Childminder

Childminder

Unique reference number (URN): 302183 Registered with Ofsted: 01/01/1997 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 clear and sustained progress in their learning, particularly in communication and language and mathematical development. Older children reuse new vocabulary confidently, such as naming Arctic animals or describing how the moon changes. They explain their thinking during small-world play and stay deeply involved in storytelling. Singing sessions show strong recall and language growth. Children remember actions, lyrics and join in with confidence. Babies copy gestures, signs and repeated phrases. Children make rapid progress from their starting points.

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Achievement Strong standard

The childminder identifies any barriers to learning early and adapts her teaching so that every child, including children with special educational needs and/or disabilities achieve very well in her care. Children who need extra support receive calm, consistent strategies that help them participate fully. Children leave the setting with the communication skills, independence and curiosity they need for their next stage of learning. Professional partnerships forged with the local school support children to move on smoothly and confidently.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a wonderfully warm and positive atmosphere where children know what is expected of them. Daily routines are predictable and run very smoothly. Learning is weaved into routines seamlessly. For example, on the walk to school, children confidently talk about where they stop together at agreed points. This shows how well they understand their shared rules that help to keep them safe when out in the community.

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Behaviour, attitudes and establishing routines Strong standard

Relationships are truly trusting. Children of all ages demonstrate bounds of excitement and motivation to join in with the childminder's planned activities. They play comfortably and collaboratively together. For example, when role playing, they respect each other's ages and stages of development. They actively listen to each other's ideas and contributions, consistently responding with kindness. They show real enjoyment in being together.

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Behaviour, attitudes and establishing routines Strong standard

The childminder models calm behaviour throughout the day. She shows children how to take turns, wait and use friendly language. For example, during a board game older children negotiate roles and share their ideas, so everyone can join in. At the dough table, children notice one another's designs and comment with genuine appreciation, creating a relaxed and respectful small-group atmosphere.

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Behaviour, attitudes and establishing routines Strong standard

The childminder accurately assesses each child's stage of development and plans effective routines that meet their needs. Routines are predictable and support the children at their individual stage of development. The childminder expertly guides children to behave well through modelling behaviour. For example, children consistently demonstrate kindness and compassion to their friends.

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Behaviour, attitudes and establishing routines Strong standard

Parents value regular attendance, and children arrive settled, motivated and eager to learn. Children show confidence, intrigue, cooperation and enthusiasm for learning across the whole day.

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Children's welfare and wellbeing Strong standard

The childminder creates a truly nurturing environment where children flourish. Her warm, consistent care helps every child feel known, valued and deeply secure in the childminder's care. Babies and toddlers settle with ease because the childminder responds with such calm reassurance. Older children show they have meaningful bonds. For example, they confidently make conversation and enjoy receiving regular praise and encouragement from the childminder.

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Children's welfare and wellbeing Strong standard

Children grow in independence each day. For example they consistently manage things for themselves. They wash their hands, use cutlery, drink from open cups and take great pride in managing their own belongings. The childminder teaches them how to stay safe in simple, meaningful ways, whether they are climbing outdoors, helping in the kitchen or walking to school. Children understand what their bodies can do and feel proud of their growing strength and skills.

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Children's welfare and wellbeing Strong standard

The childminder puts the children's emotional wellbeing at the heart of everything she does. She consistently checks in on how children feel and supports them sensitively and effectively by naming feelings and discussing the emotions of characters in books. Children feel fully understood, and they play together happily. Children enjoy new experiences, such as day trips organised by the childminder in partnership with families.

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Children's welfare and wellbeing Strong standard

Sleep and feeding routines meet each child's changing needs. Babies rest peacefully with regular checks. Meals reflect children's allergies, cultural needs and preferences. Children are relaxed, settled and thriving because they receive care that is thoughtful, responsive and full of genuine warmth.

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Curriculum and teaching Strong standard

The childminder has a clear understanding of her curriculum and shapes it around what children need to learn next. She plans purposeful moments in the day, such as story time, snack and outdoor play, so learning feels natural and meaningful. Her curriculum is broad, well sequenced and rooted in communication, confidence and independence. Adaptations are made to activities and her communication with children consistently. This helps to ensure all children access her planned learning fairly, and it supports all children to make excellent progress in her care.

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Curriculum and teaching Strong standard

Language development is prioritised in every activity. During stories, children role play characters, repeat familiar refrains and play with toys linked to books to strengthen their understanding. At snack time, she models safer eating and encourages conversation skills. For example, she uses clear sentences and introduces new vocabulary. Babies hear simple key words and use signs that help them join in confidently.

