Childminder

Childminder

Unique reference number (URN): EY313750 Registered with Ofsted: 28/10/2005 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Achievement Expected standard

Children make steady progress from their starting points, particularly in communication and social development. They confidently join conversations during play and group activities, using an expanding vocabulary to explain what they see and do. For example, children describe pictures in books, name animals and dinosaurs, and talk about play scenarios with increasing detail.

p.2

Achievement Expected standard

Children show positive learning behaviours that support future learning. They make choices about activities, remain engaged for longer periods and cooperate with others. During group games, children take turns, wait patiently and remember simple rules, demonstrating growing resilience and self-control. Children also develop early mathematical understanding, counting aloud and predicting outcomes during play.

p.2

Achievement Expected standard

Children who have experienced barriers, including speech and language delay, make steady progress. Overall, children are well prepared for their next stage of learning. Progress is secure rather than strong because high-quality interactions for all children are not always consistent.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder provides a welcoming and structured environment where children understand and follow clear expectations and routines. Children behave well and respond positively to guidance, supported by calm interactions and a consistent childminder presence. Expectations are appropriate to children's ages and stages, helping children feel confident and secure within the setting.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children develop cooperation and turn-taking through shared play and group activities. They wait patiently during games, manage excitement with support from the childminder and show resilience when outcomes are unexpected. The childminder models positive behaviour and uses gentle reminders to support children's understanding of routines and expectations, helping them develop positive attitudes to learning and play alongside others.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes attendance and punctuality through close communication with families and predictable daily routines. Children's individual needs are considered carefully, particularly for younger children or those settling into the setting. Routines to support independence, responsibility and learning through everyday activities are generally well embedded.

p.2

Children's welfare and wellbeing Expected standard

Care practices support children's welfare and wellbeing effectively. Mealtimes are calm and social, supporting children's physical health and emotional security. The childminder sits with children and talks with them about the food they have brought, encouraging conversation about different items in their lunch boxes. Children are supported to eat their main food first, promoting healthy choices and positive attitudes to food. These interactions help children feel relaxed, valued and cared for. Children begin to develop an understanding of personal safety and boundaries through respectful care routines, including discreet nappy changing, privacy during toileting and clear hygiene expectations.

p.3

Children's welfare and wellbeing Expected standard

The childminder builds secure and responsive relationships with children. Children seek reassurance readily and show that they feel safe and understood. The childminder responds attentively to children's cues, offering encouragement, reassurance or calm support as needed. These warm interactions help children form secure attachments and feel confident to engage in play and group activities alongside others.

p.3

Children's welfare and wellbeing Expected standard

Children are supported to recognise and manage their emotions through calm guidance and reassurance. The childminder notices when children need support to manage excitement or anticipation, for example during group games, and responds in a measured way that helps them remain engaged. Children are given time to complete activities before moving on, supporting emotional security and helping them feel settled and confident throughout the day.

p.3

Curriculum and teaching Expected standard

The childminder implements a broad and engaging curriculum that reflects children's interests and supports their development across all areas of learning. There is a clear emphasis on communication and language and social development. Children are encouraged to make choices, join group activities and play collaboratively, supporting confidence and enjoyment in learning.

p.3

Curriculum and teaching Expected standard

The childminder demonstrates a secure knowledge of child development and uses interactions to support learning during play. For example, when children play a turn-taking alligator game, he joins them at floor level and models how to take turns. He introduces early mathematical language, such as counting aloud as children press the alligator's teeth and naming numbers in sequence. He supports children to manage excitement and anticipation, helping them wait, predict outcomes and respond positively when the game changes.

p.3

Curriculum and teaching Expected standard

Teaching is generally effective, and the childminder adapts interactions to support children's confidence and inclusion. However, the quality of interactions is not consistently strong for all children. Sometimes, the childminder does not extend learning through sustained, purposeful interaction, particularly for younger children. As a result, while children benefit from an engaging curriculum, teaching does not always maximise learning potential.

