Childminder

Childminder

Unique reference number (URN): EY551185 Registered with Ofsted: 12/09/2017 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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Behaviour, attitudes and establishing routines Strong standard

Children benefit from a highly positive and respectful environment where expectations for behaviour and routines are clearly established and consistently applied. Daily routines are embedded and children follow them confidently, including tidying resources, washing hands and preparing for meals. Children confidently remind one another of familiar routines and expectations, showing how deeply these behaviours are embedded and understood. This supports a strong sense of security and promotes increasing independence.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and children are warm, trusting and characterised by mutual respect. The childminder models calm, kind communication, and children respond accordingly. For example, during story time, children sat together patiently, listened attentively and waited for their turn to speak. There are also frequent examples of children offering comfort to peers or sharing resources without adult prompting, demonstrating how deeply kindness and cooperation are embedded.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with families which promotes attendance, punctuality and consistency, while supporting routines and reinforcing expectations. The environment is inclusive and adapted to children's age and stage of development, ensuring all children participate successfully. As a result, children demonstrate positive learning behaviours, engage purposefully in activities and respond consistently to the expectations of the setting.

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Achievement Expected standard

Children develop the knowledge, skills and confidence they need for their next stage of learning. They make secure progress across the areas of learning and show developing confidence, resilience and independence over time. Children are willing to try new challenges, engage positively in activities and sustain attention during play.

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Achievement Expected standard

Children are developing increasing independence in everyday routines. However, if the childminder strengthens opportunities for older children to manage these routines with reduced adult support, they could achieve even greater levels of independence more quickly.

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Achievement Expected standard

Children who speak English as an additional language make meaningful progress from their starting points. They now use short phrases, repeat new vocabulary and initiate interactions, showing increasing confidence in communication. Where children require additional support, early identification and regular review help them continue to make progress. Parents describe noticeable improvements in their children's confidence, communication and social development since joining the setting.

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Children's welfare and well-being Expected standard

The childminder prioritises children's welfare and wellbeing. She builds kind, consistent relationships that help children feel emotionally secure, and even the youngest children separate confidently and settle quickly. The childminder responds sensitively to children's cues, offering reassurance, praise and calm guidance, which supports their confidence, emotional regulation and sense of belonging.

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Children's welfare and well-being Expected standard

The childminder implements calm, predictable care routines that meet children's individual needs well. She supports children to develop independence in hygiene and self-care, such as toileting, handwashing and feeding themselves. The childminder helps children understand healthy choices around rest, outdoor activity and hygiene, supporting positive lifelong habits.

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Children's welfare and well-being Expected standard

The childminder creates a nurturing, calm and thoughtfully organised environment that encourages children to explore with curiosity and engage positively in social and learning experiences. She actively promotes outdoor learning by planning daily walks, garden play and opportunities to access natural spaces. Through these experiences, the childminder supports children's physical health, helps them regulate their emotions and nurtures their curiosity about the world. Parents speak highly of the quality of care and comment on improvements in their children's emotional security, independence and wellbeing.

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Curriculum and teaching Expected standard

The childminder has developed a curriculum which is is rooted in her secure understanding of child development. The childminder is clear about what she wants children to learn and breaks this down into manageable steps so that children can build knowledge and skills over time. Planning is linked effectively to children's interests, for example through stories, construction play and sensory experiences, which support early mathematical understanding, communication and language development.

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Curriculum and teaching Expected standard

The childminder generally models language well and clearly, repeating key vocabulary and introducing new words through songs, stories and high-quality interactions. This helps all children, including those learning English as an additional language, to engage confidently and take part successfully. However, she is not always consistent in her approach to extending some children's communication and language. The childminder is continuing to embed a more consistently high level of interaction and teaching throughout all parts of the day, including routines and transitions. Approaches are developing so these interactions consistently extend children's emerging thinking in the moment and to secure deeper learning.

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Curriculum and teaching Expected standard

The childminder reflects well on her practice and has taken positive steps to improve provision, such as increasing children's access to books and promoting a love of stories. She is refining how assessments are used to identify any gaps quickly and demonstrate the sustained impact of teaching over time.

