Cox, Carly Jade

Childminder

Unique reference number (URN): 2853449 Registered with Ofsted: 09/09/2025 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

Children generally achieve well from their individual starting points. There is a sharp focus on developing children's communication and language from an early age. Children hear language through play as the childminder narrates, repeats and extends their words and ideas. They listen and respond to each other, with younger children showing increasing confidence to interact with their older peers. Children develop their physical skills and are supported to manage their own needs. For example, they collect their shoes, find their drinks and eat independently.

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Achievement Expected standard

Children apply their knowledge and skills in different ways across the environment. For example, they explore weight and balance indoors and outdoors. This helps them to refine their skills and test out their ideas. Children are typically well prepared for their next stage of learning. They develop confidence through social experiences with other children and visits to different environments.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets clear expectations for children's behaviour. She gives simple instructions which children respond well to. Children are supported to understand and follow routines. For example, they are encouraged to stay at the table until everyone has finished eating or wait outside until everyone is ready to come in. As new children join the setting, the childminder embeds routines, such as washing hands at key times of the day. This will help to build independence and encourage children to manage their own needs.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works with parents to provide consistency between home and the setting. Children attend regularly and the childminder helps parents understand the importance of this. The childminder uses positive reinforcement to celebrate children's achievements. This encourages children to try new things and work collaboratively together. Children are supported to become more independent at sleep time. Children help to prepare their space and settle themselves to sleep. Younger children are supported to sleep independently in a cot.

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Behaviour, attitudes and establishing routines Expected standard

Children form positive relationships with the childminder and their peers. They are kind, respectful and engage with one another in their play. Children show positive attitudes to their learning. They confidently choose their own resources for a purpose and show great satisfaction when they have achieved what they set out to do. Children are always eager to share their success with the childminder and take great delight in her positive praise.

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Children's welfare and wellbeing Expected standard

The childminder provides consistent care that meets children's individual needs. She considers the welfare and wellbeing of all children and ensures that children feel safe, happy and valued. The childminder supports children to develop healthy habits. This includes teaching them about the importance of spending time outdoors, good hygiene and drinking water. The fruit snack she provides gives children opportunities to learn about healthy food choices. However, the childminder recognises that some food items in children's packed lunches are not consistently healthy. She continues to work with parents to implement this policy to help children build healthy habits for the future.

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Children's welfare and wellbeing Expected standard

The childminder meets children's personal care needs, supporting them to become more independent with their self-care as they grow. Children have many opportunities to spend time outdoors, visiting their local park, forest school and use the well-planned outdoor area at the setting. This gives them space to exercise, explore and develop their physical skills. Children also have many opportunities to talk, play together and build their confidence in different environments. She provides nurturing care and helps children to feel safe and secure. Children know where to go for reassurance or help. This helps them to settle quickly and feel valued in her setting.

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Curriculum and teaching Expected standard

The childminder plans the curriculum so it is matched closely to the children's stage of development. She uses children's interests to create meaningful learning experiences. For example, children's interest in vehicles leads to opportunities to build ramps, tunnels and tracks. However, at times, the childminder does not model the skills she wants children to learn. For example, during snack time, children have opportunities to cut fruit using child- safe knives. The children are not shown how to use the knife effectively which means they do not learn new skills as quickly as they could.

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Curriculum and teaching Expected standard

Carefully chosen books give children the opportunity to develop a love of reading. Children enjoy sharing books with adults, pointing to the pictures and talking about what they can see. The childminder responds, repeating words and introducing new vocabulary. This helps to develop children's communication and language skills.

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Curriculum and teaching Expected standard

The childminder provides a range of experiences which support children's mathematical development. In the outdoor area, children fill and empty large containers, ready to weigh them on balance scales. The childminder supports their learning, asking questions and using mathematical vocabulary to extend their play. Children have a variety of equipment to use which allows them to refine their fine motor skills. For example, older children use small scoops and tweezers to pick up grains of rice, while younger children have bigger spades and diggers to dig in the mud. Children also access a range of activities which support their gross motor skills. For example, tunnels and bridges to practise climbing and large paint brushes and squeezy bottles to mark make. The well-planned environment promotes children's learning and helps them to meet their next steps.