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Curriculum and teaching Strong standard

Mathematical learning is purposeful and embedded widely. Children independently compare the size of gift boxes. They confidently count out 'one more' piece of dough. They talk about position and size when placing Arctic animals on icebergs. They consider the size and measure of the space they use during imaginative play. These small interactions build and secure the children's early maths skills.

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Curriculum and teaching Strong standard

Teaching adapts seamlessly. Babies explore sensory play, while older children create detailed designs and use expressive language to explain their ideas. The childminder provides opportunities for children to repeat activities with her support to ensure new learned skills are secured over time. She checks understanding and adjusts her tailored support so that every child can succeed.

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Inclusion Strong standard

The childminder creates an inclusive environment where every child is supported to take part. She knows the children well and identifies children's individual needs early through close observation, regular conversations with families and continuous assessment. Any changes in communication, behaviour or physical development are noticed and explored sensitively with parents. When concerns arise, she acts promptly, such as encouraging a hearing check or adjusting routines to meet a child's sensory needs. These early actions reduce barriers and help children progress.

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Inclusion Strong standard

The childminder uses thoughtful, consistent adaptations across the day. Language is skilfully simplified, routines are broken into manageable steps and visual cues are used so that all children can follow what is happening. Food, sleep and play routines are tailored to each child. This means younger children and those who may need extra support remain fully included, confident and settled.

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Inclusion Strong standard

The childminder reviews progress frequently and adapts support when needed. She seeks regular and ongoing training. Recent professional development in communication and language development and children's behaviour have given her a strong understanding of the importance of implementing strategies that support children to quickly gain language skills when a development delay is identified. This ensures children make swift progress from their starting points and any gaps in learning are managed while children await professional involvement. The childminder supports children to learn successfully alongside their peers. She works closely with parents and signposts them to professionals so that support is joined up and timely.

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Leadership and governance Strong standard

The childminder leads her setting with warmth, professionalism and clear purpose. Her experience is evident in the calm, well-organised day and in how confidently children settle and learn. There have been no recent changes that affected the running of the setting, and this steady, reliable leadership benefits the children.

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Leadership and governance Strong standard

The childminder knows the strengths of her practice and regularly reflects on how to make things even better. All decisions focus on what children need, including those who may need extra help or may face barriers to their learning. This creates an inclusive environment where every child is noticed, valued and supported.

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Leadership and governance Strong standard

Partnerships with parents are a major strength. The childminder shares information openly, listens carefully and raises concerns sensitively. This ensures children receive timely support and families feel involved and well informed. She also maintains close contact with the local school, so older children are well prepared for the transition to school when the time comes.

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Leadership and governance Strong standard

Professional development is ongoing. The childminder attends training, joins conferences and keeps up with current research. She brings new learning into daily practice, such as using cross-body movements to support early literacy.

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Leadership and governance Strong standard

No concerns led to this inspection and no breaches were found. The setting benefits from committed, reflective and highly effective leadership.

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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 thrive in this warm and welcoming home. They are cared for with genuine affection. This gives children the confidence to explore, learn and enjoy each part of the day with confidence. Babies are settled and relaxed. They enjoy playing alongside older children and show interest in what they are doing. Older children greet the childminder with ease when collected from school. This demonstrates the secure and trusting relationships in the setting.

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

Children achieve well from their individual starting points. Babies who are beginning to talk listen closely, copy actions and repeat familiar words from songs and stories. Older children hold long conversations, explain their ideas clearly and show deep curiosity. They look closely at Arctic animals, use positional language, compare sizes and enjoy adding 'one more' piece of play dough. When a child discovers a chestnut and compares it to a hedgehog, the childminder responds with excitement and extends the learning into comparing textures and shapes. Barriers are reduced because support is put in place early and teaching is adapted for each child.

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

Children belong here. Babies and older children play alongside each other harmoniously. They roll bells down ramps, explore dough together and admire each other's designs. Children are included in every aspect of the day, with small adjustments that help all children take part successfully. Families feel welcomed and valued, and meaningful daily conversations build trust and strong parent partnerships.

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

Children thrive because they feel safe, understood and celebrated as individuals. The childminder promotes regular attendance, which helps children feel settled and ready to learn. Children develop independence as they wash hands, climb the garden steps with care, use cutlery and join in shared routines with growing confidence. Children move on with pride in what they can do, a love of learning and the skills they need for their next stage of education.

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About this setting

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

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards, focusing on creating a transformational impact on the outcomes and experiences of any 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 they may care for in the future.

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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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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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