Childminder

Childminder

Unique reference number (URN): EY337896 Registered with Ofsted: 18/09/2006 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 secure progress from their individual starting points across all areas of learning, particularly in communication and language. Children who previously experienced difficulties in expressing themselves now communicate with confidence, initiate conversations and share their ideas clearly. They demonstrate increasing accuracy in recalling learning and applying it in new situations.

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Achievement Strong standard

Children develop independence, curiosity and positive attitudes towards learning. They show perseverance when faced with challenge and take pride in their achievements. Children are well prepared for their next stage of learning, including school, as they develop confidence in managing routines, secure self-care skills and the ability to regulate their emotions.

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Achievement Strong standard

The childminder ensures that all children, including those who face barriers to learning or wellbeing, are supported effectively to achieve and to develop the foundational skills they need for future success.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm and respectful environment in which children thrive. Children behave impeccably and demonstrate extremely positive attitudes towards their learning. Warm, secure relationships support children to feel safe and confident to engage and participate. The childminder sets clear, consistent expectations for children's behaviour. Children respond positively to guidance from the childminder and are supported to reflect on their actions in age-appropriate ways, helping them to develop a growing understanding of right and wrong.

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Behaviour, attitudes and establishing routines Strong standard

Children are supported to collaborate, take turns and show respect for one another. They demonstrate kindness and empathy and are confident to seek help or reassurance when needed. The childminder models positive behaviour and supports children to understand boundaries in a calm and supportive way. This consistent approach helps children to manage their behaviour independently and develop confidence in social situations.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well established and flexible, supporting children's individual needs while providing structure and predictability. Children understand daily routines and transitions, which helps them to feel secure and confident. The childminder works closely with families to support routines, attendance and expectations, helping children to develop self- regulation, resilience and positive attitudes towards learning and social interaction. As a result, children are settled, engaged and ready to learn throughout the day.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are central to all aspects of the childminder's practice. The childminder has a deep understanding of the children who attend and is extremely responsive to their needs. As a result, children demonstrate that they feel emotionally safe and supported and settle very quickly. The childminder is highly attuned to children's emotional cues and responds sensitively, helping children to feel understood and valued. This consistent emotional support enables children to build trust, develop confidence and form secure attachments that underpin their learning and development.

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Children's welfare and wellbeing Strong standard

Children are supported to understand the importance of their own health, safety and wellbeing through everyday routines and experiences. They develop independence in managing self-care tasks from a young age and learn about making healthy choices regarding food and exercise. Emotional wellbeing is a high priority, with children being supported to recognise, name and manage their feelings. Children are encouraged to talk about how they feel and to seek support when needed, helping them to develop effective coping strategies and providing a solid foundation for their future relationships.

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Children's welfare and wellbeing Strong standard

Care routines, including sleep, feeding and hygiene, are carefully tailored to meet children's individual needs and are reviewed regularly with parents. This ensures that children are settled, comfortable and able to engage fully in their play and learning. Close communication with families ensures that routines are consistent and responsive, supporting children's comfort, security and overall wellbeing.

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Curriculum and teaching Strong standard

The curriculum is thoughtfully designed and informed by a secure understanding of child development and the early years foundation stage framework. It ensures that children gain the knowledge, skills and experiences they need for future learning, independence and wellbeing. Teaching is purposeful and responsive, with careful consideration given to children's age, stage of development and individual needs, ensuring that learning remains appropriately challenging and accessible for all children.

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Curriculum and teaching Strong standard

Language development is prioritised across all areas of learning. The childminder engages children in meaningful conversations, models rich vocabulary and uses effective questioning to extend thinking and understanding. Mathematical learning is promoted naturally through play and routines, supporting children to explore number, shape, size and simple problem- solving in relevant and engaging contexts. For example, the childminder supports children to identify the shapes of the plates and count them to make sure that there are enough for everyone at snack time.

