Childminder

Childminder

Unique reference number (URN): 137644 Registered with Ofsted: 23/07/1990 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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Inclusion Strong standard

The childminder promotes inclusion effectively and ensures that every child is respected, valued and able to participate fully in all aspects of the setting. She adapts activities so that children with special educational needs and/or disabilities can engage alongside their peers. The childminder uses appropriate strategies, such as visual prompts, simplified language and practical support, to promote equality, confidence and a sense of belonging. Children are encouraged to take turns, share and express their ideas, which supports positive social skills and empathy.

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Inclusion Strong standard

The childminder monitors children's progress through regular observation and review. She uses what she knows about children's development to identify where additional support is needed and adapts activities to help children build skills over time. The childminder involves parents closely, discussing children's needs and next steps to maintain continuity between home and the setting. She also knows how to access guidance from local services and the borough inclusion team when required.

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Inclusion Strong standard

The childminder values diversity and helps children learn about different cultures and traditions through planned experiences, including festivals such as Christmas and Eid. She also demonstrates an understanding of how she would use additional funding, where eligible, to support children's inclusion and learning, for example by accessing training, purchasing targeted resources or seeking specialist advice. As a result, children feel included, develop confidence and form positive relationships.

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Achievement Expected standard

Children make progress across the areas of learning and develop growing confidence as they join in activities and routines. They build early communication skills through stories and nursery rhymes, where they listen attentively, copy actions and repeat familiar words. Children use new vocabulary in play and begin to express their ideas with increasing confidence. Children develop early mathematical understanding through hands-on experiences. During play dough activities, children count items, compare quantities and talk about what they are making. They identify body parts and use language to describe features and actions. Children strengthen their physical development and coordination through outdoor play, including climbing, trike riding and active games. These experiences help children to develop balance, control and confidence in movement.

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Achievement Expected standard

Children show pride in their achievements and demonstrate curiosity and determination as they explore new experiences. They practise independence through daily routines and become increasingly willing to persevere when faced with challenge, helping them build secure foundations for future learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive behaviour and attitudes through consistent routines, clear expectations and calm, supportive interactions. She models patience, turn-taking and respectful communication, helping children to recognise and manage their feelings effectively. When children become frustrated, the childminder responds sensitively, explains boundaries clearly and redirects play appropriately. This helps children to develop self- regulation and resilience and supports them to return quickly to positive play.

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Behaviour, attitudes and establishing routines Expected standard

Children respond well to this approach and show growing independence, cooperation and confidence in daily routines. The childminder encourages tidy-up time, handwashing and dressing, linking these routines to personal responsibility while providing calm reassurance and guidance. Children follow familiar routines increasingly well and begin to take pride in completing small tasks. The childminder recognises children's individual social and emotional stages and adapts her approach accordingly. This helps children feel secure and understood and supports them to develop confidence when trying new experiences. By reinforcing routines and modelling positive behaviour, the childminder fosters a respectful and caring environment where children develop strong social skills. Children demonstrate patience with others, engage willingly in activities and show pride in their achievements. This supports children to develop positive attitudes to learning and prepares them well for

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes punctuality and attendance by working closely with parents to establish clear expectations and consistent routines, helping children benefit from continuity in their care and learning.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's welfare and wellbeing effectively. She creates a calm environment where children feel secure and confident to explore. The childminder responds promptly to children's needs and uses consistent routines and reassurance to help children recognise, express and manage their emotions. This helps children to develop resilience and feel confident to try new experiences.

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Children's welfare and wellbeing Expected standard

Daily routines support children's health and self-care. Children wash their hands at appropriate times, eat healthy snacks and take part in regular outdoor play. The childminder encourages children to serve themselves and practise dressing independently, helping them develop confidence and responsibility. Children show pride as they manage these routines successfully.

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Children's welfare and wellbeing Expected standard

The childminder maintains safe practices during activities and routines and ensures children are supervised appropriately. Children benefit from a caring approach that supports their emotional wellbeing and helps them develop positive relationships. The childminder should embed oral health promotion more consistently through daily routines to strengthen children's understanding of self-care.

