Blow, Sarah Louise

Childminder

Unique reference number (URN): 2839345 Registered with Ofsted: 02/07/2025 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

All children are very well prepared for the next stage of their education. They are excited to learn and become confident communicators. For example, children rapidly learn new words to identify different objects they find, such as 'cones' and 'cars'. Children build broad vocabularies for their age.

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Achievement Strong standard

Children develop secure knowledge of mathematical concepts. Teaching is highly focused, and, as a result, young children begin to identify numbers and use the correct words to name them. Children also build an understanding of mathematical language linked to shapes and measure.

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Achievement Strong standard

Children move around the well-designed play spaces with ease. They learn to climb and balance skilfully on different equipment. Children learn how to be safe and follow support from the childminder as they develop their physical skills.

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Achievement Strong standard

Children learn how to be sociable and play happily alongside their peers. They are happy in the company of their friends and learn to be respectful to those around them.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has embedded clear behavioural expectations at her setting. These are implemented consistently and fairly. As a result, young children have an excellent understanding of the boundaries in place at the childminder's home and what is expected of their behaviour. Children, therefore, consistently behave very well and follow instructions with ease. They learn about behaviour positively as the childminder and any assistants she works with offer plenty of praise and encouragement throughout their interactions. The childminder also uses opportunities to gently teach children about consequences and rules. This means children have a secure understanding of the impact of their own actions.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports all children to have highly positive attitudes to learning. She uses high-quality interactions to ensure children are engaged and motivated to learn more. Children demonstrate this through their sustained focus on activities, such as listening to stories and making marks with paintbrushes.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes regular and punctual attendance. She shares her attendance policy with parents and carers and discusses the importance of developing children's understanding of routines. The childminder works with parents to anticipate any absences and keeps a clear record of these to ensure any patterns of non-attendance are addressed.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's wellbeing throughout her practice. Relationships between the childminder and children are remarkably positive. Children regularly go to the childminder and any assistants she works with for a cuddle and show very secure

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Expected standard

attachments. They giggle as they explore different toys and books together. Children feel confident and assured as they share their interests with others.

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Expected standard

The childminder considers how to increase children's understanding of healthy lifestyles, even for those who are very young. She teaches children about lifelong healthy habits, such as understanding the importance of washing hands before eating and having plenty of fruits and vegetables in their diets. The childminder skilfully links this to her curriculum as she grows tomato plants with children in the garden. She also closely follows nutritional guidance for young children when preparing home-cooked meals for lunch. This consistent practice supports children to develop an understanding of balanced diets and good health.

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Expected standard

Personal care routines are carried out with a high level of respect. The childminder and any assistants she works with consider all children's individual needs. They promote children's emotional security during routines such as nappy changing. They sing to them and practise new words together to enhance children's experiences.

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Curriculum and teaching Strong standard

The childminder has expertly designed her curriculum so that it is ambitious for all children. She recognises how all children develop differently and ensures that her teaching directly follows children's current interests to promote their enthusiasm for learning. The childminder knows children remarkably well. She uses ongoing assessment effectively and shares progress information with parents and carers so they can extend learning further at home.

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Curriculum and teaching Strong standard

The childminder's teaching interactions are of very high quality. She shares her expertise with any assistants she works with to ensure that children consistently benefit from learning experiences that are targeted to their stage of development. The childminder has a secure knowledge of teaching all areas of learning. She places a sharp focus on children's communication skills and recognises how to adapt her teaching appropriately. For example, the childminder understands what children need to learn next and develops their language skills continuously. She provides the youngest children with single words to practise while also recognising when children are ready to use 2 words together to build short sentences.

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Curriculum and teaching Strong standard

The childminder recognises how to sequence areas of her curriculum precisely, particularly in areas of learning such as mathematics. She uses play opportunities to teach mathematics to children and support them to count skilfully from a young age.

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Inclusion Expected standard

The childminder has secure systems in place to identify children's individual needs effectively when they first start with her. For example, she carries out careful assessment to discover children's current stage of learning. The childminder also works closely with parents and carers so that she can understand any adaptations she may need to make, such as for children with special educational needs and/disabilities (SEND). The childminder recognises how to make referrals where necessary to seek out further support for children. She works closely with other professionals, such as health professionals and specialists from the local authority, to implement collaborative plans for children's education and care. This means that children often benefit from a shared approach.

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Inclusion Expected standard

The childminder has high expectations for what all children can achieve and generally assesses children's ongoing progress well. However, she would like to develop this further. The childminder recognises that she would like to further strengthen her own knowledge, and that of any assistants she works with, about working with children with SEND in order to have an even greater impact on children's outcomes.

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Leadership and governance Expected standard

The childminder has a confident understanding of the quality of her provision. She works with parents and carers to gather feedback, which allows her to identify the setting's strengths. Generally, the childminder evaluates the effectiveness of her setting well. However, where weaknesses are identified, these are not always aligned with precise professional development.

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Leadership and governance Expected standard

The childminder supports any assistants she works with by providing them with ongoing training. However, this is not always aligned with the childminder's priorities for improvement. Despite this, any assistants she works with explain that they very much enjoy their roles. Together, they learn new skills and generally strive to develop good practice across the provision. For example, the childminder has recently taken account of published early years nutritional guidance to further increase her knowledge and share what she has learned with the families she works with.

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Leadership and governance Expected standard

The childminder has worked hard on developing parent partnerships to fully involve them in children's educational journey. Parents said that they are very happy with the communication they receive as they feel extremely supported. Parents also described how they are well-informed about children's development. The childminder has also established communication with other early years settings that the children attend and with health professionals involved in children's care or education. As a result, children benefit from a shared approach.

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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 make rapid progress with the nurturing childminder. Children arrive joyful and full of enthusiasm for the day ahead. They quickly begin exploring the different equipment that has been thoughtfully set up for them, such as an autumnal water-play activities and small climbing apparatus. Children are happy and settled as they go to the childminder and any assistants she works with for cuddles and stories.

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

Children laugh and giggle with their friends as they stomp and splash in puddles of coloured water. They are very engaged and participate readily in the teaching that is provided to

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About this setting

Type: Childminder them. They quickly develop an understanding of the concepts of kindness, care and respect for others. This is because the childminder and any assistants she works with continually model this behaviour and promote this to all children. Children are well prepared with the social skills they need for the next stage of their education.

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About this setting

Children benefit from enriching experiences that teach them about the local area in which they live. The childminder takes children on countryside walks where they enjoy seeing tractors and different animals. Children build vocabularies that allow them to express their needs from a very young age. The childminder is adaptable and flexible in her approach and knows children remarkably well. For example, children with special educational needs and/or disabilities receive tailored support. Learning is arranged to inspire children through their own personal interests.

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About this setting

Children attend regularly and punctually, as the childminder implements a consistent approach to supporting children's attendance with parents and carers. This enables children to consistently thrive in the childminder's care.

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Next steps

The childminder should target her own professional development, and that of any assistants she works with, more precisely so that it aligns with the areas of improvement she is currently focusing on.

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About this inspection

The inspector spoke to parents, carers, assistants, children and the childminder 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. Registration date: 02/07/2025

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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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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