Ames, Jade

Childminder

Unique reference number (URN): 2837284 Registered with Ofsted: 28/05/2025 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

All children make consistent, secure and sustained progress from their starting points. For example, young children who initially communicated through gestures, sounds or picture prompts increasingly use single words and short phrases to express themselves. Children can share ideas and demonstrate an expanding vocabulary. Very young children help each other to succeed. They work together and use words in context, such as 'push' and 'pull'. Children enjoy learning about cause and effect. They press the button on the bubble machine and excitedly work together to jump to catch the bubbles as they slowly fall to the ground. Children are developing an understanding of the safety of others around them. They count accurately and develop increasing control as they use tools to transfer objects independently. Children develop high levels of independence. They take on small tasks, such as helping to sweep up after messy play. Children develop confidence, curiosity and

p.2

Achievement Strong standard

independence. They secure foundations for future learning, preparing them well for their next stage.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder supports children's behaviour through clear boundaries, familiar routines and consistent expectations. She explains what is happening next and gives young children gentle reminders so that they know what is expected of them. She encourages them to listen to instructions and put resources away when they have finished. As a result, children learn how to keep themselves and others safe. They grow increasingly confident in managing age-appropriate responsibilities.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder also uses praise, encouragement and positive role modelling to reinforce appropriate behaviour. She models kind and respectful interactions. She sensitively guides very young children as they learn to share, take turns and consider the needs of others. During everyday activities, the childminder sensitively reinforces these skills. For instance, she encourages children to pass objects to each other. She gently guides them to the other side of the tray, explaining that they now have more space. The childminder develops warm and trusting relationships with children. She takes an interest in what children have to say. For example, she responds when children adapt their play to feed pom-poms to the dinosaurs. This supports a positive attitude to learning and helps children to feel that their ideas are valued. The childminder monitors attendance and punctuality and works constructively with parents and carers when concerns arise. This supports children in

p.2

Behaviour, attitudes and establishing routines Strong standard

benefiting from ongoing care and learning.

p.2

Children's welfare and wellbeing Strong standard

The childminder continually prioritises children's welfare. She works in close partnership with parents and carers to promote children's health and wellbeing. She provides families with useful information about nutritious lunches and healthy meals at home, and signposts them to relevant guidance where appropriate. The childminder provides children with real-life experiences to help them learn where healthy food comes from and why it is good for them. For example, children make fruit kebabs and grow their own fruit and vegetables. Alongside the childminder, they harvest the produce, taste what they have grown and take some home to share with their families. This helps to encourage even the youngest children to become curious about different foods. It supports children in developing positive attitudes towards healthy eating at home and at the setting.

p.2

Children's welfare and wellbeing Strong standard

The childminder actively supports children's emotional wellbeing and helps them to understand and manage their feelings. She is highly attentive to children's individual care needs and recognises that routines can sometimes be difficult for very young children. For example, when children are reluctant to have their nappies changed, she does not rush them. She gives them time to feel comfortable, talks reassuringly and sings familiar songs to help them relax. Her calm and nurturing approach means that children's personal care is managed sensitively and respectfully. The childminder also recognises when children are becoming tired and adjusts the daily routine so that they can sleep earlier when needed. Children therefore receive care that helps them to remain settled and content. The childminder models kindness and consideration throughout everyday interactions. As a result, children begin to recognise the needs and feelings of others, show patience towards

p.3

Children's welfare and wellbeing Strong standard

their friends and develop caring relationships with those around them.

p.3

Curriculum and teaching Strong standard

The childminder provides an ambitious and nurturing curriculum that is well matched to the ages, interests and individual needs of young children currently in her care. She has a secure understanding of what each child already knows and can do and uses this knowledge to plan experiences that build progressively on their learning. For example, the childminder gives toddlers time to explore musical devices and shows them how to use the controls. She encourages them to try different buttons and work out how to start the music for themselves. Toddlers persist until they succeed. They choose their favourite rhymes and delight in learning how to move their bodies to the beat of the music.

p.3

Curriculum and teaching Strong standard

The quality of teaching is highly effective. The childminder recognises that young children learn best through play and exploration. She skilfully follows children's interests and uses these moments to extend their thinking and communication. For example, as young children explore how to make sandcastles, the childminder introduces words such as 'soft' and 'pat', skilfully linking them to what children can feel and do. She gives children time to handle the sand, fill and turn the moulds. Children discover for themselves what helps a sandcastle hold its shape and exclaim 'wow' as they see what they have made. Children's developing language is promoted highly effectively throughout the day. As children eagerly hunt for treasure in shredded paper, the childminder introduces words to describe what they see and feel. Children repeat these words and use them in their play. The childminder consistently talks and gives children the time they need to respond. Consequently, even the youngest

p.3

Curriculum and teaching Strong standard

children become increasingly confident in expressing their needs, ideas and interests.

