Childminder

Childminder

Unique reference number (URN): EY417621 Registered with Ofsted: 15/12/2010 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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Behaviour, attitudes and establishing routines Strong standard

The childminder fosters a nurturing environment where children understand, respond positively and behave well. Children arrive to a warm welcome, and the childminder engages them in conversation about their weekend activities, promoting security and trust. She consistently models respectful interactions and encourages children to collaborate, share and take turns. For example, during free play with a lotto game, children show patience and respect for peers, supported sensitively by the childminder. Children also demonstrate embedded learning, using good manners during snack time, with older children applying these habits independently.

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Behaviour, attitudes and establishing routines Strong standard

Routines are established and adapted to meet children's individual needs and developmental stages. During snack and baking activities, children demonstrate independence by washing their hands, pouring drinks and weighing ingredients, while the childminder provides guidance and praise to support learning, coordination and sensory exploration. Children are encouraged to express themselves through movement and dance, developing physical confidence, social skills and language in a structured yet enjoyable way.

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Behaviour, attitudes and establishing routines Strong standard

Attendance and participation are monitored closely, and the childminder addresses any concerns with parents, reinforcing the importance of routine. Through these approaches, children develop positive attitudes, strong social skills and an understanding of expectations, enabling them to engage confidently and collaboratively in learning and play.

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Children's welfare and wellbeing Strong standard

The childminder places a strong emphasis on children's health and wellbeing. She prepares healthy meals and snacks, carefully adapts menus for allergies and follows family preferences for weaning and food types. She discusses healthy habits with children to build long-term understanding. The childminder ensures she follows safer sleeping practices and routines. Children benefit from regular outdoor play, movement activities and clear routines that promote hygiene and positive self-care.

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Children's welfare and wellbeing Strong standard

Children show high levels of confidence and emotional security in the childminder's home. They settle quickly, move around with ease and demonstrate a positive attitude to learning. The childminder evaluates each child's stage of development and adapts the curriculum so

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Expected standard

all children, including those with special educational needs and/or disabilities or barriers to learning, make progress. Activities remain purposeful and achievable. For example, she encourages older children to pour their own water at snack time. Younger children have the autonomy to choose activities and songs to dance to, building on their confidence and self- esteem.

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Expected standard

The childminder manages behaviour calmly and effectively. She uses positive strategies such as distraction and clear explanations. Her consistent approach helps children understand expectations and develop strong self-regulation skills. She offers praise and encouragement throughout the day, which motivates children to persevere with new challenges. As a result, children behave well, show respect for others and engage positively in their learning.

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Achievement Expected standard

Children achieve well and are well prepared for their next steps in learning. They develop positive interactions that help all children, including those with special educational needs and/or disabilities, make solid progress in every area of development. However, children's achievement in mathematics is not consistently as strong as it is in other areas. The childminder understands how children grow and learn, and she changes activities to suit their different needs and abilities, helping them stay interested in what they are doing. Communication and language skills are supported from an early age. Younger children are encouraged to focus, listen and pay attention, while older children use a wide range of words, join in conversations with enthusiasm, talk about past events and describe their play. By planning learning around each child's individual needs, the childminder makes sure that all children continue to progress well and are ready for the next stage of their learning

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Curriculum and teaching Expected standard

The childminder delivers a well-sequenced, engaging curriculum that offers children a wide range of meaningful learning opportunities. She uses ongoing assessment to plan activities that enable children to make robust progress in all areas of the curriculum. Teaching captures children's interest, resulting in high levels of engagement and curiosity. Communication and language are promoted throughout the day by modelling clear speech, repeating words and introducing vocabulary, such as 'squeeze' and 'twist'. She listens attentively and responds in ways that encourage children to express themselves confidently.

