Childminder

Childminder

Unique reference number (URN): EY419768 Registered with Ofsted: 24/01/2011 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 establishes a positive, calm and respectful environment, where children understand expectations for behaviour. She sets clear routines and consistently reinforces rules, helping children develop self-regulation and social awareness. For example, she uses a 5-minute warning and counting to support smooth transitions, allowing children to prepare for changes between activities.

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Behaviour, attitudes and establishing routines Strong standard

Children build strong relationships with the childminder and each other. They cooperate, share resources and take turns during both free play and adult-led activities. For instance, during creative play, children negotiate roles in imaginative games, listening and responding to each other, which strengthens collaboration and empathy.

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Behaviour, attitudes and establishing routines Strong standard

The childminder considers children's individual needs and developmental stages when supporting behaviour. She provides guidance sensitively, offering praise and encouragement that motivates children to follow routines. For example, children independently wash their hands before snack, use polite assertive language and indicate completion of tasks, demonstrating understanding of daily expectations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes consistent attendance and punctuality, modelling reliability and routines that prepare children for school. Through clear expectations and supportive routines, children demonstrate positive attitudes to learning, play and each other.

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Inclusion Strong standard

The childminder creates a highly inclusive environment, where every child feels valued, supported and able to thrive. She gathers detailed information before children start and uses it to identify individual needs promptly. The childminder assesses children's development carefully and plans targeted support, particularly for children with special educational needs and/or disabilities (SEND). She reduces barriers to learning through thoughtful adaptations and adjustments. The childminder ensures that children with SEND can participate fully in all activities.

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Inclusion Strong standard

For example, she adapts sensory play, such as exploring a cornflour and water mixture, to allow children to feel textures safely and at their own pace. She encourages turn-taking and sharing during role-play activities, such as pretend cooking or building with blocks,

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Expected standard

supporting social and emotional development. She adapts communication strategies during story time and singing, modelling simple words and phrases to support early speech and language development.

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Expected standard

The childminder monitors children's progress closely and reviews support regularly. She evaluates the impact of her strategies and adjusts them to secure improvement. For instance, she introduces new songs, visual cues or tactile resources, when assessment shows a child needs additional support with communication or focus. She completes regular training on the graduated approach and applies this confidently. The childminder works closely with families and professionals to shape children's support and experiences, ensuring all children, including those with SEND, make strong progress.

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Achievement Expected standard

Children make steady progress across the curriculum, particularly in communication and language. They show growing confidence, curiosity and independence through purposeful play. For example, children explore sensory play with sand and natural materials, describing textures, identifying objects and developing early vocabulary.

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Achievement Expected standard

Children with special educational needs and/or disabilities make clear progress. For instance, children practise mark making using brushes, sponges and paint, developing fine motor skills, concentration and self-expression. They participate in role-play scenarios, such as pretending to care for animals, which supports social interaction, turn-taking and imaginative thinking.

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Achievement Expected standard

Children demonstrate readiness for the next stage of learning. For example, during music and movement sessions, children follow simple instructions, respond to rhythm and practise balance and coordination. They show confidence in creative activities, such as making collages or constructing models, exploring ideas and experimenting with materials. These experiences help ensure children are appropriately prepared for school or future learning opportunities.

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Children's welfare and wellbeing Expected standard

The childminder creates a calm, nurturing and secure environment, where children feel confident to explore, play and interact. She meets children's individual needs effectively, including those with special educational needs and/or disabilities, by adapting routines and resources to ensure everyone participates safely and meaningfully. For example, she offers sensory activities at a child's own pace and provides alternative tools to support different abilities.

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Children's welfare and wellbeing Expected standard

The childminder builds nurturing, responsive relationships with children, fostering trust and emotional security. For example, she responds promptly to children's requests for help during play and encourages them to express preferences and feelings, supporting self- confidence and emotional wellbeing. She promotes children's physical health and safety through well-established routines. For example, children wash their hands before and after activities, enjoy active outdoor play to develop balance and coordination, and discuss healthy eating during mealtimes.

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Children's welfare and wellbeing Expected standard

At snack time, children are offered a shared fruit platter and encouraged to use forks to support independence and fine motor skills. However, hygiene practice is not consistently secure, as some younger children use their fingers and cutlery is occasionally placed back onto the shared platter.

