Childminder

Childminder

Unique reference number (URN): 320347 Registered with Ofsted: 01/01/2001 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 Expected standard

Children are well prepared for their next stage of learning and their eventual move to school. The childminder carefully assesses each child to identify their next steps and uses this information to plan meaningful and engaging activities and experiences. For example, children confidently explore problem-solving tasks, such as working out which shapes fit into different spaces. These experiences help children develop important skills, such as problem- solving and confidence. Children are motivated, curious and independent learners, who show pride in their achievements.

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Achievement Expected standard

Children make good progress in their communication and language development. They confidently use familiar and new vocabulary in their play and conversations. Children listen attentively during songs and stories and join in with confidence. They express their ideas clearly, talk about what they are doing and respond to questions. As a result, children communicate effectively with others. Children who speak English as an additional language are supported effectively and make progress in developing their understanding and use of English.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show kindness and respect towards others. The childminder sets clear expectations and models positive behaviour. Her calm, patient approach helps children to fully understand her expectations. The childminder gives consistent praise so children know exactly what they have done well. This encourages them to repeat positive actions. Children play cooperatively, creating a warm and purposeful atmosphere. They are eager to join activities and remain focused.

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Behaviour, attitudes and establishing routines Expected standard

Daily routines are well established and simple to follow. Children respond confidently to clear, age-appropriate instructions. The childminder supports children to take responsibility for small tasks. For example, children enjoy returning toys to the correct place after play. These opportunities help children build independence and learn to care for their environment.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds strong and trusting relationships with families. She talks to parents about the importance of regular attendance, helping children benefit fully from learning opportunities. Children show that they feel secure and comfortable in the childminder's care. They engage positively in play and respond warmly to the childminder's interactions. The childminder supports children to share, take turns and play kindly with others. These approaches help children develop early social skills and build confidence in forming friendships.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's welfare and wellbeing effectively. She knows each child well and adapts care practices to meet their individual needs. Warm, nurturing relationships help children to feel secure, included and confident. Older children benefit from consistent routines and meaningful interactions that help them feel safe and emotionally settled.

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Children's welfare and wellbeing Expected standard

The childminder supports children's understanding of healthy lifestyles and physical development through daily movement and outdoor play. She teaches personal safety in age- appropriate ways, such as how to handle resources safely and understand simple boundaries. Children are offered a range of healthy snacks each day. The childminder works with parents to ensure packed lunches are nutritious and well balanced. Children talk about healthy choices at mealtimes and enjoy sorting play foods into healthy and unhealthy groups. The childminder explains clearly why some foods are less healthy, helping deepen children's understanding. Calm language, visual cues and reassurance also support children in recognising and managing their emotions.

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Children's welfare and wellbeing Expected standard

Overall, children are encouraged to develop independence from an early age. They peel their own fruit at snack time and choose which resources or activities they would like to explore. However, on occasion, the childminder completes tasks that children can manage for themselves. For example, she wipes children's noses, puts on their aprons and washes their hands for them. This limits consistent opportunities for children to practise important self-care skills and develop full confidence in managing their own needs.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of the quality of her curriculum and teaching. Her curriculum is ambitious, broad and balanced. Activities are carefully sequenced so children can build on what they already know and can do. For example, when children explore animal picture cards, the childminder extends their thinking by asking where they might see a fox. This helps children deepen their understanding and develop skills for future learning.

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Curriculum and teaching Expected standard

Children's communication and language development are prioritised throughout the day. The childminder uses stories, songs and purposeful conversations to extend children's vocabulary. She introduces new words, such as 'volcano' and 'cucumber', and checks children's understanding by revisiting them later. The childminder adapts her teaching well to support children who speak English as an additional language. Mathematical concepts are woven through routines, including counting, sorting and recognising shapes and numbers, making learning meaningful and enjoyable. Children's personal, social and emotional development is central to the childminder's approach. The nurturing environment helps children develop resilience, emotional regulation and positive relationships. Assessment is used well to identify children's next steps and monitor their progress. Teaching is adapted to meet individual needs and stages of development. The curriculum is

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Curriculum and teaching Expected standard

inclusive and responsive, preparing children effectively for their next stage of learning.