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Curriculum and teaching Expected standard

Purposeful hands-on experiences encourage children to investigate and experiment. For example, during baking activities, she prompts children to explore changing textures, think, predict and describe what they notice, fostering early scientific understanding and developing their natural curiosity. Physical development is well supported through regular music and movement sessions. Children develop their large motor skills as they dance, using their bodies with control and coordination. Small motor skills are strengthened through tasks such as stirring mixtures, squeezing oranges and using construction materials. Activities are well adapted so all children, including those with special educational needs and/or disabilities and those who face barriers to their learning, can access and succeed. However, the curriculum for mathematics is less well developed. Mathematical language and concepts are not as consistently integrated into learning as they are in other areas, to

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Curriculum and teaching Expected standard

help children build on what they already know and can do.

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Inclusion Expected standard

The childminder uses her knowledge and experience to observe children closely and identify their individual needs accurately. She carefully plans a curriculum that is adapted so every child can participate fully and make effective progress, though teaching for mathematics is not as effective in enabling children to make strong progress in this area. Ongoing assessment enables the childminder to monitor each child's development and review the effectiveness of support, ensuring that learning experiences remain ambitious and inclusive. Where concerns arise about a child's development, the childminder works in partnership with families and seeks guidance from relevant professionals and external agencies. She implements individual plans while awaiting specialist advice, such as using familiar books and shared activities to support children's emerging speech and language.

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Inclusion Expected standard

The childminder explains how she would use additional funding to reduce barriers to learning, for example by investing in resources or further professional training. She routinely discusses children's needs with parents to promote consistency. If she identifies a development need, she incorporates targeted opportunities into planned activities and offers parents suggestions to support progress at home where appropriate. Through these approaches, she ensures that children receive timely, tailored support that promotes their well-being and ongoing development.

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Leadership and governance Expected standard

The childminder demonstrates highly effective, child-centred leadership, with a strong commitment to providing high-quality education and care, although the teaching of mathematics is not consistently strong. She creates a nurturing, home-from-home environment where children thrive and parents consistently praise her care, communication and support for home learning. Children benefit from a broad and varied curriculum, including indoor and outdoor activities, outings and community experiences, all carefully rotated to ensure equal access and opportunities for all.

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Leadership and governance Expected standard

The childminder prioritises professional development, regularly updating her knowledge and skills. Training has a positive impact on the quality of education she provides by strengthening her motivation to provide effective care and education. The childminder makes proactive, reflective decisions in the best interests of all children, including those facing barriers to learning or wellbeing. She organises routines, resources and her own workload effectively to maintain consistently high standards. Through her reflective, proactive approach she reflects on her practice and ensures that children experience a well- organised, stimulating and inclusive environment where they can thrive socially, emotionally and educationally.

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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 are welcomed into a caring, home-from-home environment where they feel safe and secure. The childminder is warm and nurturing and takes time to get to know each child and their family. This helps children build strong, trusting relationships from the outset. As a result, children form close attachments to the childminder and to one another, demonstrating

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Inspector:

Sue Smith a strong sense of belonging. The childminder actively promotes regular attendance, and children thrive in her care.

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Inspector:

The childminder places a clear emphasis on supporting children to develop healthy lifestyles. She provides a wide range of outdoor activities that build children's confidence and self-esteem. For example, children visit local woods, parks and soft-play centres, where they explore, build resilience and take age-appropriate risks. The curriculum is exciting and well sequenced. The childminder understands children's individual starting points, including any children with special educational needs and/or disabilities and those who face barriers to learning. She makes appropriate adjustments to routines and activities to support children's next steps. For example, she adapts activities such as building with magnetic blocks to match children's skill levels and extend their learning. Children demonstrate good levels of independence and are well prepared for the next stage in their learning, including school readiness. They confidently choose resources, tidy away after play and manage their

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Inspector:

personal care in line with their age and ability.

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Next steps

The childminder should enhance mathematical learning opportunities for children to build on what they already know and can do.

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About this inspection

The inspector spoke with the childminder, children and parents 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,Friday : 07:30 - 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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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

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

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