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Curriculum and teaching Strong standard

Physical development and personal, social and emotional development are central to the curriculum. Activities are planned to strengthen fine and gross motor skills and to promote confidence and independence. For example, children use their fingers to squeeze pipettes of warm water onto ice to melt it. Assessment is used effectively to inform teaching. This enables the childminder to build on what children already know and can do, adapting learning experiences so that all children are supported to make good progress.

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Inclusion Strong standard

The childminder creates an inclusive environment where children's individual needs are identified early and supported effectively. Ongoing assessment, combined with close communication with families, enables the childminder to gain a clear understanding of each child's strengths, needs and starting points. This ensures that support is timely, relevant and responsive and focused on reducing any emerging barriers to learning or wellbeing.

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Inclusion Strong standard

The childminder works collaboratively with parents and external professionals to reduce barriers to learning and wellbeing. She quickly identifies additional needs and referrals are made without delay, when needed. Advice from professionals is incorporated into daily practice, and strategies are embedded consistently within routines and play. This enables children with special educational needs and/or disabilities to access learning alongside their peers. Families are supported to use similar approaches at home, ensuring continuity and strengthening the impact on children's development.

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Inclusion Strong standard

The childminder continuously assesses children's strengths and needs and adapts her practice accordingly. She evaluates the effectiveness of the support she provides on children's progress, making any necessary changes to help close identified gaps. The childminder ensures that all children can participate confidently and make secure progress from their starting points. As a result, children develop positive attitudes towards their learning and independence.

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Leadership and governance Strong standard

Leadership is reflective and focused on improving outcomes for children. The childminder has a clear understanding of the setting's strengths and areas for development and uses evaluation effectively to inform decision-making and future priorities. This enables planned improvements to be purposeful and closely aligned with the needs of the children attending the setting.

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Leadership and governance Strong standard

Professional development is carefully planned and linked directly to the needs of children and families. Training that is undertaken supports improvements in practice, particularly in areas such as emotional wellbeing, communication and inclusion. The childminder reflects regularly on practice and uses this reflection to identify improvements that enhance children's experiences. New learning is applied consistently, ensuring that professional development has a direct and sustained impact on daily practice.

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Leadership and governance Strong standard

Partnerships with families, schools, other childminders and external professionals support consistency and continuity for children. The childminder manages workload and wellbeing effectively, ensuring that practice remains sustainable and focused. Decisions are made in the best interests of children, enabling the setting to provide high-quality education and care consistently. This collaborative approach strengthens transitions and ensures that children benefit from coherent, well-coordinated support.

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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 experience a nurturing, calm and highly responsive home-from-home environment where they feel safe, valued and confident to be themselves. The childminder builds trusting and respectful relationships with children and their families, enabling children to settle quickly and develop a strong sense of belonging. Children show emotional security and confidently express their feelings, needs and ideas. Families feel welcome and valued as partners in their children's learning, which further strengthens children's sense of security and continuity between home and the setting.

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

Children enjoy learning and engage with enthusiasm throughout the day. The childminder uses everyday routines thoughtfully as meaningful learning opportunities, supporting children to develop independence, curiosity and resilience. Children confidently recall prior learning and apply it in their play, for example, using mathematical language to solve simple problems, recognising shapes and quantities and managing self-care routines independently. Children demonstrate well-developed physical coordination through purposeful activities that strengthen both fine and gross motor skills.

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

Children benefit from consistent emotional support that helps them to understand and manage their feelings. They are encouraged to talk about emotions, seek reassurance when needed and develop strategies to feel safe and secure. This contributes to a calm and positive environment where children feel confident to explore and take appropriate risks in their learning.

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

Children make secure progress from their individual starting points, particularly in communication and language. They develop confidence, perseverance and social skills that prepare them well for their next stage of learning, including school. The childminder's inclusive and emotionally responsive approach ensures that barriers to learning and wellbeing are identified early and addressed effectively, enabling children to flourish. Children leave the setting as confident, capable learners who are well equipped to adapt to new environments, routines and relationships.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities and those who are known (or previously known) to children's social care.

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About this inspection

The inspector spoke with the childminder and gathered the views of families 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 : 07:00 - 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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