Childminder

Childminder

Unique reference number (URN): EY545198 Registered with Ofsted: 25/04/2017 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 provides a warm, kind and friendly environment, where children feel secure and confident. Children understand the well-established routines of the day, which gives them the confidence to explore and investigate independently. Children form positive and respectful relationships with the childminder and each other, showing kindness and consideration as they play. The exciting curriculum is robust and adapted effectively to each child's age and stage of development, fostering a solid foundation for learning and a positive attitude. Children's independence is promoted through daily routines. They confidently fetch their water bottles, older children peel bananas, and all children wash their hands before meals, demonstrating secure knowledge of expectations. The childminder sets high standards for behaviour and provides consistent praise and encouragement. Children understand rules such as keeping their feet on the floor when they eat, which promotes their

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Behaviour, attitudes and establishing routines Strong standard

wellbeing and sense of security. Attendance is monitored carefully, and the childminder follows up on unexplained absences, reinforcing the importance of regular attendance. Overall, children thrive in a nurturing environment underpinned by established routines, enduring relationships, and a robust approach to learning and behaviour.

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Children's welfare and wellbeing Strong standard

The childminder creates a warm and welcoming environment that nurtures children's emotional wellbeing and provides them with a strong sense of security. The curriculum offers a balanced range of experiences, indoors and outdoors, enabling children to explore and investigate. The childminder has robust policies and procedures that support children's health and wellbeing effectively, which she shares with parents to ensure understanding. She promotes healthy eating through discussions with parents and guidance on packed lunches and snacks, making a positive impact on children's nutrition. Children's personal development is supported through consistent routines and guidance. For example, the childminder reinforces messages about a healthy lifestyle by reminding children to 'catch a cough' and discussing healthy choices during snack times. The childminder helps children express and manage their emotions well and in an age-appropriate way. She is attentive to

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Children's welfare and wellbeing Strong standard

individual needs, responding promptly when babies are hungry or tired, and supporting older children to manage their own personal care independently. Through these practices, children develop confidence, independence and an understanding of healthy habits. Overall,

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Expected standard

the childminder fosters children's wellbeing, ensuring that they are physically, emotionally and socially supported in a safe and nurturing environment.

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Inclusion Strong standard

The childminder demonstrates secure practice in meeting the needs of children with special educational needs and/or disabilities (SEND) and those facing other barriers to their learning. She has a robust system to assess children's development and identifies concerns, gaps or emerging needs promptly. The childminder differentiates the teaching, routines and environment to remove barriers and ensure that every child makes sustained progress. The childminder consults parents early, gains appropriate permissions, and secures guidance or referrals from external professionals when additional support is required.

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Inclusion Strong standard

The childminder explains how she supports children with SEND. She works closely with health specialists and support agencies, acting swiftly on professional advice to ensure that children and families receive consistent, joined-up support. Her curriculum is inclusive, and she refines activities so all children can participate meaningfully and develop their skills across the curriculum. The childminder explains how she uses any additional funding to support individual children's needs and requirements.

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Inclusion Strong standard

The childminder uses additional funding purposefully. For example, she sources mobility aids and adapts equipment to enable children with physical challenges to participate in outdoor experiences with their peers. These targeted interventions significantly reduce barriers to participation and broaden children's learning opportunities. Through this proactive approach, the childminder demonstrates robust procedures to ensure that every child is included, valued and able to achieve well.

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Achievement Expected standard

Children achieve well in all areas of the curriculum. They can build on what they know and develop new skills to embed past learning, ensuring that they are ready for the next stage in their learning journey and ready for school. Children make steady progress, particularly in communication and language, through rich, interactive experiences, such as story retelling and talking on telephones during imaginative play. Children with SEND are included in activities through adapted resources and adult guidance. This ensures that they engage in learning and make progress alongside their peers. Children make good progress across most aspects of the curriculum, with some improvements required in teaching.

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Curriculum and teaching Expected standard

Overall, the childminder designs a well-sequenced, ambitious curriculum. She plans learning experiences that build on what children already know and can do, ensuring that they revisit and embed learning across all areas. Her curriculum offers varied opportunities that promote early writing and cooperation. For example, children engage in regular mark-making activities using different tools and textures, while small-world and construction activities encourage imaginative thinking and collaborative skills.

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Curriculum and teaching Expected standard

The childminder supports children's language development effectively by modelling rich vocabulary and narrating their play. She promotes purposeful conversations that extend understanding and embed new words. When children initiate play with a toy telephone, she links it to familiar stories, weaving their interests into planned learning. This keeps the curriculum responsive and engaging.

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Curriculum and teaching Expected standard

The childminder structures activities so that children explore concepts in meaningful contexts. For example, children investigate Russian dolls. The childminder integrates mathematical language and counting naturally into the play. She adjusts expectations appropriately, adapting prompts and resources so that all children can participate successfully. However, on occasion, the childminder intervenes too quickly, meaning that children do not always have time to work things out for themselves.

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Leadership and governance Expected standard

The childminder has high expectations of herself and the children in her care. She demonstrates a commitment to delivering a nurturing, home-from-home learning environment. The childminder ensures that she has the knowledge and skills to support all children, regardless of background or need, ensuring that they make the best possible progress in their learning.

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Leadership and governance Expected standard

Parents speak very positively about the childminder's provision, expressing how they value their children being in her care. They comment on how she has supported children's language and social skills and helped with things such as potty training. Communication with families is a priority, and parents receive informative handovers and ideas to support home learning, such as scavenger hunts and worksheets.

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Leadership and governance Expected standard

The childminder engages in ongoing professional development and uses her learning to refine and improve her practice. She reflects thoughtfully on her provision and actively seeks and values feedback from parents. She can clearly explain the impact of training, including courses on early mathematics and communication, which have strengthened her support for children with additional learning needs. Her proactive approach and strong governance ensure consistently high-quality outcomes for all children. The childminder should now focus her attention on reviewing and enhancing other aspects of her teaching, such as how she helps children to think through and solve problems themselves.

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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 calm, welcoming and well-organised environment where they feel safe, secure and ready to learn. The childminder listens carefully to children's ideas and values their opinions, helping them develop confidence and a positive attitude towards learning. A well-sequenced curriculum enables children of all ages and abilities to access activities that interest and engage them. The childminder adapts learning effectively so that every child is included and able to make good progress.

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

Children benefit from a wide range of experiences at the home and in the community. For example, they attend social events with other childminders, which supports their social development and builds confidence beyond the setting. They also enjoy nature walks where

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Inspector:

Sue Smith they explore the local environment, and they regularly visit the park, strengthening their physical skills. The childminder promotes children's health and well-being through consistent routines and meaningful opportunities that build independence and emotional security. Strong partnerships with parents further enhance children's experiences. Families describe clear progress in their children's learning and value the ongoing support they receive.

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Inspector:

Children's communication and language skills develop strongly. The childminder uses effective questions, introduces new vocabulary and encourages children to repeat words to deepen their understanding. Children engage positively in stories, songs and conversations, which further enhances their language development. Early mathematics is skilfully woven into everyday play, with the childminder modelling concepts such as 'big', 'small' and 'more' as children explore resources and engage in practical activities.

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Inspector:

Overall, children benefit from a supportive and engaging environment where they develop confidence, independence and the essential skills they need for future learning.

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Next steps

The childminder should enable children to have the time to think of their own solutions to problems to help them improve their problem-solving skills and maximise their learning.

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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,Friday : 07:00 - 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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