p.3

Inclusion Expected standard

The childminder identifies children's individual needs through observation and ongoing communication with families. This helps them to develop a clear understanding of children's starting points. Information shared by parents supports children's inclusion, especially where children attend more than one setting or experience transitions between care arrangements.

p.4

Inclusion Expected standard

The childminder takes appropriate steps to reduce barriers to learning, adapting activities and interactions so children can take part alongside their peers. For example, children are supported to join group play gradually, with reassurance and encouragement that helps them feel confident and included. Children with emerging communication needs benefit from clear language modelling, repetition of vocabulary and opportunities to practise words during play, games and shared stories.

p.4

Inclusion Expected standard

Children's progress is monitored through regular observation and discussion with parents. Where concerns are identified, the childminder works in partnership with families and seeks guidance from external professionals when needed. Experience of working with speech and language services demonstrates an understanding of the graduated approach and how targeted strategies can support children over time.

p.4

Inclusion Expected standard

The childminder knows children well and supports them effectively. However, communication with other settings that children attend, to strengthen continuity and consistency in children's learning, is not yet routine.

p.4

Leadership and governance Expected standard

The childminder demonstrates a clear understanding of the setting's strengths and identifies areas where practice can continue to develop. He reflects on daily practice and contributes to self-evaluation, helping to shape priorities that support children's learning, care and wellbeing. Decisions are made with careful consideration of children's individual needs and stages of development.

p.4

Leadership and governance Expected standard

Professional development is used effectively to support practice across the setting. Training, particularly in communication and language development, is shared and discussed to promote a consistent approach. As a result, agreed strategies, such as modelling rich vocabulary, adapting nursery rhymes and using rhythm and sound through play, are understood and considered within reflective discussions about practice with other childminders. The childminder contributes positively to these discussions and supports agreed approaches, helping to promote consistency for children.

p.4

Leadership and governance Expected standard

The childminder works constructively with parents and values open communication. Information shared by families is used to support continuity, particularly during transitions and changes in routine. The importance of partnership working with other early years settings that children attend is recognised. The childminder knows this supports continuity of approach to children's learning and welfare. However, these links are not yet consistently established or embedded.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children enjoy a welcoming and secure environment where they feel confident to explore, play and express themselves. They settle into familiar routines and show that they feel safe, approaching the childminder for reassurance, conversation and support when needed. Predictable routines help children feel emotionally secure and support regular attendance, enabling them to engage positively in their day. Children are relaxed and engaged, choosing resources independently and inviting others to join their play.

p.5

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

Children develop positive social skills through shared experiences and collaborative play. For example, children play together on the floor with dolls, taking on caring roles as they pretend to rock them to sleep and search for blankets and dummies. These interactions show kindness, cooperation and an emerging understanding of others' feelings. Children respond positively to each other's ideas and enjoy playing alongside peers of different ages, building confidence in social situations.

p.6

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

Children show enjoyment and curiosity in learning activities that reflect their interests. During story time, children confidently select books, turn pages independently and talk about what they can see. They eagerly name familiar animals and dinosaurs, and the childminder introduces more specific vocabulary, such as 'velociraptor' and 'budgie'. This helps children extend their language beyond simple labels. Children respond well to open-ended questions, sharing their ideas and linking stories to their own experiences, such as talking about pets at home. This supports children to use longer sentences and communicate with increasing confidence.

p.6

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

Children are supported to build independence through everyday routines and play. They make choices about activities, help manage their belongings and take part in group routines throughout the day. Children enjoy taking turns in games and show resilience when waiting or managing excitement. As a result, children show growing confidence, enjoyment in learning and steady progress from their starting points, particularly in communication and social development.

p.6

Next steps

The childminder should strengthen the consistency of high-quality interactions for all children, particularly the youngest, so they are supported to make the best possible progress. The childminder should strengthen communication with other settings that children attend to support a consistent approach to their learning and development.

p.6

About this inspection

The inspector spoke with the childminder, children and parents during the inspection.

p.6

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.

p.6

About this setting

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8