Childminder

Childminder

Unique reference number (URN): EY342669 Registered with Ofsted: 13/12/2006 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 achieve well across all areas of learning. They develop strong communication and language skills, using rich vocabulary to describe experiences and ask questions. For example, while looking at a photo album children use rich vocabulary and phrases, such as 'That mat looks familiar' and 'I look older there'. This demonstrates children's language skills and their ability to make connections to past experiences.

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Achievement Strong standard

Children progress well in mathematics. They recognise numerals, count accurately and understand basic additional and subtraction. Children also gain independence through practical routines, such as preparing snacks, using tools safely and following rules in games. They develop impressive social skills and learn to regulate their emotions.

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Achievement Strong standard

Children show curiosity, confidence and sustained interest in activities. They draw on previous experiences to enhance learning, such as recognising familiar places in photographs or linking a parachute activity to making a tent. They demonstrate determination and pride, completing tasks carefully and responding positively to praise.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets clear and consistent expectations, helping children feel secure, confident and able to follow the daily routine. Well-established, developmentally appropriate routines support children's independence and understanding of what happens next. Calm, predictable transitions help children manage their emotions and behaviour effectively.

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Behaviour, attitudes and establishing routines Strong standard

Positive relationships are central to the setting. The childminder knows each child well and responds sensitively to their needs. Children feel safe, valued and listened to. They form warm attachments and engage openly in conversations about their interests and experiences. This emotional security underpins children's positive attitudes and willingness to explore and try new things.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses effective methods to ensure children develop the strong social skills they need to collaborate well with others. Inclusive routines enable all children to take part in activities. Opportunities for independence are steadily increased, including preparing snacks, making choices and managing small tasks safely. This approach supports children to develop the attitude and skills they need in preparing for moving on to school. The childminder works in partnership with parents to promote good attendance and punctuality, taking account of individual family circumstances and any additional needs. This supports children's emotional security and ensures continuity in learning and care.

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Children's welfare and wellbeing Strong standard

Children's physical wellbeing is well supported through consistent routines that meet their care needs effectively. Children benefit from a healthy, balanced diet, including nutritious home-cooked meals, fruit, vegetables and healthy snacks. Dietary needs are carefully considered and suitable alternatives are provided where required. Children are encouraged to serve themselves, pour drinks and clear away after meals. This supports their physical wellbeing and independence. Opportunities for rest are built into the day and sleeping arrangements are safe, calm and appropriate to children's individual needs, helping them feel settled and secure.

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Children's welfare and wellbeing Strong standard

Children develop a strong understanding of their own bodies and wellbeing. They confidently manage personal hygiene routines, such as toileting and handwashing, and understand about germs and the importance of cleanliness. Daily opportunities for physical activity, including outdoor play, visits to local parks and structured sessions, such as gymnastics, support children's strength, coordination and overall health.

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Children's welfare and wellbeing Strong standard

Children are well supported to recognise and manage their emotions. The childminder sensitively names feelings and guides children in appropriate ways to express and regulate their emotions, recognising that strong emotions are developmentally appropriate. This consistent support helps children develop resilience, empathy and self-control, enabling them to play cooperatively, follow rules and show respect for others as they prepare for school.

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Curriculum and teaching Strong standard

The childminder leads the curriculum with clear intent and a strong understanding of how young children learn. Activities are carefully planned around children's interests and developmental needs. They are sequenced to ensure children build knowledge and skills over time. High-quality teaching helps children make strong progress. For example, during mathematics activities, children confidently recognise numerals, match counters and understand addition and subtraction, explaining that 'Take away means you have less'. The childminder extends learning by encouraging children to count objects to check their answers, reinforcing early number sense.

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Curriculum and teaching Strong standard

Teaching is inclusive and responsive. Children of different ages participate meaningfully, and real-life experiences are used to build memory, language and understanding. Children use rich vocabulary and pose relevant questions, such as asking about snow and ice when discussing photographs or listening to a Christmas story. The childminder skilfully teaches children how to manage tasks independently and safely, such as preparing snacks and chopping fruit. She ensures that children understand why the pieces must be small, to avoid choking. The childminder very successfully adapts activities for mixed-age groups, uses assessment to extend skills and plans experiences that develop enquiry, problem-solving and early literacy. Children thrive in an environment, where learning is purposeful, engaging and tailored to their needs.