p.3

Curriculum and teaching Strong standard

The childminder weaves early mathematics skilfully into children's everyday play. For example, children show excellent hand–eye coordination for their age and use tweezers to transport pom-poms with. The childminder encourages them to count each one and introduces words about size, quantity and shape. She gives children time to test which pom- poms fit through different holes and to try another when one does not fit. Children remain absorbed in their play. They are inspired to learn and develop their understanding of mathematical concepts as they explore.

p.3

Inclusion Strong standard

Inclusion is central to the childminder's practice. She has high expectations for every child and ensures that all children are able to participate fully in learning experiences alongside their peers. Her inclusive approach helps children to feel valued, respected and secure within the setting. The childminder carefully identifies and assesses children's individual needs, working closely with parents and carers to provide the right support. This close partnership helps her stay alert to changes in children's lives. Together, they agree on consistent approaches that help children feel valued, safe and secure in her care. The childminder skilfully adapts the environment and her support to meet each child's needs. She uses highly effective strategies to help young children express their preferences and make choices.

p.4

Inclusion Strong standard

The childminder makes referrals to other professionals, including speech and language services, when needed. Well-established links with local authority early years specialists enable her to seek advice when necessary. This means that any emerging concerns are addressed without delay and children receive appropriate support at an early stage. The childminder has lots of experience supporting children with special educational needs and/or disabilities. She has undertaken focused training to provide for their needs.

p.4

Inclusion Strong standard

Children's cultures, traditions and family experiences are thoughtfully incorporated into the curriculum. The childminder seeks ways for young children to make connections between their home lives and their experiences within the setting. For example, young children make and send birthday cards for relatives who live abroad. They create personalised Christmas cards for their families to share with loved ones. These experiences help young children to develop a sense of belonging and pride in who they are.

p.4

Leadership and governance Strong standard

The childminder demonstrates a clear understanding of the needs of children, families and the local community. She carefully evaluates her provision and takes timely action to improve outcomes for children. She promptly identifies children's individual needs and works closely with parents and carers to secure appropriate support.

p.4

Leadership and governance Strong standard

The childminder prioritises professional development. She ensures that training reflects the needs of the children and continually strengthens her practice. Recent training has enhanced her understanding of the different ways in which children learn and develop. She also attends local authority provider meetings, where she discusses relevant developments and receives updates about issues within the local area. The childminder is highly reflective and adapts her environment to meet the children's needs. For example, she has improved how children access books. As a result, children independently visit the book cabinet, select stories that interest them and return the books before taking their time to choose another. The childminder also draws on her experience to support other childminders in the local area. She offers advice and suggests activities that may help children achieve their next steps in learning. Parents value the guidance they receive. These collaborative relationships

p.4

Leadership and governance Strong standard

provide children with consistency, support their progress and help to prepare them for future transitions. The childminder regularly reviews risk assessments, including for outings in the community. This ensures that children are consistently kept safe.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children benefit from carefully planned settling-in arrangements that reflect each child's individual needs. Children quickly build trusting relationships with the childminder. They

p.5

Inspector:

Jane Franks show that they feel safe, secure and confident as they explore and participate fully in all aspects of their day. They flourish in this inclusive and welcoming setting. Children enjoy threading activities. This supports their coordination skills and the development of the small muscles in their hands and fingers. Children look carefully at the holes in the objects and work out whether the pieces will fit through the caterpillar and onto the string. They also explore concepts, such as 'more than' and 'less than', and at an early age, they predict how many more pieces they need.

p.6

Inspector:

Children develop their understanding of numbers, shapes and different forms. They express delight when they successfully connect bricks and use them to build towers of different sizes. They are introduced to picture instructions and have a go at following these with support from the childminder. In the garden, they run up and down the small slope and learn to move safely across uneven surfaces. Children express themselves with their friends and throw shredded paper into the air. Afterwards, the childminder encourages them to help sweep it away and explains why tidying is important. This helps children learn to take responsibility, complete small tasks and understand how to keep themselves and others safe.

p.6

Inspector:

Children delight in a variety of outings within their local community. They socialise with others during music and rhyme sessions at the library. They attend playgroups, where they learn how to behave appropriately in different social environments. Visits to the park also provide opportunities to develop new physical skills and strengthen their growing muscles. For example, children learn to coordinate their leg movements to operate the roundabout.

p.6

Next steps

The childminder should ensure continued improvement in the setting's successful work to provide children with even further experiences to build on previous concepts and exceed in their development.

p.6

About this inspection

The inspector spoke with the childminder and children and read feedback from parents.

p.6

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.

p.6

About this setting

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8