Childminder

Childminder

Unique reference number (URN): EY469392 Registered with Ofsted: 11/11/2013 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 achieve consistently well in this setting due to the childminder's clear planning and teaching of the curriculum. Children progress well through the curriculum, particularly in communication and language, where they develop confidence and fluency in expressing themselves to others. For example, the childminder introduces new words, such as 'sparkly', which children then repeat and use in their play.

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Achievement Strong standard

Children build strong foundations in the prime areas. The childminder makes adaptations when necessary and provides individualised support for each child, ensuring that they progress well from their starting points. She is a positive role model whom children mirror. Children show curiosity, motivation and enjoyment in exploring new experiences, sustaining concentration and responding positively to others. They develop perseverance and resilience when facing challenges, such as stacking foam bricks onto large sticks. Children become increasingly independent as they develop their physical skills. They take pride in their achievements, sharing work with peers and familiar adults. All children are well prepared for the next stage of learning, including school.

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Curriculum and teaching Strong standard

The childminder demonstrates a strong understanding of the quality of the curriculum and teaching, making purposeful decisions that drive continuous improvement. The curriculum is consistently incorporated throughout the day and carefully designed to meet all learning and development requirements. Every opportunity is taken to extend children's learning, with teaching seamlessly embedded into routines and play. For example, to ensure that mathematics is embedded, the childminder exposes children to mathematical language through counting steps, identifying shapes, and talking about edges and textures during artwork. Children build confidence and understanding in this area and begin to use it naturally throughout their day.

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Curriculum and teaching Strong standard

Children's language development is prioritised, with purposeful support for vocabulary growth and communication skills across all areas of learning. Physical, personal, social and emotional development is also highly valued, creating a nurturing environment where children feel secure, respected and ready to learn.

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Expected standard

Teaching is consistently adapted to meet the needs of disadvantaged children, with reasonable adjustments ensuring that all children can access the curriculum and make progress from their starting points. Assessment is used effectively to check what children know and can do, tailoring teaching to individual needs. The curriculum is ambitious, broad and balanced, carefully planned and sequenced to build on learning. Every interaction is high quality, enabling children to achieve well, enjoy learning and prepare confidently for their next stage.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour and establishes a positive environment with clear, commonly understood rules. Children are given regular reminders, and when any incidents arise, the childminder intervenes promptly, modelling how to make positive changes. This consistent approach helps children learn kindness, respect and good manners, with the childminder acting as a strong role model. For instance, during a colour sorting activity, children began to have a disagreement. The childminder quickly intervened, offering a solution of sharing out the bowls between them all. This quickly resolved any issues, and children were later observed putting this into practice.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to learning, remaining motivated and engaged through the childminder's supportive encouragement and warm interactions. They collaborate well, play cooperatively and receive explicit praise, which reinforces their confidence and self-esteem. The childminder and children have built warm, trusting and respectful relationships. Children are comfortable sharing any concerns, feeling secure that the childminder can support them.

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Children's welfare and wellbeing Expected standard

The childminder establishes policies and practices that promote children's welfare, mental health and well-being. She creates a safe, welcoming environment where children enjoy play, learning and social activities. Each day, children visit places in the local community, such as the park, church or library. Children have daily access to outdoor opportunities that support their physical health and development. Hygiene practices are robust, ensuring that children's personal needs are met appropriately. The childminder teaches children to become increasingly independent in managing their personal care and encourages healthy choices about food, rest and exercise. For example, children are encouraged to use various equipment to develop their gross motor skills, such as crawling through tunnels, jumping into ball pits or climbing on soft-play equipment. Mealtimes are used to promote social skills, and the childminder models good manners throughout the day.

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Children's welfare and wellbeing Expected standard

Care practices are tailored to meet every child's individual needs by adapting routines such as sleeping, feeding and weaning. Secure and responsive relationships enable strong attachments and emotional security, with children feeling confident in sharing concerns in an age-appropriate way. The childminder is skilled at co-regulating emotions and helping children to manage their feelings. This helps children to build resilience and confidence. To support children to progress on to the next step, the childminder could introduce ways to begin self-regulation, particularly for older children, including recognising a wider range of emotions beyond 'happy' and 'sad'. Children are encouraged to take appropriate risks in play, developing perseverance and positive attitudes to health and well-being.

