Harris, Hollie Rebecca

Childminder

Unique reference number (URN): 2843582 Registered with Ofsted: 16/06/2025 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 typically make secure progress from their starting points. They use increasingly complex vocabulary to bring stories to life, which helps them express ideas clearly and understand narratives more deeply. Creating their own storylines strengthens their imagination, creativity and early literacy. Children show confidence and enthusiasm, engaging with activities eagerly and with sustained interest. Their interactions at the dough table, where they talk together, share tools and use good manners, build social confidence and early language.

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Achievement Expected standard

Children typically show clear development in early thinking and memory. They recall colours, such as 'yellow', later in the day after not recognising them earlier, demonstrating growing processing and attention skills. Children develop independence securely, attending to their toileting needs without adult involvement and expressing pride in their achievements. All children, including those who may face barriers to learning, gain the foundational knowledge needed for their next stage of development.

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Behaviour, attitudes and establishing routines Expected standard

Children typically benefit from enthusiastic and kind interactions with the childminder, in an atmosphere that supports their positive behaviour and developing manners. They respond well to praise, which helps them feel valued, confident and secure in their relationships. Children collaborate in play, share resources and take turns. When disagreements arise, they accept simple solutions and show a growing awareness of others' feelings. Gentle reminders, paired with recognition of their enthusiasm, help children develop kindness, care and respectful behaviour. Children are generally polite and considerate, often showing awareness of others' needs during shared play and mealtimes.

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Behaviour, attitudes and establishing routines Expected standard

Children generally tidy away resources before choosing new ones, especially when supported with prompts. This usually helps them understand shared responsibility and builds confidence in following expectations. However, expectations are not always reinforced consistently. At times, children do not tidy up when asked, and requests are not followed through. This limits children's understanding of boundaries and reduces opportunities for them to apply expectations independently. The childminder teaches children to treat others with kindness and respect and acts as a positive role model. Key skills are supported through turn-taking, memory games, colour recognition and simple goal- focused tasks. When children briefly disengage, reassurance is offered so that they can return when ready, helping them develop self-regulation and independence.

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Children's welfare and wellbeing Expected standard

Children are safe, happy and emotionally secure in the childminder's home. Warm, responsive relationships help them feel confident and settled, and they show a clear sense of belonging. The childminder knows each child well and typically adapts routines sensitively to meet individual needs, including for those who may face barriers to learning or wellbeing. She recognises when children become distressed by loud noises, for instance, and responds calmly, helping them feel understood and emotionally safe. The childminder's care practices promote children's growing independence. She balances supervising children and maintaining their privacy effectively, enabling them to manage toileting, handwashing and self-care with increasing confidence.

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Children's welfare and wellbeing Expected standard

Healthy habits are generally built into daily routines, through using open cups, hygiene practices and balanced meals, for example. This helps children learn how to care for their bodies and develops their independence skills. Mealtimes provide opportunities for social interaction and early language. As children talk about colours, textures and preferences, they practise communication, build confidence and develop positive attitudes to healthy eating.

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Children's welfare and wellbeing Expected standard

Children learn to recognise and manage their emotions. The childminder responds calmly when children become unsettled, offers reassurance and maintains familiar routines. She teaches empathy by explaining how actions, such as loud noises, can affect others. Safe- sleep practice is secure, with monitoring, regular checks and appropriate temperature control, for instance.

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Curriculum and teaching Expected standard

The childminder generally provides a curriculum that supports children to learn and develop new skills. She builds on what children already know and can do, using daily interactions to plan activities around their interests. Learning is usually sequenced purposefully and stays engaging across the day, moving from sensory-dough play to imaginative role play, shared reading, mark making, turn-taking games, memory activities and singing. This helps children sustain interest and practise skills through repeated experiences. The childminder's warm, language-rich teaching typically supports children to develop ideas, practise new vocabulary and recall learning. Children are generally supported to move smoothly through routines and transitions, which helps them stay engaged and understand what comes next.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of early education and generally adapts activities so that children can take part successfully. She adjusts experiences sensitively, for instance by simplifying language, modelling actions or offering visual prompts. This helps children access learning and build early language and mathematical understanding. The childminder models pencil grip, tracing patterns and safe tool handling, enabling children to practise these skills through purposeful play within a curriculum that prepares them for their next stage of learning.

