Childminder

Childminder

Unique reference number (URN): EY382031 Registered with Ofsted: 03/10/2008 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 demonstrates a strong commitment to inclusion. She ensures that all children are supported to participate fully and make progress from their starting points. The childminder identifies and assesses children's individual needs through ongoing observations, discussions with parents and carers and regular reviews of development. This enables her to plan targeted support and adapt her practice effectively. For example, she modifies activities by simplifying instructions, using visual prompts and adapting resources so children with different abilities and learning styles can access and enjoy experiences.

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Inclusion Strong standard

The childminder keeps her knowledge up to date through regular training, including on supporting children with special educational needs and disabilities. She applies this learning confidently, making appropriate adjustments to routines, activities and the learning environment. Children who speak English as an additional language are supported through clear modelling of language, repetition and opportunities to practise new vocabulary in meaningful play-based contexts.

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Inclusion Strong standard

The childminder demonstrates a secure understanding of early years pupil premium and how it has been used previously to enhance resources and provide targeted support to improve outcomes for disadvantaged children. Through ongoing reflection, she evaluates the effectiveness of her provision and makes improvements to ensure all children achieve, thrive and develop a strong sense of belonging.

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Achievement Expected standard

Children make strong progress across all areas of learning. They develop concentration, curiosity and problem-solving skills as they explore, experiment and engage with hands-on activities. For example, during a bubble activity, children jump, chase and try to catch the bubbles, showing excitement and developing their coordination, balance and gross motor skills. Children demonstrate growing confidence as they tackle new challenges and test their ideas independently or alongside their peers. Through repeated practice, they consolidate knowledge and skills and apply what they have learned in different contexts. They show resilience when faced with tasks that stretch their abilities and take pride in their accomplishments.

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Achievement Expected standard

Children enjoy learning and are motivated to explore, ask questions and solve problems. They celebrate successes and show increasing independence and confidence in their abilities. Children demonstrate enjoyment in their learning, reflecting positive progress in practical skills, understanding and social and emotional development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive behaviour and supports children to develop confidence in managing their own actions. Children respond well to consistent guidance and understand boundaries while developing independence. During snack time, children take turns pouring drinks and tidying up, practising responsibility, self-care and cooperation. They also enjoy group activities, such as role play, where they negotiate roles and share ideas, demonstrating emerging social skills.

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Behaviour, attitudes and establishing routines Expected standard

Routines are structured yet flexible, allowing children to feel secure while exploring and engaging in learning. Children form strong relationships with the childminder. They seek comfort, guidance or reassurance when needed, and enjoy shared stories, conversations and activities. Children of different ages and stages are supported appropriately. Younger children receive gentle prompts to share and take turns, while older children manage tasks more independently.

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Behaviour, attitudes and establishing routines Expected standard

Children settle quickly each day, benefiting from consistent routines that promote punctuality and attendance. They show self-control, confidence and resilience as they tackle new challenges, celebrate achievements and develop positive attitudes to learning. Children feel secure, enjoy learning and demonstrate clear progress in managing themselves and interacting with others.

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Children's welfare and wellbeing Expected standard

The childminder prioritises children's welfare and wellbeing, ensuring they feel safe, secure and supported throughout the day. She maintains a clean, organised and well-resourced environment that promotes children's physical and emotional safety. Children benefit from routines that provide stability and reassurance, helping them develop confidence and a sense of security.

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Children's welfare and wellbeing Expected standard

Children form secure and responsive relationships with the childminder, seeking comfort, guidance and reassurance when needed. For example, during snack time, children approach her for help with pouring drinks and serving themselves, and enjoy sharing stories or playing alongside her. They also take part in activities promoting oral health, learning to care for their teeth as part of daily routines. These interactions help children feel valued and supported as they explore and engage in learning. The childminder encourages healthy habits, including handwashing, nutritious snacks and outdoor physical activity, supporting children to develop self-care skills and understand the importance of a healthy lifestyle. Through careful observation and consistent attention, children who may need additional support are identified and appropriate strategies put in place. Children show curiosity, confidence and engagement, demonstrating that their

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Children's welfare and wellbeing Expected standard

physical, social and emotional needs are being met.

