Childminder

Childminder

Unique reference number (URN): EY379365 Registered with Ofsted: 25/07/2008 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 Expected standard

Children develop the key skills they need to access the full curriculum. They communicate confidently with their peers and an increasing range of adults, using language that helps them express their ideas and take part in conversations. They build a secure foundation in the prime areas, giving them the roots they need to thrive and preparing them well for future learning.

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Achievement Expected standard

Children show enjoyment in exploring new experiences. They demonstrate motivation, confidence and pride in their achievements. They focus their attention well, listen and respond to others, and sustain engagement in play and interactions. Over time, they maintain higher levels of concentration and follow routines with increasing independence.

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Achievement Expected standard

Children learn about foods that are good for them, take part in regular physical activity and practise key movement skills, developing positive attitudes towards healthy eating and exertion. They show curiosity across all areas of learning, asking questions and exploring materials with interest.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm, positive environment where kindness, care and respect shape daily practice. Clear and consistent expectations for behaviour are well established and understood by children. Warm, trusting relationships help children feel secure, settle quickly and develop confidence in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder models respectful interactions and teaches children how to collaborate, share and get along with others. Through gentle guidance, she helps children recognise their feelings, manage their behaviour and understand how their actions affect others. When children struggle, she responds sensitively, supporting them to pause, think and make positive choices. Her approach has a clear impact on children's behaviour, confidence and attitudes to learning. Children follow routines with increasing independence, show pride in helping others and demonstrate positive engagement in their play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of punctuality and regular attendance, working closely with families to ensure children benefit fully from the setting's routines and learning opportunities. She considers each child's age, stage of development and individual circumstances when supporting them to meet expectations. She knows how to make reasonable adjustments for children with special educational needs and/or disabilities, or those who may face additional barriers, while maintaining high but realistic expectations for all.

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Children's welfare and wellbeing Expected standard

The childminder's care practices are effective in meeting children's individual needs. She knows each child well and adapts her approach to reflect their age, stage of development and personal circumstances. Where children may face barriers to learning or wellbeing, including children with special educational needs and/or disabilities (SEND), she understands how to tailor support so their needs are recognised and responded to appropriately.

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Children's welfare and wellbeing Expected standard

Secure, responsive relationships underpin the childminder's practice. Children form strong attachments with the childminder, helping them feel safe, settled and ready to explore. The childminder supports children to understand their physical development, personal safety, health and wellbeing through everyday routines and conversations. She helps children learn the skills and knowledge they need to take care of themselves. Children know when to wash their hands, make healthy choices and begin to manage risks independently.

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Children's welfare and wellbeing Expected standard

Children learn to recognise, express and manage their emotions. The childminder names feelings, offers comfort when needed and helps children develop a secure sense of emotional wellbeing. Predictable routines, including sleeping, and meal arrangements, are adapted to meet individual needs.

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Children's welfare and wellbeing Expected standard

The childminder establishes an inclusive environment with high expectations for all children's welfare and wellbeing, including children with SEND, and introduces early messages about staying safe as they grow.

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Curriculum and teaching Expected standard

The childminder uses baseline assessments to identify what children need to learn next, and plans activities accordingly. She teaches with consistency and purpose, using daily routines and interactions to help children build securely on what they already know. She demonstrates a sound understanding of how to adapt her teaching for disadvantaged children, including those with special educational needs and/or disabilities, and makes reasonable adjustments so all children can participate and make progress.

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Curriculum and teaching Expected standard

The childminder prioritises communication and language throughout the day. She introduces new vocabulary naturally as children play, and models rich language during shared stories, songs and rhymes. Children revisit familiar books, such as 'Five Little Ducks', and enjoy repeated storytelling that strengthens their comprehension. The childminder introduces early literacy and mathematics through everyday experiences, while activities linked to nature and the local community help children make sense of the diverse world around them.

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Curriculum and teaching Expected standard

The childminder supports children's physical development through small, manageable steps. She models movements clearly and gives children time to practise balancing, climbing and using tools. Outdoors, children run, jump and explore with growing control. The childminder nurtures personal, social and emotional development through warm relationships and predictable routines. She helps children understand their feelings and play cooperatively.

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Inclusion Expected standard

The childminder gathers comprehensive information from parents during the settling in process, enabling her to build a secure understanding of each child's background, culture, learning needs and previous experiences. This early insight ensures that children's individual needs are identified and planned for from the outset. Ongoing, purposeful communication with parents promotes strong continuity of care and shared approaches that support every child's development.

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Inclusion Expected standard

The childminder has a clear and confident understanding of how to support children with special educational needs and/or disabilities (SEND). She adapts her practice effectively so that children's care, learning and progress are closely matched to their individual needs. The childminder ensures that children who require additional help receive timely and well targeted support. As a result, children develop confidence, build key skills and continue to make steady and meaningful progress in their learning.

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Inclusion Expected standard

The childminder has a secure understanding of how to support disadvantaged children and those with SEND, including children known or previously known to social care. She knows how to make appropriate adaptations so that, when required, children can access learning successfully and move smoothly through different stages of development.

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Leadership and governance Expected standard

The childminder runs the setting with clarity and consistency. There have been no significant recent changes that affect the day-to-day running of the provision, and routines remain well established. She has a secure understanding of the setting's strengths and reflects regularly on her practice. Following her last inspection, she has taken clear measures to meet the recommendations, including improving behaviour management strategies and strengthening opportunities for children to develop early numeracy skills.

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Leadership and governance Expected standard

Decisions are made in the best interests of children. The childminder considers the needs of all children, including those who may be disadvantaged and those with special educational needs and/or disabilities. She understands how to adapt her provision should children with additional needs join the setting, ensuring they receive appropriate support.

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Leadership and governance Expected standard

As a sole practitioner, the childminder manages her workload effectively and makes decisions that support her own wellbeing, enabling her to maintain consistent, high-quality interactions with children. The childminder engages in some ongoing professional development. To further strengthen the quality of children's learning and development, she could engage in targeted training to deepen her understanding of early education, safeguarding, and inclusive practice and remain up-to-date with current guidance.

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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 arrive happily at this warm and welcoming home-based setting. They settle quickly and form trusting relationships with the childminder, who knows them well and understands their individual needs. Her secure working knowledge of the range of children she cares for, including those with special educational needs and/or disabilities (SEND), those known or previously known to children's social care, and those who face additional barriers to learning or wellbeing, helps every child feel safe, valued and ready to learn.

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

Children move confidently around the environment, choosing from a thoughtfully organised range of activities that reflect their interests and stage of development. They engage well in both adult guided experiences and self-chosen play, demonstrating that they feel

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Inspector:

Seema Parmar emotionally secure. The childminder adapts routines, interactions and resources effectively so that all children can participate fully and make steady progress.

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Inspector:

Children benefit from a curriculum that extends beyond the setting. Regular visits to local community groups, the library, parks and opportunities to meet with other childminders broaden their experiences and help them learn about the wider world. These outings support children's social development and provide rich opportunities for them to practise communication and build confidence.

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Inspector:

Physical development is promoted well. Children run, jump, balance and explore outdoors with enthusiasm. They show curiosity as they dig in the garden and search for worms, developing early understanding of nature and the environment.

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Inspector:

Across the setting, children develop independence and a positive attitude to learning. They are encouraged to make choices, try new experiences and build early skills at their own pace. As a result, children feel secure, enjoy their time in the setting and make consistent progress in their learning and development.

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Next steps

The childminder should explore training opportunities, to help raise the quality of children's learning and development even further.

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About this inspection

The inspector/inspectors 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 : 08:00 - 18:00

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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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