Childminder

Childminder

Unique reference number (URN): 146933 Registered with Ofsted: 05/04/1995 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 Strong standard

Children make sustained progress from their starting points because the curriculum is ambitious, well sequenced and taught with expertise. They develop secure and well- embedded understanding, particularly in communication and language, through consistent modelling, rich vocabulary exposure and opportunities for meaningful conversation. Children demonstrate deepening comprehension, recall, curiosity and confidence in expressing ideas.

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Achievement Strong standard

Disadvantaged children and those who face barriers to their learning make demonstrable progress. Adaptations, including the embedded use of Makaton and personalised support strategies, enable children to participate fully and build independence. Learning is accessible and purposeful, with assessments used effectively to ensure that children receive targeted and impactful support.

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Achievement Strong standard

Children are well prepared for their next stage in learning. They show developing independence, emotional readiness, social skills and confidence to explore new concepts. This ensures that children transition successfully into school or their next learning environment.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a calm, respectful and positive learning environment. She has clear expectations for behaviour, which all children understand. Children feel secure and behave consistently well because routines are embedded, predictable and matched carefully to their developmental needs. They demonstrate strong engagement, enjoyment of learning and growing independence.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and children are warm, trusting and highly responsive. Children collaborate naturally, taking turns, sharing resources and showing empathy. They actively care for one another. For example, children often invite friends to join their play, gently holding their hand and leading them to activities so they feel included and confident to take part. During outdoor exploration, children negotiate space on logs, encourage their friends during obstacle play and resolve minor disagreements confidently, with sensitive adult guidance when needed. The childminder actively promotes positive attitudes to learning. Children are encouraged to persevere, make choices and take manageable risks. They take pride in their achievements and engage purposefully in activities across the day, demonstrating curiosity, motivation and confidence.

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Behaviour, attitudes and establishing routines Strong standard

The childminder prioritises attendance and punctuality through strong relationships with families, who understand the importance of consistent participation. The childminder works closely with parents and carers, particularly those whose children have additional needs to establish routines that support their full engagement. Children's behaviour, confidence and attitudes to learning reflect the setting's consistently high expectations and inclusive and nurturing ethos.

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Children's welfare and wellbeing Strong standard

Children benefit from care practices that prioritise their welfare and wellbeing. Children have secure and responsive relationships with the childminder and any assistants she works with, who act as consistent key persons. This helps babies and children to feel safe, emotionally supported and confident to explore. The childminder understands all children's individual needs and meets these sensitively.

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Children's welfare and wellbeing Strong standard

Daily routines, including sleeping, feeding, weaning and mealtimes, are tailored to each child's requirements. The childminder manages children's medical and dietary needs carefully through individual care plans. This ensures that all children eat safely, rest comfortably and participate fully in daily life. The childminder works closely with parents and carers to introduce new foods gradually for children with allergies, reviewing and testing foods collaboratively to ensure safety and confidence.

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Children's welfare and wellbeing Strong standard

Children develop a secure understanding of health, physical development and personal safety. Through outdoor play, cooking, planting and practical activities, they learn about healthy lifestyles and managing risks safely. The childminder models calm communication and emotional language, enabling children to recognise, express and regulate their feelings effectively.

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Children's welfare and wellbeing Strong standard

The environment is inclusive, safe and organised to promote children's independence, exploration and emotional wellbeing. As a result, children flourish physically, socially and emotionally. This develops their confidence and resilience needed for future success.

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Curriculum and teaching Strong standard

The childminder has designed a highly ambitious and inclusive curriculum that reflects a strong understanding of child development and the early years foundation stage educational programmes. Learning is purposefully sequenced so children build their knowledge and skills securely across all areas. The childminder understands the curriculum intent and consistently implements it into her daily practice.

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Curriculum and teaching Strong standard

Teaching is responsive and rooted in high-quality interactions. The childminder uses every exchange to model language, extend vocabulary and sustain children's curiosity. She adapts teaching promptly so children remain engaged and extend their learning. For example, when misconceptions arise during a book about rainbows, the childminder uses illustrations and simple colour-mixing to strengthen children's understanding while keeping learning enjoyable. The childminder places a high level of priority on children's physical and personal, social and emotional development, ensuring that they feel secure, confident and motivated to explore.

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Curriculum and teaching Strong standard

The childminder weaves mathematical language and early reasoning through routines and play. Communication and language remain central, with literacy activities supporting storytelling, book-making and expressive language. The childminder plans outdoor learning to strengthen children's physical skills, problem-solving and exploration. She makes adaptations to ensure that all children, including those with special educational needs and/or disabilities or other barriers, take part safely and meaningfully.