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Inclusion Strong standard

The childminder is highly effective at identifying and assessing children's individual needs. She observes children closely and uses her detailed knowledge of their development to plan activities, adapt routines and make reasonable adjustments so all children can access and succeed. Barriers to learning and wellbeing are reduced through careful, inclusive strategies, enabling children to build confidence, language and independence.

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Inclusion Strong standard

The childminder monitors children's progress regularly, reviewing support and assessing the impact of adaptations to ensure each child continues to thrive. Professional development and training support a graduated approach, and the childminder works closely with families, other childminders and external professionals to shape support, opportunities and experiences for every child.

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Inclusion Strong standard

Funding, including early years pupil premium, is used effectively to widen experiences and provide additional resources for children who may face disadvantage. For example the childminder purchases equipment and resources to help them to grow fruit and vegetables at the local allotment. This helps to close gaps and ensure all children have equal access to learning.

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Inclusion Strong standard

Planned community-based activities and inclusive practice promote children's physical development, wellbeing and engagement. As a result, all children feel valued, supported and able to thrive in a safe, nurturing environment.

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Leadership and governance Strong standard

Parents speak highly of the childminder, describing a warm, home-from-home environment, where children form strong, trusting bonds. They value the rich range of experiences offered, such as group sessions, playgroups and outdoor learning, which they feel significantly enhances children's confidence and curiosity. Communication is highly effective. Information about children's development, routines and next steps is shared clearly and regularly, supporting learning at home. Furthermore, the childminder works closely in partnership with parents to identify and remove barriers to learning, including those related to special educational needs and/or disabilities (SEND). She adapts routines and learning experiences to meet individual needs and works with external professionals, such as health visitors and specialist services, with parental consent. This collaborative approach ensures that children receive timely support, enabling them to participate fully in the curriculum and

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Leadership and governance Strong standard

make good progress from their starting points

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Leadership and governance Strong standard

The childminder benefits from a well-established professional network of local childminders. This supports her wellbeing and helps her to drive improvements, including plans to set up a toddler gym to enhance children's physical development. Professional learning is prioritised. The childminder undertakes regular training, uses her network of peers for support and implements new guidance, such as updated nutrition advice, quickly and effectively. She continues to develop expertise in inclusion, SEND and early communication to adapt to children's changing needs.

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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 achieve extremely well. They make strong progress from their starting points because the childminder knows them in depth. She meticulously tracks their development

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Inspector:

Lisa Oakley and plans purposeful activities linked to their interests and next steps. As a result, children develop secure early mathematical understanding. They recognise numerals, understand early addition and subtraction. The childminder supports children to develop a rich vocabulary, confidence in recalling past experiences and increasing independence in daily routines, such as hygiene, snack preparation and turn-taking. They ask questions that show curiosity, and confidently talk about their learning, demonstrating the knowledge, skills and confidence needed for the best start in life.

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Inspector:

Children have a strong sense of belonging. Warm, secure attachments are evident, with children becoming highly settled, happy and emotionally confident. Parents consistently describe the setting as a home-from-home environment, where children feel safe, valued and individually recognised. Routines are well understood and children move through the day confidently, knowing what is expected. The childminder's calm, reassuring interactions help children feel listened to, supported and comfortable to express themselves.

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Inspector:

Children thrive because systems and oversight are robust and consistently focused on their well-being. The childminder adapts learning for younger children and those with special educational needs and/or disabilities, ensuring inclusion and equal access to learning. Real- life experiences, outings and links with a strong network of local childminders, broaden children's opportunities and enrich their development. The curriculum promotes oral health, diversity, vocabulary building and independence, ensuring all children, whatever their background or needs, are able to flourish in a safe, nurturing and ambitious environment.

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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 may face other barriers to their learning and/or wellbeing.

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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 : 07:30 - 17:15

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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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