Childminder

Childminder

Unique reference number (URN): 126309 Registered with Ofsted: 08/02/1993 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Achievement Strong standard

Children make strong and sustained progress across all areas of learning. Children successfully engage in activities that consider their differing stages of development, building securely on what they already know and can do. For example, younger children receive close support when cutting out a Christmas tree shape, while older children complete the task independently. Children feel proud and confident in their achievements, building resilience and very high levels of self-esteem.

p.2

Achievement Strong standard

Children develop essential early skills that prepare them exceptionally well for the next stage of their education. Through meaningful interactions, children hear new vocabulary and rich language, such as 'open', 'close' and 'good snipping', which supports their communication and understanding. Children show growing curiosity, enjoyment and motivation as they engage in cutting and sticking activities, concentrating for extended periods and persisting even when tasks are challenging. Children develop early scissor control, hand–eye coordination and fine motor strength.

p.2

Achievement Strong standard

The childminder is skilled in identifying children's starting points, including children with emerging additional needs or barriers to learning. She works closely with parents and, where appropriate, external professionals to put tailored strategies in place at the earliest opportunity, ensuring that children continue to make progress while further support is accessed. This targeted support helps children to become increasingly independent, resilient and confident learners, ensuring that they are very well prepared for future learning, including their transition to school.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for all children, including those who have special educational needs and/or disabilities, are disadvantaged or are known to children's social care. She supports children well when they are learning to manage their feelings. When children need help, she stays calm, offers comfort and explains what to do. For example, she asks older children to allow younger children to open the first window on the advent calendar, and they agree happily. This shows kindness, patience and growing self-control. Children enjoy learning and are able to sustain their attention during activities. They show high levels of engagement, try hard and take pride in their achievements. For example, children remain focused during craft activities for extended periods, carefully selecting materials independently or seeking support from the childminder when needed while following instructions. They persevere to complete their work and eagerly share their

p.2

Behaviour, attitudes and establishing routines Strong standard

finished creations with the childminder.

p.3

Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to promote good attendance, support regular routines at home and help children develop positive learning habits in preparation for school. Children have warm relationships with each other and with the childminder, and they ask for help when they need it.

p.3

Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the centre of her practice. She follows clear routines that keep children safe, healthy and emotionally secure. She knows each child extremely well and is highly responsive to their changing needs. Her routines are well structured and predictable, helping children feel calm and confident. Younger children say 'wash hands' without being prompted, while older children wash their hands independently after activities, showing strong habits in personal care.

p.3

Children's welfare and wellbeing Strong standard

Children enjoy healthy snacks and learn about good hygiene, safe play and healthy choices through everyday routines. The childminder tailors care carefully to each child's needs. For example, she adapts routines and communication to support children with special educational needs and/or disabilities, helping them feel confident and included. Children form strong bonds with her and feel safe to ask for help when they need it. The childminder explains tasks clearly, which helps children understand what to do and achieve success. She supports children's emotional wellbeing, both in the setting and at home, through her close partnership with parents and other professionals.

p.3

Children's welfare and wellbeing Strong standard

The childminder prepares children well for different transitions. During daily outings, older children practise dressing themselves independently, while younger children receive the right amount of support to succeed. Children feel a strong sense of belonging, enjoy secure relationships and become increasingly independent in managing their own personal needs.

p.3

Curriculum and teaching Strong standard

The childminder delivers a well-sequenced curriculum that clearly identifies what children, including those with special educational needs and/or disabilities, those known to social care and those who face barriers to learning, know and can do. She uses this secure knowledge to plan a broad range of engaging activities that build progressively on children's skills, both within and beyond her home. As a result, children make rapid and sustained progress in the prime areas of learning. For example, she plans daily outings to local places for all children. This gives all children consistent opportunities to develop their gross and fine motor skills, as well as their social skills, as they play alongside other children.

p.3

Curriculum and teaching Strong standard

Regular, accurate assessment underpins her practice. The childminder uses her knowledge of the children effectively to shape her planning and ensure that each child experiences appropriate challenge. She shares updates with parents in person and through online platforms, enabling them to contribute to their child's learning and reinforcing consistency between home and the setting.

p.3

Curriculum and teaching Strong standard

The childminder provides high-quality interactions that encourage children to think critically and develop new vocabulary. She asks open-ended questions, prompting children to explore new concepts and language, including seasonal words like 'Christmas crackers'. Story time is a highly valued part of the curriculum, with younger children cuddled on her lap and older children sitting closely alongside. Children are enthralled as they repeat key words and anticipate language, such as identifying a seagull or predicting the word 'rubbish'. This strong focus on careful sequencing, purposeful interactions and rich vocabulary ensures that children develop the essential skills and confidence needed for the next stage of their learning.