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Curriculum and teaching Expected standard

The childminder provides a purposeful and stimulating curriculum that supports children to explore, question and develop confidence across the areas of learning. She establishes secure relationships, enabling children to engage fully and take appropriate risks in their play. The childminder uses daily routines to extend learning. For example, she supports children to name clothing items and count fastenings during dressing routines, which develops early numeracy and vocabulary.

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Curriculum and teaching Expected standard

Planned experiences support children to build knowledge and skills over time. During play dough activities, children count items, identify body parts and create figures. This strengthens early mathematical understanding, language development and fine motor skills. Outdoors, children develop coordination, balance and confidence through climbing, trike rides and active games such as chasing bubbles. The childminder uses songs, nursery rhymes and stories deliberately to support listening, attention and communication. Children repeat words and copy actions, building familiarity with language and increasing their confidence to join in.

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Curriculum and teaching Expected standard

The childminder adapts her teaching effectively for children with special educational needs and/or disabilities, ensuring that every child can participate meaningfully and progress at their own pace. She works closely with parents to reinforce learning at home and maintain a shared approach.

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Curriculum and teaching Expected standard

To strengthen personal, social and emotional development further, the childminder should now introduce daily routines that promote oral health and support children's self-care.

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Leadership and governance Expected standard

The childminder leads the setting with clear purpose and ensures that children benefit from an organised and stimulating environment. She evaluates her practice regularly and identifies opportunities to refine activities, routines and planning so that children remain engaged and make progress over time. She uses observation to adapt resources and interactions, enabling children to explore, experiment and develop independence through meaningful experiences.

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Leadership and governance Expected standard

The childminder maintains accurate learning records and uses her knowledge of children's development to identify appropriate next steps. This supports children to build skills securely across the areas of learning and gain confidence in what they can do. The childminder prioritises partnership with parents and communicates effectively. She shares updates about children's learning and development and works with parents to reinforce routines and learning at home. Parents value the childminder's guidance and report that communication is clear and timely.

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Leadership and governance Expected standard

The childminder understands how to access advice and guidance from local services and the borough inclusion team when needed. This strengthens the support available for children who may require additional help to participate fully. Through reflective leadership and a commitment to improvement, the childminder helps children to enjoy learning, develop independence and be prepared for the next stage. She continues to identify areas to strengthen children's self-care routines, including promoting healthy habits.

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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 provides a nurturing, family-centred environment where children feel safe, valued and confident. She models calm, reassuring interactions, helping children to manage their emotions and build resilience. Daily routines, including handwashing, healthy snacks and outdoor play, promote children's physical health and wellbeing. Children respond positively and develop growing independence, confidence and self-regulation.

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

Children explore and learn enthusiastically through a wide range of activities. For example, during outdoor play, children ride trikes, climb on the frame and chase bubbles. They laugh and repeat words such as 'bubble', showing enjoyment while developing coordination, language and social skills. During play dough sessions, children count buns, make figures and identify body parts. The childminder models language and supports children to use new vocabulary, strengthening communication and early mathematical understanding. Children also join in nursery rhymes and stories, copying actions and repeating familiar words. This helps children to develop listening skills, attention and confidence.

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

The childminder ensures that all children, including those with special educational needs and/or disabilities, participate fully. She adapts activities so every child can join in and learn alongside others. The childminder also supports children's understanding of diversity through learning about festivals such as Christmas and Eid, helping children to feel included and valued. She promotes independence through routines such as dressing, tidying up and pouring drinks, responding to each child's individuality and stage of development.

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

Parents report that the childminder communicates exceptionally well, keeps them informed about children's next steps and provides guidance that they value highly. Children benefit from the childminder's warmth, expertise and reflective practice. As a result, children feel they belong, take pride in their achievements and thrive as curious, engaged learners.

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Next steps

The childminder should strengthen daily routines that promote oral health so children develop more consistent understanding of self-care and healthy habits.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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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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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

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 .

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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