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Inclusion Expected standard

The childminder has established an inclusive and nurturing environment where routines, expectations and consistent language modelling help ensure all children can access learning, including those who speak English as an additional language. Children's needs are identified quickly through ongoing observations, discussions with families and secure knowledge of children's starting points. When emerging needs are identified, provision is adapted so that children are supported to participate meaningfully.

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Inclusion Expected standard

The childminder's partnership with parents, supports continuity of care and development. This is evident, for example, in shared approaches to toileting, supporting emotional regulation and developing independence. The childminder values children's cultural backgrounds and encourages families to maintain home language alongside English, which supports children's confidence and sense of identity. Strategies such as repetition, modelling and visual prompts help children to understand routines and develop confidence. Parents speak positively about the progress their children have made, particularly in communication and confidence.

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Inclusion Expected standard

The childminder has a secure understanding of how additional funding, such as the early years pupil premium, could be used to reduce barriers and meet identified needs. She describes how advice from external professionals would be sought when necessary to support a graduated approach to helping children catch up in their in their learning.

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Leadership and governance Expected standard

The childminder has a secure understanding of statutory requirements and is committed to continually improving the quality of education and care she provides. Self-evaluation is reflective and accurate, and she takes timely action to address areas identified for development.

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Leadership and governance Expected standard

Partnership with parents is a notable strength. Parents describe communication as open, consistent and highly supportive. The childminder works closely with families to share strategies, such as supporting toileting routines, promoting independence and encouraging healthy choices. Parents report that this partnership working has a positive impact both in the setting and at home.

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Leadership and governance Expected standard

The childminder invests in professional development to build her knowledge and confidence, and this is beginning to strengthen curriculum intent and the quality of interactions. Decision- making is purposeful and focused on children's best interests, including for those learning English as an additional language and those who may require additional support. The childminder has clear plans for how she will continue to embed improvements over time so that quality is sustained.

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Leadership and governance Expected standard

The childminder has an accurate understanding of her strengths and areas for development and takes appropriate action to improve practice. She now needs to ensure these improvements are fully embedded so that consistently high-quality practice is sustained across the setting.

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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 arrive happy, confident and ready to learn because warm relationships and consistent routines help them feel secure and well cared for. Predictable daily patterns mean even the youngest children settle quickly and understand what will happen next. Children take pride in contributing to routines such as tidying toys, washing hands and preparing for snack, which supports their growing independence. Their behaviour is calm and respectful. Children demonstrate genuine care for one another, offering comfort and sharing resources without prompting, which shows how well expectations for kindness and cooperation are embedded. These behaviours reflect the nurturing ethos of the setting and the childminder's high expectations for positive relationships.

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

Children enjoy learning and are making secure progress in their development from their individual starting points. They confidently access a well-organised environment where resources link to their interests and developmental needs. Early mathematical understanding and communication skills are strengthened through purposeful play, with children using language, counting and positional vocabulary during daily activities. Children show growing independence across routines such as handwashing, feeding themselves and

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Inspector:

Megan Hooper making choices in their play, with older children continuing to build this further. Children learning English as an additional language are becoming confident communicators.

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Inspector:

Children thrive because they benefit from a curriculum and routines that prioritise emotional security, physical development and wellbeing. Regular outdoor learning, daily walks and opportunities to explore nature support curiosity, physical development and social interaction. Sleep routines, adapted activities and consistent expectations ensure every child is fully included. Parents speak highly about the setting, describing visible progress in confidence, communication and behaviour. As a result, children flourish, feel proud of their achievements and are well prepared for the next stage of their learning.

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Next steps

The childminder should continue to strengthen communication and language provision so that all children have consistent, high-quality opportunities to develop rich vocabulary and confident communication. The childminder should be more consistent in her approach to supporting older children's independence in hygiene and self-care so that they increasingly manage these routines with reduced adult support.

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About this inspection

The inspector spoke with 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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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 standards 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 standards 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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