p.4

Inclusion Strong standard

The childminder demonstrates a strong commitment to inclusion and is highly effective in identifying children who may face barriers to their learning or wellbeing. She carries out regular and detailed reviews of each child's development, enabling her to identify emerging gaps and plan targeted support swiftly. Her confident and knowledgeable approach ensures that activities are thoughtfully adapted so every child can participate fully. For example, she positions a large tray on the floor so that children with limited mobility can easily engage, and she provides all-in-one wet suits to make outdoor learning accessible and enjoyable for all. The childminder also liaises closely with parents regarding any cultural adaptations that may enhance children's experiences. She listens carefully to families and incorporates elements of their cultural backgrounds to ensure that children feel recognised, valued and

p.4

Inclusion Strong standard

Strong, trusting and long-standing relationships with parents underpin her work. The childminder consistently goes above and beyond to support families, ensuring that they feel confident and well supported. Her proactive communication and empathetic approach help parents feel fully involved in their child's learning journey. She liaises closely with parents to ensure that additional funding is used effectively to meet the unique needs of children, for example by providing targeted resources, tailored experiences and additional support that help disadvantaged children to engage fully and make strong progress. She also works in close partnership with other professionals, including those involved in social care, to ensure that children receive timely and consistent support, which has a positive impact on their development and learning. This close partnership strengthens consistency between home and the setting, resulting in improved outcomes. Through her inclusive and responsive

p.4

Inclusion Strong standard

practice, the childminder ensures that every child is respected, supported and given the best opportunity to thrive.

p.4

Leadership and governance Strong standard

The childminder demonstrates consistently high professional standards and a reflective approach to improving her provision. She regularly updates her knowledge and understanding of current guidance and shares key information with parents, such as healthy eating advice. This ensures that families can embed consistent approaches at home. The childminder evaluates her practice thoroughly, using examples from daily routines and children's progress to identify what is working well and what needs refining. For example, when recognising that children require additional support, she works with parents to seek specialist guidance, remaining proactive during the referral process. This demonstrates her awareness of children's wider needs and her commitment to early intervention.

p.4

Leadership and governance Strong standard

The childminder's engagement with parents is thoughtful and supportive. She offers guidance during difficult family circumstances and maintains open communication, ensuring that children's wellbeing and learning remain central. The childminder's leadership creates a culture of high expectations, continuous improvement and strong partnership working.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are happy, secure and thriving in the childminder's warm and attentive care. They experience a nurturing environment where their safety and wellbeing are always a priority. Daily routines are well established, and children confidently seek reassurance or support when they need it. For example, children confidently approach the childminder for cuddles when they need comfort. This strong sense of emotional security enables them to explore, learn and take appropriate risks with enthusiasm.

p.6

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

Children enjoy rich and varied experiences that extend far beyond the home environment. The childminder takes them out every day to parks, community spaces and group sessions with other childminders. These outings provide meaningful opportunities to interact with a wider group of children and to deepen their understanding of the world. While out and about, children talk about what they see, feel and touch, such as discussing shapes in the environment or the features of nature. These conversations build communication skills and consolidate learning introduced in the childminder's home. All children, including those with special educational needs and/or disabilities and those who face barriers to learning, are fully included and make significant progress because the childminder skilfully adapts activities and experiences to meet individual needs.

p.6

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

Children demonstrate positive social skills. They play cooperatively during various activities all through the day. They learn from one another and build secure friendships. The childminder's positive modelling and sensitive guidance help children understand expectations and consider the feelings of others. As a result, children develop confidence, independence and strong self-esteem.

p.6

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

Children's learning and achievements are celebrated. They show curiosity, concentrate well and remain highly engaged in purposeful activities. For example, they spend extended periods listening to books that the childminder reads to them. The childminder's clear intent of supporting children to become confident, happy, articulate and ready for school is firmly embedded in her practice. She works closely with families, valuing their input and ensuring that they feel welcomed and involved in their children's learning journey.

p.6

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, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 17:30

p.7

About this inspection

The inspector spoke with the childminder and a number of parents during the inspection.

p.7

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. A quality assurance visit by an additional inspector was carried out at this inspection.

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.8

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9