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Curriculum and teaching Strong standard

Assessment is used consistently to check what children know and can do. The childminder draws on this information to refine teaching and plan next steps. As a result, children benefit from a coherent and responsive curriculum and make secure progress across their learning.

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Inclusion Strong standard

The childminder leads a highly inclusive culture where every child's needs are identified quickly, assessed accurately and supported proactively. She monitors children's progress, ensuring that support remains effective. The childminder refines adaptations systematically to reduce barriers to learning and wellbeing. Children with emerging needs receive timely and targeted interventions, and those facing disadvantage or who are known to social care experience high-quality and equitable support that enables them to participate fully and make sustained progress.

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Inclusion Strong standard

The graduated approach is securely embedded. The childminder's skilled use of Makaton is a consistent feature of practice, enabling babies and children with speech delays to communicate confidently and build strong social interactions. The childminder tailors responsive adaptations, allowing children to join in group learning, follow instructions, express their needs and develop independence.

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Inclusion Strong standard

Strong collaboration with families and external professionals ensures that specialist advice is implemented effectively. Decisions about support are informed by detailed knowledge of each child and proactive engagement with parents and carers. Where children are eligible for early years pupil premium, the childminder uses funding thoughtfully to enhance learning opportunities, such as providing enriched outdoor experiences for children without access to green spaces. Through consistent and high-impact inclusive practice, all children, regardless of their backgrounds, needs or circumstances, benefit from equitable opportunities and meaningful experiences.

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Leadership and governance Strong standard

The childminder demonstrates highly effective leadership and governance. She ensures that provision is consistently high quality, inclusive and aligned with the needs of all children. The childminder has an accurate understanding of the setting's strengths and priorities and uses ongoing self-evaluation to drive purposeful improvement. She considers changes to practice well and implements them smoothly, sustaining positive outcomes for children.

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Leadership and governance Strong standard

The childminder models strong professional conduct and understands statutory responsibilities with precision. Her systems for monitoring practice, reviewing teaching and tracking children's progress are robust. This enables the childminder to identify emerging patterns, address gaps and refine provision so that all children, including those who are disadvantaged or have special educational needs and/or disabilities (SEND), benefit from high expectations and equitable opportunities.

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Leadership and governance Strong standard

Professional learning is prioritised. Ongoing training in strategies to support children with SEND and communication and curriculum development strengthens practice and supports consistently high-quality teaching. The childminder provides thoughtful supervision, guidance and workload support for her assistant she works with, promoting staff's wellbeing and professional confidence.

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Leadership and governance Strong standard

Partnerships with families and external professionals are effective and enhance children's experiences. The childminder monitors children's attendance closely, with timely follow-up to support routine and engagement. The childminder's thoughtful and reflective leadership ensures that the setting operates effectively, inclusively and in the best interests of all children.

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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 rich, warm and deeply nurturing environment, where they thrive socially, emotionally and academically. They are cared for exceptionally well and feel safe, secure and confident to explore. Babies and older children benefit from highly attuned interactions that support their independence, curiosity and enjoyment of learning. Children's experiences are joyful and meaningful. They eagerly engage with activities that build on what they already know and can do.

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

Children achieve well because the childminder has a secure and detailed understanding of each child's starting points. She purposefully sequences learning, enabling children to develop knowledge and skills progressively. For example, when making play dough, children confidently count ingredients, observe changes and discuss textures. The childminder skilfully extends children's language by modelling vocabulary and encouraging them to explain their thinking, helping them sequence ideas, develop problem-solving skills and follow routines independently.

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

The childminder quickly identifies and addresses barriers to children's learning and wellbeing quickly. Children with emerging speech delays communicate confidently through the consistently embedded use of Makaton. Babies and toddlers use key signs during routines, allowing them to express needs, participate in learning and interact successfully with peers. The childminder supports children with medical needs through personalised care plans and close communication with families. This ensures continuity in children's learning and welfare.

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

Children feel a strong sense of belonging. They settle quickly because routines are predictable and the childminder and any assistants she works with are nurturing and responsive. Friendships develop naturally, and children show care, empathy and encouragement towards one another during group activities. Families feel welcomed and valued through regular, purposeful communication and shared observations that celebrate

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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About this setting

Local authority: Barnet children's progress. Children flourish in an environment where their individuality, backgrounds and interests are fully understood. The childminder's inclusive approach ensures that all children, including those facing disadvantage or with additional needs, feel valued and experience success. As a result, children develop confidence, independence, resilience and the foundational knowledge they need for their next stage of learning.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children.

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About this inspection

The inspector spoke with the childminder, her assistant and parents in 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.

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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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