEND) and no children who are known to social care, the childminder knows how to identify potential gaps in children's learning. She knows how to make referrals to other professionals if further support is needed. The childminder plans to attend specific training to further develop her skills to support children with SEND, to enable her to promote inclusion to the highest level. The childminder works closely with parents and families to ensure she has detailed information about children and how to meet any specific care and medical needs. For example, parents share the outcome of medical appointments, and the childminder makes adaptations to enable her to monitor some children even more closely, particularly when they sleep.

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Inclusion Expected standard

The childminder is aware of potential barriers to learning and wellbeing. For example, she understands the importance of providing children with plenty of opportunities to be physically active and learn outdoors. This has a positive impact on children's development and emotional wellbeing, and means they are ready to rest with their families on an evening.

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Leadership and governance Expected standard

The childminder understands her strengths, such as promoting children's physical development and outdoor learning. She regularly meets with other childminders in the local area, and they reflect on their provision and share best practice. For example, the childminder has recently refreshed her understanding of some aspects of child protection, to help her keep children and families safe. She is aware of changes to the early years foundation stage, including how to ensure children's safety as they sleep and eat. The childminder is aware of areas of her provision that she would like to enhance and gathers feedback from families to help her understand how to meet their needs. Currently, the childminder is reflecting on the impact of her teaching for all children and plans to access further professional development to raise this to a consistently high level. However, the programme of professional development has not been developed.

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Leadership and governance Expected standard

Partnerships with parents are positive. They are complimentary about the childminder and say their children are in safe, caring and attentive hands. Parents value the communication from the childminder. They feel involved in their children's learning and enjoy gaining 'Wonderful insight into milestones, daily routines and adventures'. The childminder knows how to access support from other professionals when appropriate. She shares information with the health visitor to contribute to children's progress checks when they are aged between 2- and 3-years-old. The childminder promotes children's smooth transitions to school. For example, she shares information with parents and teachers to help promote continuity of learning, and ensures that children are emotionally well-prepared to start.

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

Children show they feel safe, valued and included with the childminder. They have positive relationships with her and benefit from her comfort and reassurance. Children who are new to the setting settle in quickly and become familiar with routines. The childminder knows the children in her care very well. For example, she recognises changes in their behaviours and adapts her practice to meet their individual needs. Children quickly develop a sense of belonging and an understanding of the world around them. They build social skills and confidence as they attend various toddler groups with the childminder.

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

Children thrive in their physical development and show enjoyment in outdoor learning. They express interest and curiosity as they explore the local woods. The childminder uses these opportunities to teach children across all areas of their learning. For instance, children learn about the different colours of the leaves and berries. They match them to the colours on the childminder's lanyard and learn which berries are safe to eat. Children gain increasing independence from an early age. They begin to show an awareness of their own safety, particularly road safety, and typically take an active part in their own self-care.

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

Children make positive progress and achieve well across every area of their learning. They show enjoyment in stories and develop their communication and language skills. They benefit from hearing and using mathematical language as they play, such as counting out pebbles and leaves. Children develop the skills they need for the future, including their eventual move on to school. The childminder is aware of potential barriers to their learning and provides activities which broaden their experiences.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 16:00

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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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Next steps

The childminder should implement ways to evaluate her practice and develop a programme of professional development to enhance her teaching skills. The childminder should implement ways to consistently promote children's good health and hygiene, particularly during outings.

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About this inspection

The inspector spoke with the childminder, children and parents during the inspection. Written feedback was also gathered from parents.

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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. This data is from 11 September 2026

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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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