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Inclusion Expected standard

The childminder assesses children's individual needs through regular observations, assessment and discussions with parents. She identifies gaps in learning at an early stage and provides targeted support to address them. Strong relationships with families enable her to gather detailed information about children's starting points, routines and emerging concerns. This helps the childminder quickly recognise when additional help may be needed and plan support that is closely matched to children's needs. For example, when concerns arise about children's speech development, the childminder guides parents to seek advice from relevant professionals.

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Inclusion Expected standard

The childminder provides highly effective support for children who speak English as an additional language. She uses routines, gestures and visual cues to help them participate confidently and reduce barriers to their learning. By incorporating familiar words and books from children's home languages, the childminder helps children to feel recognised, valued and included. Strong partnerships with parents ensure children can practise simple English words at home, supporting continuity and building their confidence.

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Inclusion Expected standard

Parents are informed about any additional funding they may be eligible for. The childminder explains how this funding would be used effectively, such as purchasing resources or arranging day trips that broaden children's experiences. These actions help to close gaps in children's learning. The childminder closely monitors each child's progress, ensuring they continue to develop well within a nurturing and supportive environment.

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Leadership and governance Expected standard

The childminder has a good understanding of the strengths and areas for development within her setting. She gathers feedback from both parents and children to inform her self- evaluation. Ongoing professional development is prioritised, and the childminder attends regular training and webinars to keep her skills and knowledge up to date. For example, recent inclusion training has helped to enhance her understanding of how to meet children's individual needs even further. The childminder also networks with other local childminders to share ideas and improve practice.

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Leadership and governance Expected standard

Partnerships with parents are effective. The childminder shares clear information about children's learning through daily conversations, photos and videos. This helps parents understand what their children are learning and how they can support this at home. Parents speak highly of the childminder and value the positive impact she has on their children. They comment that their children have developed in confidence, communication and social skills since starting.

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Leadership and governance Expected standard

The childminder is committed to preparing children for their eventual move to pre-school or school. However, she does not yet consistently share information with other providers when children move on to new settings. This reduces opportunities to ensure continuity and a fully supportive transition for each child.

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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 happy and settled in the childminder's warm and welcoming environment. They receive consistent praise and encouragement, which helps them feel secure and confident. Children are offered choices throughout the day, such as choosing which resources to use. Overall, these opportunities support children's growing independence and encourage them to express their ideas. The childminder knows children and their families well, gathering detailed information when they first start. Children build positive and trusting relationships and feel valued. The childminder supports children's developing social skills through modelling and gentle guidance, promoting sharing and kind behaviour. Regular visits to local parks and the library provide further opportunities for children to mix with others and practise these skills.

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

The childminder plans a wide range of activities that build on children's interests and next steps. For example, she offers number blocks and shape-sorting resources to extend children's curiosity about shapes, numbers and colours. Children participate eagerly, showing strong focus and enthusiasm. This nurtures their love of learning from an early age and helps them make good progress from their starting points. The childminder also talks to parents about the importance of regular attendance and explains how consistent routines support children's security and ongoing development. This partnership approach encourages families to prioritise good attendance.

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

Children who speak English as an additional language are supported well to develop a strong sense of belonging. They learn alongside their peers and are fully included in all aspects of the setting. Consistent routines and warm, sensitive interactions help children feel secure and confident. Positive relationships are evident, with children seeking comfort, support and play from the childminder. The childminder takes time to understand each child's home language and cultural background so that communication is meaningful and inclusive.

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Next steps

The childminder should strengthen transition processes to enhance the way information is shared with pre-schools and schools that children will move on to. The childminder should fully support children in managing their own self-care needs to enable them to become increasingly independent.

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About this inspection

The inspector spoke with the childminder and children 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 : 07:30 - 17:30

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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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