Foran, Jessica Lauren

Childminder

Unique reference number (URN): 2854463 Registered with Ofsted: 01/10/2025 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 Strong standard

Children achieve consistently well from their individual starting points. They make strong progress across the curriculum, including in communication and language. Children increasingly use words to express themselves, engage in conversations and confidently respond to adults. Parents confirm that improvements in children's communication and confidence are also evident at home.

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Achievement Strong standard

Children who have special educational needs and/or disabilities, or those who face other barriers to learning, make meaningful progress from their individual starting points. Where children require additional support, they develop important new skills over time, including increased physical confidence, communication and engagement in learning.

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Achievement Strong standard

Children develop the knowledge and skills they need for their next stage. They become increasingly independent in managing everyday routines, communicate their needs and develop positive relationships with others. As a result, children develop secure foundations for their future learning and, where appropriate, their eventual transition to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently creates a calm, positive environment where children understand routines and expectations appropriate to their age and stage of development. Warm, secure relationships underpin children's behaviour. Children confidently seek reassurance when they need it and readily return to their play and learning once comforted.

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Behaviour, attitudes and establishing routines Strong standard

Children develop positive attitudes towards others. The childminder sensitively reinforces expectations, such as using kind hands, sharing and helping to tidy away. Children respond positively and increasingly demonstrate these behaviours independently. For example, they attempt to share with their peers and spontaneously comfort others who are upset. As a result, children develop empathy, cooperation and an early understanding of how their actions affect others.

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Behaviour, attitudes and establishing routines Strong standard

Routines are carefully adapted around children's individual needs. The childminder has reduced unnecessary transitions to protect children's sleep and wellbeing, helping them remain settled and ready to learn. Attendance is consistently good and the childminder works closely with families to promote regular attendance. She understands when absence may indicate a welfare concern and takes appropriate action to follow this up.

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Children's welfare and wellbeing Strong standard

Children benefit from consistently attentive care that is responsive to their individual needs and promotes their physical and emotional wellbeing. Warm, trusting relationships are firmly established. Children readily seek the childminder for affection and reassurance and are confident that she will respond sensitively. This helps them feel secure and able to explore and participate in experiences. Children develop healthy habits through well-established everyday routines. Nutritious meals and snacks are provided, safer-eating guidance is followed and children are encouraged to develop independence, for example when drinking from an open cup and feeding themselves. Daily toothbrushing and regular physical experiences further strengthen children's understanding of healthy lifestyles.

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Children's welfare and wellbeing Strong standard

Care routines are tailored carefully to children's individual needs. Sleeping arrangements reflect safer-sleep guidance, with appropriate sleep spaces, temperature monitoring and regular checks helping children to rest safely. Personal care routines are sensitive and respectful, with children involved through age-appropriate explanations and choices. As a result, children's individual care needs are consistently met while they develop increasing independence and a secure sense of wellbeing.

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Curriculum and teaching Strong standard

The childminder has developed an ambitious and well-sequenced curriculum that reflects what children need to learn, while remaining responsive to their interests and individual stages of development. She knows children well and uses her understanding of their starting points and ongoing development to adapt teaching purposefully.

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Curriculum and teaching Strong standard

High-quality interactions consistently support children's communication and language. The childminder introduces and repeats children's vocabulary and extends their responses during everyday play. Mathematical learning is similarly woven purposefully through experiences. For example, children count objects, identify colours and explore early concepts through pouring, filling and matching. The childminder skilfully incorporates intended learning into children's interests, such as using favourite toys to develop counting and communication.

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Curriculum and teaching Strong standard

Children's physical, personal, social and emotional development is prioritised throughout the curriculum. Teaching is adapted effectively when children require additional support, including adjusting resources and the environment, so that they can participate alongside others. As a result, children remain highly engaged, develop their confidence and independence, and build securely on what they already know and can do.

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Inclusion Strong standard

The childminder has created a highly inclusive environment where children's individual needs and potential barriers are identified early and responded to effectively. She works closely with families and professionals to understand children's development and adapts her provision carefully to enable all children to participate and progress.

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Inclusion Strong standard

Children who require additional support benefit from well-targeted adaptations that reflect their individual starting points and emerging needs. The childminder follows agreed professional guidance, adapts experiences and interactions, and carefully monitors the difference that support makes. She uses this information to refine her approach and, where necessary, seek further professional advice. As a result, children make meaningful progress from their individual starting points and receive increasingly tailored support when progress is slower than anticipated. The childminder works closely with families, sharing strategies and resources that promote consistency between home and the provision. Children known to social care are supported sensitively through effective multi-agency working and careful monitoring of their wellbeing. As a result, children facing disadvantage or other barriers receive consistent, highly

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Inclusion Strong standard

responsive support that helps them remain safe, participate fully and thrive.

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Leadership and governance Strong standard

The childminder demonstrates consistently reflective and effective leadership. She has a secure understanding of the strengths of her provision and considers carefully how practice can be improved as children's needs change. Her decisions are firmly rooted in children's best interests and she evaluates how the organisation of the provision affects their day-to- day experiences.

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Leadership and governance Strong standard

Professional learning is purposeful and closely linked to the needs of children attending. The childminder draws effectively on her existing professional expertise and identifies further training that will strengthen her knowledge of special educational needs and/or disabilities and communication and language. She understands how this will enhance the individualised support she provides to children and families.

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Leadership and governance Strong standard

The childminder maintains strong partnerships with parents. Parents consistently describe effective communication, high levels of trust and the positive difference the provision makes to their children's confidence, communication and experiences. Their views help the childminder maintain a clear understanding of children's needs beyond the provision.

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Leadership and governance Strong standard

The childminder also broadens children's experiences through engagement with her local community and visiting professionals. Regular opportunities, including forest school and physical-development sessions, enhance her curriculum and provide children with varied opportunities to develop their confidence, physical skills and communication.

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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 are happy, secure and confident in the childminder's care. They experience warm and affectionate relationships and know that their individual needs matter. Children readily seek reassurance when they need it and respond positively to the childminder's encouragement. This strong sense of security helps children confidently explore, play and learn.

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

Children enjoy a rich range of experiences that capture their interests and encourage curiosity. They enthusiastically explore indoors and outdoors, join in with songs and movement, and sustain their attention in activities they enjoy. Children develop their communication, physical skills and early understanding of the world through playful interactions that build on what they already know. Those who face barriers receive sensitive, individualised support that enables them to participate alongside their peers and make meaningful progress from their starting points.

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

Children develop positive relationships with one another. The youngest children are beginning to share, cooperate and show concern for their friends. They learn appropriate boundaries within a calm and predictable environment and become increasingly confident in managing everyday tasks for themselves.

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

Children benefit from close relationships between the childminder and their families. Parents feel welcomed, listened to and well informed, helping children experience consistency between home and the provision. Children who require additional support benefit from adults working together effectively to promote their learning and wellbeing.

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

Children thrive because their uniqueness is recognised and valued. They are safe, included and increasingly independent, developing the communication, confidence and social skills that provide strong foundations for their future learning.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children who may face barriers to their learning.

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About this setting

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

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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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About this inspection

The inspector spoke with the childminder and children, and considered feedback from 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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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

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 .

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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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