Childminder

Childminder

Unique reference number (URN): EY547134 Registered with Ofsted: 03/08/2017 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 appropriate knowledge and skills for their next educational stage. Older children are well prepared for school, and effective transitions help them settle well. All children make progress from their starting points. For example, children know about different Arctic animals following their visit to nearby attractions. Children enjoy learning about emperor penguins and sharing stories about polar bears following their visits. Children enjoy books and stories. They benefit from hearing songs and rhymes to support their developing literacy skills. Children enjoy having conversations with the childminder and each other. They become confident communicators. To strengthen children's learning further, the childminder should extend the range of opportunities to support children's mathematical understanding and skills when counting to help them embed their understanding.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes children's independence. For example, children wipe their own nose, supporting their confidence in self-care skills. The childminder praises children for being kind to their friends, helping them play well together and develop positive attitudes. The childminder patiently explains the impact of their actions, developing their understanding of behaviour effectively. The childminder actively promotes regular attendance to support consistent learning. Children demonstrate that they know the rules and routines securely. For example, older children help clear away after snack time. Babies learn to get their own snacks out of their lunch bags. These activities promote children's confidence in their own abilities and knowledge of expectations.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to learn to take care of things. For example, children explain that on a recent visit to an animal sanctuary, the childminder bought a toy crow, and they must look after it carefully. Older children demonstrate to younger children how to hold it gently and talk about how to feed it. This develops children's awareness of kindness, care and thought. The childminder praises children for helping tidy up, and children delight in choosing stickers, celebrating their achievements together. This supports children's developing relationships positively. All children play well together and have developed firm bonds with the childminder.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's welfare through the homely and safe environment, where children are happy and welcomed. This supports children's wellbeing and self-esteem effectively. Babies toddle to the childminder for cuddles, and she responds immediately, ensuring that they feel secure. Children demonstrate that they feel comfortable with the childminder. The childminder recognises that some children do not always have access to garden spaces and actively promotes outdoor play. She explains about the benefits of being outside and fresh air for their health. The childminder encourages children to make healthy choices, and they demonstrate secure knowledge of self-care routines to support this. For example, children wash their hands regularly and use the toilet independently. Older children discuss the importance of drinking water and eating fruit. The childminder explains the importance of calcium for healthy bones and teeth.

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Children's welfare and wellbeing Expected standard

Children are encouraged to keep themselves safe. They wait for the childminder before going up the stairs and know that the oven can be hot. The childminder encourages children to be polite and use good manners. She sensitively explains to children about the impact of their behaviour on their friends, supporting their understanding of feelings. These skills help children manage friendships successfully. The childminder prioritises children's welfare and wellbeing and embeds this throughout her practice to secure a consistent standard of care.

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Curriculum and teaching Expected standard

The curriculum supports children's progress. The childminder adapts her provision to meet children's needs and support their next steps. She helps older children identify letters in their name, supporting their developing knowledge of language and building skills they will need for school. She models actions when singing rhymes to help babies learn new words. These activities support children's language and communication well. The childminder uses assessment to focus on promoting children's physical development. For example, she encourages babies to reach for toys, supporting their coordination and balance. The childminder promotes children's mathematical learning and helps children identify numbers and learn about shapes. However, she does not always extend children's mathematical understanding, which, at times, hinders how well children embed these skills.

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Curriculum and teaching Expected standard

The childminder uses children's interests as a starting point for planning. She has an accurate understanding of barriers to children's learning. For example, where children need further support with their social skills, she provides activities to prioritise this. For example, older children spend time dressing up and role playing together. The childminder plans activities, such as cooking, to support children's understanding across areas of learning. Older children excitedly talk about their 'woodland Wednesday', where they chop herbs to make potions and use a magnifying glass to find petals and insects. Children enjoy trips and visits. Older children visit a local temple, developing their understanding of different religions successfully. This helps children learn about their similarities and differences and to value others.

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Inclusion Expected standard

The childminder has high expectations for all children. She adapts her provision so that all children develop independence and confidence and feel secure. The childminder is reflective of her practice and provision and adapts her environment to support children's developing needs. For example, babies eagerly choose toys from a low-level shelf designed to support their independence. Older children make choices about what they want to play with, supporting their individual interests. The childminder shares children's next steps effectively with parents and carers and understands that some children's learning is best measured in smaller steps. She identifies where she can support families further to help children learn well at home.

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Inclusion Expected standard

The childminder understands how to identify barriers to learning and assess children's needs. She accesses training and advice to help families support children's learning and development further. She supports children in smaller groups to aid understanding and develop their speech, reducing barriers for those who are quieter or less confident. The childminder knows children well and adapts what she offers to meet children's specific needs. To further support her practice, the childminder will monitor and review children's progress even more rigorously to ensure that she makes a sustained difference to learning and development. All children are ready for their next educational stage and make positive progress.

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Leadership and governance Expected standard

The childminder is reflective of her provision. She is committed to providing high-quality care and education. She adapts her provision to support children's individual needs. For example, she has recently invested in new equipment to help children make choices and develop their independence. The childminder has positive relationships with parents and carers and regularly updates them about their children's next steps. She helps families to access appropriate help and advice to make informed decisions about their children's education and care. The childminder works closely with local settings and schools to share information effectively, supporting smooth transitions for children starting school.

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Leadership and governance Expected standard

The childminder engages positively with other professionals to help families. For example, she works with parents to support children with specific dietary requirements and keeps them updated with nutrition and allergy guidance. Parents recognise the positive impact she has on their children. They appreciate the regular communication about the progress their children are making and the support they receive with learning at home. The childminder has exciting plans to continue to develop her practice. For example, she has identified where she can complete additional training to support her continuing professional development and promote outcomes for all children.

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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 well cared for by the friendly childminder. She offers cuddles and comfort, supporting emotional wellbeing successfully. The childminder plans a motivating curriculum. For example, children excitedly talk about recent woodland walks and the Arctic animals they see at local wildlife centres. These experiences help children learn about the world around them. The childminder is a positive role model, and children develop secure relationships as a result. Older children help each other to dress up and invite their younger friends to join in. This supports children's developing social skills and behaviour. Children learn about their friends' cultures and home lives and enjoy listening to the childminder explain about life abroad. This supports children to be respectful, inclusive and learn about others.

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

Children develop positive attitudes to their learning. Babies enjoy snuggling up with the childminder to explore books. Older children join in with rhymes, developing their vocabulary. Children enjoy exploring puzzles and playing games together and with the childminder, who praises their achievements. This helps to develop their confidence and self-esteem successfully.

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

Children demonstrate high levels of engagement and focus. For example, older children spend time making models together, learning to problem-solve and developing their social and communication skills successfully. Children who face barriers to their learning are well supported by the childminder. For example, the childminder works hard to ensure that families understand the benefits of regular attendance for children's learning. She works closely with all families to support attendance, which has a positive impact on children's attendance and supports their progress. The childminder develops partnerships with local early years settings and schools, supporting children's next steps in education. All children

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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. settle well, make progress from their starting points and are ready for their next stage in learning.

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Next steps

The childminder should support children's number skills and extend learning to help develop children's mathematical knowledge and understanding further.

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About this inspection

The inspector spoke with the childminder and 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. This data is from 15 January 2026

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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. 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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