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Inclusion Expected standard

The childminder is able to identify and assess children's individual needs quickly and accurately, including those of disadvantaged children, those with special educational needs and/or disabilities (SEND), those known or previously known to children's social care, and those who may face barriers to their learning and well-being. This is achieved through regular observations, frequent communication with parents and careful review of children's progress over time. The childminder has high expectations for all children and takes a proactive approach to remove barriers to learning, acting decisively by seeking specialist support, adapting activities or play spaces, and implementing advice from external partners when needed.

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Inclusion Expected standard

Learning is planned as a sequenced approach, considering every child's starting point and having clear end goals in mind. This graduated approach is taken to ensure that every child's individual needs are met. For example, older children are given a child-safe knife and fork, and younger children are given a fork and spoon. The childminder has a secure understanding of children's needs and progress. She engages in suitable training and professional development to strengthen her practice and uses this knowledge to provide tailored support.

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Inclusion Expected standard

The childminder works effectively with multi-agency partners and parents to ensure that every child receives a quality early education and care tailored to their needs. She also builds on children's life experiences by offering opportunities to engage with the local community, for example, by visiting the park, church, library or playgroups. These experiences enrich children's learning, promote inclusion and strengthen their sense of belonging.

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Leadership and governance Expected standard

The childminder demonstrates a clear understanding of the setting's context, strengths and areas for development. She is ambitious for children and takes timely, appropriate action to drive improvement, maintaining high standards of education and care. Decisions are made in the best interests of children, including those who are disadvantaged, those with SEND, those who are known to social care or who face barriers to learning and well-being. The childminder has taken thoughtful steps to manage workload effectively, ensuring that both her own and the children's well-being is considered. She attends regular courses and online training, which positively impacts practice and supports continued professional development.

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Leadership and governance Expected standard

The childminder monitors children's progress carefully, making adaptations when needed. The childminder listens to feedback, using it to help shape and drive improvements. She has good partnerships with parents and multi-agencies and the knowledge to act appropriately to seek further support when needed. The childminder values parental input and is keen to strengthen this further.

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Leadership and governance Expected standard

The childminder has created an inclusive culture where children's welfare and learning are prioritised. She acts with professional conduct, sustaining high standards and pursuing her own professional learning. Governance is effective in ensuring that resources are managed well, and children are prepared for their next stage of education.

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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

The childminder cares for children in a safe, welcoming environment and consistently prioritises their welfare and well-being. She establishes secure routines, maintains good hygiene practices and provides daily access to outdoor play, which helps children feel safe, healthy and confident to explore. The childminder is warm and responsive, which gives children a strong sense of emotional security, enabling them to share concerns and trust that she will support them.

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

The childminder models kindness, respect and good manners, and children develop positive social skills. For example, during a colour sorting activity, when a disagreement arose, she quickly intervened and offered a solution that encouraged sharing. Children later applied this approach independently, showing how they collaborate and get along with others. The childminder welcomes families and values their contributions, which strengthens children's sense of belonging and inclusion.

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

The childminder plans the curriculum carefully and embeds it seamlessly into daily routines, ensuring that every interaction is purposeful. She introduces new vocabulary, such as 'sparkly', and encourages mathematical thinking through counting steps and identifying shapes. Children respond with curiosity, motivation and resilience, sustaining concentration and taking pride in their achievements by sharing work with peers and familiar adults.

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

The childminder tailors support to reduce barriers to learning and well-being. She makes thoughtful adjustments and works closely with parents and external agencies, enabling disadvantaged children to make strong and sustained progress. Through this approach, children develop independence, confidence and age-appropriate skills, which prepare them effectively for the next stage in their learning journey.

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

The childminder actively promotes good attendance and celebrates each child's individuality. She enriches learning by offering varied opportunities to explore the local community, including visits to the park, library, church and playgroups. These experiences broaden children's horizons and strengthen their sense of belonging. Children flourish in this inclusive environment, becoming confident, capable learners who are well prepared for their next stage of education and future success.

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Next steps

The childminder should extend children's emotional vocabulary to support developing self-regulation skills.

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About this setting

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

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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.

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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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