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Inclusion Expected standard

The childminder creates a welcoming and thoughtfully planned environment where all children can learn. She works closely with parents to plan individual transitions, helping children to settle quickly and develop secure relationships. The childminder assesses children's development and identifies next steps to meet their individual needs. She typically adapts activities and her interactions, to support children at their age and stage of learning. She is responsive to the needs of all children, including those with special educational needs and/or disabilities and those known or previously known to children's social care. The childminder is reflective and considers what is working well for the children in her care. Clear communication with parents ensures children receive the support they need at the right time. For example, seeking external support from outside agencies to support children's speech and language development.

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Inclusion Expected standard

The childminder is reflective and considers how she can remove barriers to learning. She uses additional funding to enable children to have access to a full curriculum. For example, providing outdoor shoes and clothing means children have access to every area of the environment in all weather conditions. As a result, children are able to participate fully in the opportunities available to them.

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Leadership and governance Expected standard

The childminder understands the context of her setting and the needs of children who attend. She is reflective and actively looks for ways to improve. She has made links with external agencies and other childminders in the area. The childminder identifies areas for development and seeks ways to improve. She is proactive in extending her own knowledge and using this to improve children's experiences and outcomes. For example, after developing her understanding of play schemas, she adapted the environment to better support children's stage of play development.

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Leadership and governance Expected standard

The childminder balances her workload with the needs of her family and recognises the importance of maintaining her own health and wellbeing. She responds to areas for improvement and takes action to address these. She has a clear vision for her setting and is committed to developing her practice.

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Leadership and governance Expected standard

The childminder works with parents to support children's next steps in learning. She has high ambitions for all children and works with families to give them the support they need. The childminder also works with new settings when children move on. She shares children's next steps and important information with new providers. This helps children to settle quickly in their new environment.

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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 settle quickly in this warm and nurturing environment. They develop secure, trusting relationships with the childminder, seeking comfort and reassurance from her. The childminder is very responsive to children's needs, adapting routines and activities to ensure all children have a sense of belonging. The setting is carefully planned and laid out to give children the opportunity to select their own resources and build on what they already know. This encourages children's independence and helps to develop their confidence. Children's interests inform the planning, and, as a result, children show high levels of engagement in their learning. Children of all ages and stages are valued. The childminder adapts activities within the setting to ensure they are inclusive for all children. This means that children generally achieve well from their starting points. Children play cooperatively together and

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

share ideas. These interactions build their social and emotional skills.

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

The childminder has consistent expectations for behaviour. She communicates clearly and uses positive praise to help children feel safe and secure. She supports children to establish new routines and reminds them calmly and kindly of what they are going to do next. She works with families to ensure there is a consistent approach to children's routines around eating and sleeping. Regular attendance is encouraged to support children's learning and build consistent routines.

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

Children enjoy learning and take great delight in showing the childminder their full buckets in the mud kitchen or the marks they have made on the chalkboard. There is a keen focus on developing a love of reading. Books and stories reflect children's interests and stages of development. The childminder uses these to embed and extend children's vocabulary, supporting their communication and language skills. Children also use open-ended

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About this setting

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

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About this setting

Local authority: Cambridgeshire resources to play imaginatively, solve problems and develop their creativity. These opportunities give all children the chance to thrive.

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Next steps

The childminder should strengthen procedures to promote healthy eating, including working in partnership with parents to ensure children are consistently supported to make healthy choices. The childminder should embed high-quality interactions, including effective modelling, to help children achieve their learning goals and successfully reach their next steps.

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About this inspection

The inspector spoke with the childminder, the co-childminder, children and parents 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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