Childminder

Childminder

Unique reference number (URN): EY263189 Registered with Ofsted: 18/06/2003 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 progress from their starting points because teaching is sharply focused on their needs. Communication and language development is a clear strength. Children use age-appropriate sentences, ask questions and respond confidently to modelling. Parents report significant improvements in speech, confidence and independence since joining the setting.

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Achievement Strong standard

Children's achievements span all areas of learning. They develop physical skills through outdoor play and structured activities, and personal care routines build autonomy. Inclusive practice ensures that children with special educational needs and/or disabilities and those who face barriers to learning access the same high-quality experiences. As a result, all children are well prepared for their next stage of education, including the transition to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a calm, respectful environment where children understand and follow clear expectations. Behaviour is excellent because routines are consistent, and relationships are warm and trusting. Children show empathy and kindness, responding positively to praise and guidance. They collaborate well in play and demonstrate care for others, which reflects the strong culture of respect embedded in the setting.

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Behaviour, attitudes and establishing routines Strong standard

Independence is promoted through everyday routines, such as preparing for snack time and managing personal care. Children are encouraged to make choices and take responsibility, which builds confidence and resilience. Social opportunities beyond the home, including visits to local attractions, help children develop sharing skills and confidence in group settings.

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Behaviour, attitudes and establishing routines Strong standard

The childminder models language and explains what will happen next, giving children security and helping them manage transitions smoothly. These approaches ensure that children's attitudes to learning are positive and that they thrive in a setting where kindness and cooperation are valued.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised through responsive care and secure relationships. The childminder creates a calm, nurturing environment where children feel safe and valued. Routines such as snack time and hygiene arrangements are managed consistently, promoting independence and healthy habits. Personal care is supported sensitively, with praise used to build confidence in self-care skills.

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Children's welfare and wellbeing Strong standard

Emotional wellbeing is fostered through positive interactions and clear communication. Children learn to recognise and manage their feelings, supported by modelling and reassurance. The childminder celebrates achievements and encourages persistence, which strengthens resilience.

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Children's welfare and wellbeing Strong standard

Physical development is promoted through regular outdoor play and planned activities that build strength and coordination. Children also learn about safety and healthy choices as part of everyday routines. Inclusive practice ensures that all children, including those with additional needs, experience the same high-quality care. As a result, children thrive and develop the confidence and skills needed for future success.

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Curriculum and teaching Strong standard

The childminder provides an ambitious and well-structured curriculum that builds children's knowledge and skills for future learning. It is responsive to children's interests and enriched through real-world experiences. For example, when children show curiosity about bridges, the childminder organises trips to explore different types, discussing their purpose, materials and historical significance. Learning is consolidated through creative projects, such as making books, which help children recall and share what they know.

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Curriculum and teaching Strong standard

Teaching is purposeful and rooted in the childminder's strong knowledge of child development. Language is modelled consistently, and vocabulary is extended through play and conversation. Mathematical ideas, such as counting and grouping, are woven into activities naturally. Physical development is prioritised through regular outings and planned opportunities to practise gross motor skills, which support later fine motor control.

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Curriculum and teaching Strong standard

Assessment is used effectively to tailor teaching to children's starting points. Adaptations ensure that children with special educational needs and/or disabilities and those who face barriers to learning access the full curriculum. This inclusive approach, combined with high expectations, means that all children benefit from rich experiences that prepare them well for school.

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Inclusion Strong standard

The childminder has created a highly inclusive culture where every child's needs are identified and met. Detailed assessments and regular dialogue with parents ensure that individual needs are understood from the outset. A graduated approach is applied effectively, with timely referrals and collaboration with health professionals when concerns arise. Adaptations to provision enable children with special educational needs and/or disabilities and those with medical conditions to participate fully in learning experiences.

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Inclusion Strong standard

High expectations underpin practice. The childminder challenges self-limiting beliefs and promotes independence, helping children develop confidence and resilience. For instance, the childminder has reframed phrases that children use, such as 'it's impossible' to 'I'm possible'. The curriculum for older children includes emotional regulation activities that support their readiness for school and are tailored to their needs. Parents value the reassurance and guidance they receive, which builds trust and confidence in seeking help.

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Inclusion Strong standard

Inclusive strategies are embedded in everyday routines and teaching. Observations inform next steps that are broken down into achievable goals, enabling children to make strong progress from their starting points. This commitment ensures that all children, including those who face barriers to learning, thrive in a setting where diversity is respected and celebrated.

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Leadership and governance Strong standard

The childminder demonstrates strong leadership and a clear understanding of her setting's strengths and priorities. She reflects on practice regularly and takes action to ensure her safeguarding knowledge remains current and embedded. Decisions are consistently made in the best interests of children, with a sharp focus on inclusion and wellbeing.

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Leadership and governance Strong standard

Professional development is evident through engagement with training and external networks. The childminder works closely with parents and agencies to support children's needs, building trust and confidence in her provision. She has adapted her curriculum and routines to reflect children's interests and developmental needs, ensuring that all children access rich learning experiences.

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Leadership and governance Strong standard

Leaders' commitment to continuous improvement is clear in the progress made since the last inspection, including strengthening assessment and partnership working. This reflective and proactive approach ensures that the setting meets all statutory requirements and provides high-quality care and 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

Children experience a warm, nurturing environment where they feel safe, valued and included. They enjoy a rich variety of activities that spark curiosity and sustain concentration, such as building, exploring books and imaginative play. The childminder skilfully balances guidance with giving children space to lead their own play, fostering independence and confidence. Language development is prioritised. Children hear clear modelling and narration that help them build vocabulary and use sentences. They are encouraged to ask questions and express ideas, which strengthens communication skills.

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

Children develop strong social and emotional skills. They learn empathy and kindness through everyday interactions and collaborative games. Behaviour is excellent because

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Inspector:

Jonathan Payne expectations are clear and consistent and routines are embedded. Children show care for others and respond positively to praise, which builds self-esteem.

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Inspector:

Inclusive practice is evident throughout. Children with additional needs are supported through thoughtful adaptations and close partnership with parents and professionals. Barriers to learning are reduced, and all children access the same high-quality experiences. Trips and themed projects deepen children's understanding of the world and promote enjoyment of learning.

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Inspector:

Children thrive because their welfare and wellbeing are prioritised. Secure relationships and calm routines help them feel settled. They develop personal care skills and learn healthy habits. As a result, children achieve well and are well prepared for their next stage of education.

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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 disadvantaged children, those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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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 : 08:00 - 17:00

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About this setting

Local authority: Bournemouth, Christchurch & Poole

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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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