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Curriculum and teaching Expected standard

The childminder plans a rich and varied curriculum across all areas of learning. She identifies each child's starting points through observation and discussion with parents and carers. The childminder uses this information to plan meaningful, play-based activities that build on children's skills. She tracks children's progress and sets clear next steps, ensuring learning is tailored to support individual development and promote achievement.

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Curriculum and teaching Expected standard

The childminder plans activities to encourage children's curiosity, problem-solving and independence. Children explore creative, sensory and practical experiences, such as role play, construction and counting games, which develop their physical, social and cognitive skills. She purposefully supports children's language and communication by introducing new vocabulary, modelling sentences and asking open-ended questions to encourage children to describe their thinking and actions. For example, during construction play, she encourages children to use words, such as 'tall, long' or 'next to', and models dialogue to expand conversational skills.

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Curriculum and teaching Expected standard

The childminder ensures that all children are included and supported to participate fully. By linking new experiences to what children already know, she enables them to make connections and consolidate understanding. Learning is purposeful and engaging. This helps children to develop the skills, knowledge and confidence they need to make meaningful progress.

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Leadership and governance Expected standard

The childminder demonstrates effective leadership and governance, ensuring the setting operates smoothly and meets children's needs consistently. She establishes clear policies and procedures that guide her daily practice and maintain high standards of care, safety and learning. These arrangements allow children to engage in activities confidently, knowing that routines and expectations are consistent.

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Leadership and governance Expected standard

The childminder monitors all aspects of the provision, from planning and teaching to the environment and resources, to maintain quality and identify areas for improvement. She regularly updates her professional knowledge through training, including safeguarding and supporting children with special educational needs and disabilities. She applies new learning to enhance her practice and evaluates activities and children's progress to ensure the curriculum remains purposeful and responsive.

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Leadership and governance Expected standard

Records and documentation are meticulously maintained, supporting accountability and effective communication with parents and carers. The childminder fosters positive relationships with families, keeping them informed and involved in their child's development. She shares regular updates on children's progress and routines, providing guidance and advice to support learning at home, which strengthens continuity and consistency for all children.

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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 warm, caring and engaging environment. Children feel secure, valued and motivated to learn. The childminder promotes learning and development across all areas of learning through play-based activities that reflect children's interests. Children

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Inspector:

Rita Dome enjoy nursery rhymes, story times and themed activities, such as the superhero 'Here Comes the Fire Truck' rhyme. Children often respond with laughter and delight. The childminder plans creative and sensory play, including play dough and bubble activities, to encourage children's imaginations, fine motor skills and coordination. She uses role play and train track imaginary play activities to support children's language, communication and early mathematical understanding.

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Inspector:

Children spend time outdoors daily at the local forest school, park and play centre, developing their gross motor skills, stamina and confidence. They explore nature, count and sort objects and practise spatial awareness, all while enjoying active and hands-on learning. The childminder demonstrates patience in supporting children to understand and manage their emotions. At times, children are still learning to share and take turns, and she continues to work on these skills. The childminder provides additional language support for children who speak English as an additional language. She models language clearly and encourages participation, which helps children to feel included and able to achieve.

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Inspector:

The childminder fosters an inclusive environment, where children feel they belong. Children learn about similarities and differences through activities, cultural dressing-up clothes and tasting foods from around the world. They are curious, engaged and thrive, when exploring new experiences. Parents and carers describe the setting as a 'home from home'. They value the childminder's communication, updates and invitations to participate in celebrations and special events. The childminder regularly reflects on the quality of her provision and acts on any identified areas for improvement. This ensures that children continue to achieve, thrive and develop a strong sense of belonging.

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Next steps

The childminder should support children's social development further, such as by focusing on teaching children to turn-take and share.

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About this inspection

The inspector spoke with 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,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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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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