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Inclusion Expected standard

Children typically experience an inclusive environment where their individual needs are noticed early and responded to with care. The childminder uses daily observations, emotional cues and changes in behaviour to identify emerging differences in confidence, communication and emotional regulation. This typically helps children feel understood, supported and ready to take part. The childminder responds calmly to children's feelings and adjusts play so that those who are sensitive to loud noises feel safe and included. When children struggle with a concept, such as recognising colours through play, she revisits it later in the day. This supports children to remember new learning, feel proud and build confidence. The childminder typically makes adaptations that are sensitive and appropriate, for instance for children who are shy, who experience sensory differences or who may face disadvantage. She uses warm reassurance, simplified language, visual prompts and

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Inclusion Expected standard

modelling to help children understand expectations and participate successfully. When children seek comfort or need help with regulating their emotions, she responds with calm guidance. This helps children build trust, belonging and emotional security. The childminder understands how disadvantage can affect wellbeing and how to use early years pupil premium funding to support children's emotional security, communication and independence.

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Leadership and governance Expected standard

Leadership is reflective, organised and rooted in a typically clear understanding of the setting's context, strengths and areas for development. The childminder uses her experience to shape a curriculum that prioritises communication, emotional literacy, independence and early mathematics. She generally adapts activities appropriately and makes decisions that support all children's needs, including those of children who may face barriers to learning or wellbeing. She draws on recent training and ongoing professional updates to strengthen her understanding of how children develop and to keep practice current.

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Leadership and governance Expected standard

The childminder understands how to access and use additional funding, such as early years pupil premium, to support children's emotional security, communication and independence. Settling-in arrangements are typically sensitive and well paced, helping new children feel secure and ready to engage. Partnerships with parents and carers are warm and constructive, with daily monitoring shared clearly through an online platform so that families remain well informed and positive about their children's experiences. The childminder manages her workload effectively and maintains her own wellbeing, creating a calm and organised environment that supports children's security and enjoyment. She reflects on her practice and makes thoughtful adjustments when needed. Strengthening her follow-through during routines, particularly tidy-up times, would further support children to apply expectations independently and build confidence in managing responsibilities.

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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 experience a calm, welcoming environment where they feel safe, valued and eager to join in. Secure relationships help them settle quickly, express their feelings and seek comfort when needed. They move confidently between spaces, enjoying a well-organised environment. Healthy habits, such as around handwashing, nutritious food and outdoor play, strengthen their physical and emotional wellbeing. Children enjoy learning. They explore sensory dough, storytelling, role play, mark making, colour recognition, singing and turn- taking games with clear enthusiasm. They develop age-appropriate knowledge and skills, including rich vocabulary, early narrative understanding, motor control and growing independence in toileting and self care. These experiences help them make effective progress from their starting points.

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

Children feel confident to explore, knowing their ideas are welcomed and their voices matter. They move through the day with a sense of security and happiness. They typically understand what comes next and feel part of the setting. Children feel that they belong. They learn alongside peers, share resources and negotiate roles in play. Sensitive adaptations that the childminder makes support children to overcome shyness, aid their sensory needs and provide emotional reassurance. Children facing disadvantage or vulnerability are included fully and feel confident and secure. Families are welcomed, and children's interests and home experiences help to shape the curriculum. Regular visits to local woods, farms and libraries deepen children's understanding of their community and broaden their sense of the wider world.

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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: East Riding of Yorkshire Children thrive as they build confidence, independence and emotional literacy. They show pride in their achievements, such as managing toileting independently or recalling newly learned knowledge later in the day. The childminder values each child's uniqueness and responds calmly to any upsets, helping them regulate and return to play. Positive relationships and a nurturing atmosphere promote regular attendance, as children enjoy their time here. Overall, children are cared for, safe, socially confident and joyful in their learning, and flourish.

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Next steps

The childminder should consistently reinforce her expectations throughout routines and transitions so that children understand and learn to follow them independently.

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About this inspection

The inspector spoke with the childminder 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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