Childminder

Childminder

Unique reference number (URN): 2732541 Registered with Ofsted: 02/08/2023 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 has established a highly positive environment where routines are clear, consistent and deeply embedded. Children understand what is expected of them and move confidently between activities, showing enthusiasm for tidying up and preparing for the next task. These routines help children feel secure and enable them to focus on learning without disruption.

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Behaviour, attitudes and establishing routines Strong standard

Relationships are warm and respectful, creating a culture of kindness and cooperation. Supporting children's sharing skills and social friendships is a clear focus. For example, when children find fastening shoes difficult, others step in to help without prompting. The childminder allows time for interactions to unfold, skilfully timing her support only when needed and celebrating children's success in supporting one another. This approach fosters empathy and teamwork, helping children learn to manage challenges together.

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Behaviour, attitudes and establishing routines Strong standard

Children actively look for opportunities to help one another and treat others with kindness and respect. They respond calmly to guidance and demonstrate resilience when faced with new tasks. The childminder models appropriate language and behaviour throughout, reinforcing expectations gently and effectively. Adaptations are thoughtfully made to support individual needs, ensuring all children can participate fully. As a result, children show confidence, independence and positive attitudes to learning, underpinned by a strong sense of belonging.

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Achievement Expected standard

Children develop their knowledge and skills across the areas of learning and build the confidence and independence they need for their next stage. They concentrate well on tasks such as threading and counting, matching numerals to quantities and using early mathematical language. Children talk about what they are doing, recall recent activities and use fine motor skills to handle tools and resources. Through cooking and daily routines, they show growing awareness of healthy foods and how to look after their bodies. Children who need extra help also make steady gains from their starting points. Parents say that their children's speech has improved and that they are more observant of safety rules and willing to try new things. Over time, many become more confident in groups, manage routines such as toileting with increasing independence and practise the skills they will need when they move on to school. However, some children do not yet deepen their

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Achievement Expected standard

understanding as much as they could, because their learning does not always move beyond the immediate task.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's welfare and wellbeing effectively, creating a safe and caring environment where children feel comfortable and settled. Daily routines, such as washing hands and getting ready for meals, are well established and help children become increasingly independent in managing their personal care. Practical activities, including cooking, provide opportunities for children to learn about healthy choices and the importance of exercise, supporting their physical development and understanding of wellbeing. Children learn to use tools safely, with the childminder close by to model safe use and check for any risks, for example when handling cooking equipment.

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Children's welfare and wellbeing Expected standard

Relationships are warm and responsive, enabling children to form strong attachments and feel emotionally supported. The childminder uses calm, positive interactions to help children recognise and manage their feelings, which supports their confidence. Children are kind to one another and are willing to help, for example when friends find tasks more difficult. The childminder works closely with families to share strategies for supporting routines, such as toileting, which parents report has had a positive impact at home. Children who need extra reassurance with new routines are supported sensitively so that they can take part alongside their peers.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that gives children learning experiences across all areas of learning and development. She plans activities that build on what children can already do and helps them to develop the skills they need for their next stage. Cooking, outdoor play and small-group tasks are linked to children's interests and promote their independence and enjoyment. The childminder places clear emphasis on communication and language. During activities such as counting games, she models new vocabulary and mathematical language so that children hear and use it in context.

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Curriculum and teaching Expected standard

The childminder uses day-to-day observations to check what children know and can do and adapts tasks to meet individual needs. For example, she offers smaller threading items for children who need greater challenge, or larger ones for those developing fine motor control. These adjustments help children engage and ensure their success and motivation. She also promotes diversity and celebrates cultural differences, creating a welcoming environment for all children.

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Curriculum and teaching Expected standard

Teaching generally helps children to learn and enjoy activities, but opportunities to extend some children's learning further are sometimes missed. When children pick things up quickly, the childminder is not always sure how to build on what they have understood or deepen their thinking. As a result, children do not always experience the full depth of learning that the curriculum intends.

