Childminder

Childminder

Unique reference number (URN): EY446157 Registered with Ofsted: 18/07/2012 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 Expected standard

Children develop warm, trusting and respectful relationships with their peers and adults. The childminder sets clear expectations for children's behaviour, which are displayed throughout the setting. Children respond positively, behave well and understand the boundaries in place. They show respect and consideration towards others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is an admirable role model. She actively guides children to share resources, take turns and work collaboratively. Older children quickly learn to support younger ones in completing tasks, which strengthens their social interactions. For example, when tidying up before the next activity, older children bring the relevant boxes while younger children collect toys and place them in the correct containers. They work together effectively and display high levels of satisfaction when the task is complete. This sense of teamwork helps children to feel valued and appreciated during their time in the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder also has robust systems in place to promote and monitor children's attendance and punctuality. She demonstrates an understanding of when to intervene to ensure that children do not miss out on meaningful learning experiences.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm and welcoming environment where children feel safe and secure. She establishes clear routines that children follow confidently. Children enjoy exploring and navigating the indoor and outdoor spaces safely, making independent choices about their activities. For example, after making bird feeders, children eagerly go outside with the childminder's support to hang them on trees. The childminder uses this experience to help children to develop a greater understanding of the natural world.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy practices effectively. She encourages children to develop independence by supporting them to dress and undress unaided. Children consistently wash their hands before choosing healthy foods, while younger children receive appropriate support with feeding.

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Children's welfare and wellbeing Expected standard

The childminder knows children's needs well. Through strong and trusting relationships, she encourages children to express their feelings and helps them to manage their strong

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Needs attention

emotions, such as frustration. As a result, children develop emotional resilience and confidence in their ability to cope with challenges.

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Inclusion Expected standard

The childminder has high expectations for all children. She promptly identifies their emerging needs and adapts her educational programmes to meet individual learning requirements. Although there are no children with identified barriers to learning at her setting, she demonstrates a secure understanding of how to support children with special educational needs and/or disabilities, including following a graduated approach.

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Inclusion Expected standard

The childminder works closely with families and professionals, such as health visitors and inclusion partners, to give children the support and guidance needed. For example, she uses creative approaches to learn about children's cultural backgrounds and makes tailored adaptations to daily routines to ensure children feel supported and included.

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Inclusion Expected standard

The childminder carefully records and monitors children's progress, with particular attention paid to those who require additional support. She shares this information with parents and carers, ensuring that they are actively involved in their child's learning journey.

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Achievement Needs attention

Younger children make uneven progress because they do not benefit consistently from meaningful opportunities to extend their learning further. For example, younger children begin to use single words but the childminder does not always include them in conversations to enrich their vocabulary. As a result, younger children do not always achieve as well as they could, particularly in developing strong communication and language skills and extending their thinking skills. This limits children's ability to build the foundations needed for future learning.

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Achievement Needs attention

Older children make good progress and develop age-appropriate knowledge and skills across all areas of learning. For example, they confidently use magnetic fishing rods to collect puzzle pieces, naming the pictures and explaining how magnets work. These activities successfully promote children's problem-solving skills and deepen their understanding of key concepts.

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Curriculum and teaching Needs attention

The childminder has an understanding of what she wants children to learn and designs a curriculum that covers all areas of learning. Her approach is intended to help children become independent, resilient learners and to prepare them for the next stage of education. The childminder completes regular progress assessments to understand what children know and can do. However, the childminder does not implement the curriculum consistently or effectively, which limits children's overall progress, particularly for younger children. She does not consistently make the necessary adaptations to extend younger children's learning or to support the development of their deeper thinking skills.

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Curriculum and teaching Needs attention

The childminder values developing children's language skills. For example, during puzzle activities, she engages older children in meaningful conversations about what they are doing, introducing new vocabulary and concepts such as 'magnet' and 'scarecrow'. She also models and encourages counting in sequence, offering guidance when needed. These interactions support children's deeper thinking, mathematical understanding and problem- solving skills.

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Curriculum and teaching Needs attention

For younger children, the childminder focuses on their emotional and physical development. She gently guides them to learn how to sit unaided on a chair, offering praise and recognition for their efforts. Additionally, the childminder encourages children to move around the setting in different ways, such as avoiding obstacles, to further develop their balance and coordination.

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Leadership and governance Needs attention

The childminder has some understanding of her setting's strengths and weaknesses. While she is ambitious for children, she does not take sufficient action to drive improvement and maintain consistently high standards of education. Although the childminder has a programme of professional development in place, it is not focused on improving the quality of her practice.

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Leadership and governance Needs attention

The childminder works well with parents, carers and professionals to support children's learning and development. She provides advice and guidance to parents to support children with special educational needs and/or disabilities. The childminder is flexible and responsive, particularly when children need additional help to manage transitions.

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Leadership and governance Needs attention

The childminder values each child's individuality and ensures they are included and supported, removing any barriers to learning wherever possible.

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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 at this setting. They attend regularly and the childminder has effective systems in place to monitor this to ensure that children do not miss out on meaningful learning opportunities. The childminder demonstrates an appropriate understanding of what she wants children to learn. However, on occasion, she does not use all opportunities to implement the planned curriculum effectively. As a result, some children do not consistently experience rich and well-structured learning opportunities. This limits younger children's overall progress and achievement. That being said, the childminder creates a stimulating environment that covers every aspect of learning and is based on children's starting points, needs and interests. She organises regular trips and outings to the zoo or local community to enrich children's experiences, particularly those who would not have access to these otherwise.

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

The childminder gives children the option to make their own choices of what they would like to explore next, to support their independence and inquisitive spirit. As a result, children develop a suitable attitude to learning and a passion to explore and discover. For example, children decide to explore inset puzzles to refine their dexterity, hand-eye coordination and spatial awareness. The childminder supports younger children to slot the pieces correctly, and older children are engaged in conversations about what they are doing. The childminder gently prompts the children to share resources and work together as a team to develop and strengthen positive relationships between peers and adults.

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

Children form warm and fond relationships with the childminder and her assistants. The childminder is attentive and intuitive to the children's needs and promptly responds to them. She has a very clear understanding of children's backgrounds and works closely with families to offer specialist guidance and advice, such as when to access external services to benefit children's wellbeing. The childminder also provides explicit praise and recognition for children's efforts. This makes children feel valued and involved during their time at this setting. It also helps to build on children's emotional resilience and confidence.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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children's development and reflect the

different rates at which children learn. 07/02/2026

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this inspection

The inspector spoke with the childminder, her assistant and the 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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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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