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Children's welfare and wellbeing Expected standard

The childminder supports children to recognise and manage emotions, showing patience and encouragement during turn-taking, sharing and problem-solving. Children develop independence in personal care and daily routines, preparing them well for the next stage of learning.

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Curriculum and teaching Expected standard

The childminder understands the quality of her curriculum and reflects on practice to drive improvement. She delivers a broad curriculum that meets all areas of the early years foundation stage. The childminder plans activities around children's interests, assessments and starting points. She also supports children to develop a sense of what makes them unique as they learn about cultures, customs and celebrations. For instance, children learn about different faiths and festivals, and she reads stories about children's own celebrations. This helps children develop a positive sense of self and respect for others.

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Curriculum and teaching Expected standard

The childminder prioritises communication and language. She models clear speech and introduces new vocabulary throughout the day. For example, she uses themed sensory trays, story sessions and singing activities to introduce new words linked to animals, weather and daily routines. She supports pronunciation through repetition and gentle correction.

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Curriculum and teaching Expected standard

The childminder promotes personal, social, emotional and physical development through purposeful play. For instance, children practise turn-taking during board games, develop independence during self-care routines and build coordination through ride-on toys, ball games and obstacle courses in the garden. She adapts teaching for children with special educational needs and/or disabilities by modifying resources and routines and using visual cues and simplified instructions to support understanding.

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Curriculum and teaching Expected standard

The childminder uses ongoing observation and assessment to tailor activities to children's stages of development. She adapts craft, construction and role-play activities to extend fine motor control and early writing. Overall, the curriculum builds well on what children know. However, mathematical language and concepts are not yet embedded consistently across daily routines, which limits opportunities for children to deepen their early mathematical understanding.

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Leadership and governance Expected standard

The childminder demonstrates effective leadership through careful planning, reflective practice and purposeful use of resources. She evaluates the impact of activities and adapts practice to meet children's individual needs, including those with special educational needs and/or disabilities. For example, she modifies sensory and creative activities to ensure all children can participate fully, supporting inclusion and engagement. She also reflects on mealtime organisation, adapting arrangements to reduce food waste and encourage wider food exploration.

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Leadership and governance Expected standard

The childminder makes decisions in the best interests of children and their families. For example, she adjusts routines and transitions to prepare children for school and supports their developing independence. She builds positive partnerships with parents and other professionals. For instance, she communicates daily with families, sharing children's progress and next steps, and collaborates with external agencies to access additional support where needed. She uses these partnerships to enhance children's learning experiences and wellbeing.

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Leadership and governance Expected standard

The childminder values professional development and keeps her knowledge up to date. For example, she attends local authority network meetings and training, applying new strategies to extend learning, communication and social skills. She manages her workload effectively, balancing planning, teaching and reflection. Her consistent supervision, structured routines and inclusive practice demonstrate effective leadership, safeguarding awareness and a clear commitment to high-quality early years provision.

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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 care, including children with special educational needs and/or disabilities (SEND). The childminder ensures they are comfortable and that she meets their individual needs to promote their emotional wellbeing. She provides reassurance and comfort, when needed. This helps children, including those with SEND, to feel safe and secure.

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

The childminder organises the environment to nurture children's interests, and children explore it confidently. She encourages children's independence to build self-confidence and prepare them for school. For example, she encourages older children to put on their own coats while younger children, including those with SEND, are supported to use spoons independently.

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

Children enjoy many opportunities to be physically active. The childminder promotes positive attitudes to exercise through regular outdoor play. For instance, she takes children to local parks and open spaces to develop large-muscle strength, balance and coordination. In the garden, children beam with delight when they successfully kick a ball.

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

Children benefit from a language-rich environment that supports communication skills. For example, the childminder models new words to extend vocabulary. Children demonstrate enjoyment in learning and show strong engagement with the learning opportunities she provides.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30

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Next steps

The childminder should strengthen the use of mathematical vocabulary and concepts within everyday routines and activities to further develop children's early understanding. The childminder should provide individual plates for children and reinforce clear hygiene routines, including the correct use of cutlery, to further support children's health, wellbeing and independence.

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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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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

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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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