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Inclusion Expected standard

The childminder fosters an inclusive environment where children feel valued, respected and supported. She takes time to understand individual needs through careful observation and regular conversations with families, ensuring that learning experiences are tailored to each child. Activities are thoughtfully adapted so that all children can participate successfully. For example, she adjusts threading tasks to match different levels of fine motor control and uses clear, purposeful language to help children understand instructions and build confidence.

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Inclusion Expected standard

The childminder's approach promotes equality of opportunity and each child's sense of belonging. She works closely with families and collaborates with other settings to maintain consistency in care and learning. When additional support is needed, she acts promptly, sharing observations and offering practical strategies to help children thrive.

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Inclusion Expected standard

The childminder's commitment to inclusion is evident in the way children engage enthusiastically in activities and develop independence, social skills and resilience. By creating a culture where differences are celebrated and every child is encouraged to succeed, the childminder ensures that barriers to learning are reduced and that all children experience a positive, nurturing start to their education.

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Leadership and governance Expected standard

The childminder demonstrates a clear understanding of her responsibilities and takes decisions in the best interests of all children, including those who are disadvantaged or children with special educational needs and/or disabilities. She works closely with families to share observations and strategies that support children's development at home, which helps to secure continuity of care and learning. The childminder reflects on her teaching practice and has correctly identified that she needs further ideas to extend learning for children who grasp concepts quickly. She engages in training and draws on support from professional networks, although her professional development has focused more on statutory updates than on evidence-based approaches to deepen teaching.

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Leadership and governance Expected standard

The childminder leads a clear vision for behaviour and relationships, embedding high expectations into daily routines. She sets the tone for respectful interactions and models language that promotes empathy and resilience. Through deliberate leadership decisions, she has created a culture where kindness and cooperation are integral to the setting's ethos. Children actively reflect these values, helping one another and responding calmly to guidance. The childminder's strategic approach ensures that routines are purposeful and consistent, enabling children to feel secure and confident. This leadership fosters an environment where positive behaviour and emotional wellbeing underpin all aspects of learning and care.

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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 warm, caring environment where they feel safe, valued and included. Learning is purposeful and enjoyable. Activities such as threading and cooking encourage children to develop fine motor control, early mathematical understanding and language skills. For instance, during cooking, children explore healthy food choices and talk about how exercise helps their bodies, while counting and matching numerals in games builds confidence in early mathematics. Outdoor play is a regular feature, giving children opportunities for physical activity and shared experiences, such as chasing bubbles and singing rhymes together.

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Inspector:

Jonathan Payne Daily routines are well established, helping children understand what to expect and promoting independence. They confidently wash their hands, select their own towels and prepare for activities with growing confidence, which supports their personal care skills and sense of responsibility.

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Inspector:

Children benefit from positive relationships and clear expectations for behaviour. They cooperate well, help one another with practical tasks and respond calmly to guidance when needed. The childminder consistently models respectful language and supports children in managing their emotions, fostering resilience and kindness. She has cultivated a culture of care, where children understand the importance of treating others with respect. Children actively look for opportunities to help and encourage one another, creating a setting where kindness and cooperation are part of everyday routines.

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Inspector:

Children make steady progress from their starting points and are well prepared for their next stage of learning. Children who need extra help also grow in independence and take part alongside their peers. While experiences are engaging, children do not always have enough chances to take their learning further, because at times it does not move much beyond the planned task.

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Inspector:

The childminder works closely with parents so that children are cared for in a consistent way. Children enjoy their time with the childminder and one another. They feel that they belong here and are comfortable and settled in a setting that puts their safety, wellbeing and readiness for school first.

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Next steps

Strengthen professional development that focuses on extending children's learning and deepening understanding across all areas so that high-quality teaching practices and activities routinely provide all children with greater depth and breadth in their learning.

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About this inspection

The inspector spoke with the 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 : 07:30 - 17:30

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About this setting

Local authority: Bournemouth, Christchurch & Poole

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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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