Childminder

Childminder

Unique reference number (URN): EY550498 Registered with Ofsted: 04/09/2017 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 typically achieve well and make secure progress from individual starting points across all areas of learning, particularly communication and language. They gain secure foundational skills for later learning. Overall, children are well prepared for their next stage of education, including school.

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Achievement Expected standard

Children's communication skills develop quickly and securely. Quieter children and those at earlier stages of language development begin to initiate conversations and join group activities. They build steadily on their self-esteem, relationships and engagement.

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Achievement Expected standard

Children build physical skills, coordination and resilience. They enjoy music and movement, balance activities and outdoor learning such as growing fruit. Children cooperate, share and regulate emotions with increasing autonomy. They develop some useful independence skills, but at times rely more on adult support and are not as confident in attempting tasks for themselves.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate consistently positive behaviour in a calm, respectful environment. The childminder sets clear expectations and boundaries, helping children feel secure and to understand the impact of their actions. For example, when supporting a child to apologise to a peer, children develop empathy, self-control and positive relationships.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to show excellent attitudes towards learning and play. They share, take turns and encourage one another, persisting with challenges such as rebuilding towers of bricks or balancing on beams after setbacks. Resilience, perseverance and confidence are actively promoted, and all children remain engaged for sustained periods, particularly during story sessions.

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Behaviour, attitudes and establishing routines Expected standard

There are consistent daily routines in place that help children become familiar with behaviour expectations. This helps prepare children for future group settings. Daily transitions are generally smooth, supported by flexible routines and meaningful relationships. However, on occasion, such as after mealtimes, the childminder does not always consider how to make sure children are engaged in purposeful activity to support their positive behaviour and sustain engagement.

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Behaviour, attitudes and establishing routines Expected standard

The childminder ensures children feel safe, valued and confident, to cooperate and try things for themselves, which underpins their readiness for the next stage of learning.

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Children's welfare and wellbeing Expected standard

The childminder establishes a safe, nurturing and highly inclusive environment where children feel secure, valued and confident. Responsive relationships underpin practice, enabling children, including those who are anxious, shy or experiencing multiple transitions, to settle, engage and thrive. For example, children who were previously hesitant now communicate confidently with adults, join group activities and show pride in their achievements.

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Children's welfare and wellbeing Expected standard

The childminder's care practices effectively meet individual needs. Flexible routines, such as sensitively managed nappy changes, quiet rest after meals and regular emotional check-ins through stories and discussion, support children's sleep, hygiene and emotional regulation. Children develop some independence, demonstrated when they wash hands after sneezing, access water freely and manage toileting with confidence. However, this is not consistently extended to build further on children's confidence in their self-care skills and managing tasks for themselves. For instance, the childminder sometimes completes simple tasks for children at mealtimes rather than encouraging them to try for themselves.

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Children's welfare and wellbeing Expected standard

Healthy lifestyles are consistently promoted through nutritious meals, daily physical activity, outdoor learning and clear messages about oral hygiene and healthy eating, which children recall and apply. Emotional wellbeing is strengthened as children recognise and manage feelings, show empathy and respond positively to consistent boundaries. The childminder's inclusive practice, tailored support and strong parent partnerships ensure all children, including those facing barriers, experience positive outcomes and a strong sense of belonging.

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Curriculum and teaching Expected standard

The childminder implements a broad curriculum that reflects a secure understanding of children's starting points, interests and individual needs. The curriculum prioritises communication and language, emotional wellbeing and physical development, enabling children to engage confidently in learning. Teaching draws on effective knowledge of child development and the early years curriculum. The childminder consistently models new language, encourages children to express their needs and extends vocabulary through stories, songs, routines and play. However, at times, the childminder does not fully consider how to further extend children's self-care and independence skills during daily routines to maximise opportunities for learning.

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Curriculum and teaching Expected standard

The childminder adapts teaching effectively for children with special educational needs and/or disabilities or developmental delays. Calm guidance and sensory experiences, such as texture stepping stones, enable children to participate fully, regulate emotions and build independence. Outdoor learning and community-based experiences are integral to the curriculum. Activities such as balancing, building and nature exploration promote collaboration, turn-taking and perseverance.

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Curriculum and teaching Expected standard

Assessment is ongoing and purposeful. The childminder observes children closely, identifies next steps and adapts activities to address gaps, particularly in communication and physical development, ensuring teaching remains responsive to children's needs. As a result, children typically experience learning that is well matched to their needs, helping them build readiness for their next stage in development.

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Inclusion Expected standard

The childminder creates an inclusive, relationship-led culture where children feel safe, valued and able to participate fully. She identifies children's individual needs through close observation, effective relationships with families and ongoing assessment. The childminder prioritises emotional security, which enables children who are anxious or experiencing multiple transitions to settle at their own pace and build confidence. As a result, children increasingly engage with peers, join group activities and develop a sense of belonging.

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Inclusion Expected standard

The childminder reduces barriers to learning through thoughtful adaptations such as personalised drop-off routines. She makes sure the curriculum is flexible to meet individual needs, with outdoor and allotment-based learning, providing accessible opportunities for children of differing abilities to explore, take managed risks and develop curiosity together. The childminder challenges low expectations and encourages children to develop their skills through problem-solving and choice-making, ensuring fair access to learning. Children take ownership of tasks, persist with challenges, make decisions and access learning on an equal footing with their peers.

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Inclusion Expected standard

Children's communication, cultural identity and wellbeing are supported through the use of home languages, visual strategies and culturally representative resources. Children with additional needs benefit from tailored approaches, which improves engagement and confidence. Early years pupil premium funding is used purposefully to widen access to experiences and resources, such as visiting the local farm, reducing disadvantage and supporting children's knowledge and understanding.

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Leadership and governance Expected standard

The childminder demonstrates clear vision and high expectations, driving improvement through reflective practice and well-chosen priorities. Since the last inspection, she has transformed an allotment into an outdoor learning space, enriching the curriculum and supporting children's curiosity, physical development, language and understanding of nutrition. Leadership focuses on confidence, independence and school readiness. Low expectations are challenged, and risk-taking is supported. For example, children enjoy climbing felled trees. As a result, children are resilient and proud of their achievements.

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Leadership and governance Expected standard

The childminder uses assessment effectively to identify individual needs and adapt provision, ensuring children feel secure and make sustained progress. The childminder maintains up-to-date training, understands local risks, and works appropriately with external agencies to ensure children's safety and wellbeing. Funding, including early years pupil premium, is used strategically to remove barriers, improve speech and language, and broaden experiences, benefiting disadvantaged children.

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Leadership and governance Expected standard

Professional development, local partnerships and peer networks with other childminders strengthen practice. The childminder is highly reflective and committed to continually developing the provision.

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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

Overall, children feel safe, valued and confident from the moment they arrive. The childminder maintains a secure environment, carefully manages risks and models calm, respectful behaviour. Children move freely and confidently between activities, knowing routines and expectations. On arrival, children are active and joyful. For example they dance together to music, which sets a positive tone for the day and supports their physical wellbeing. The childminder's thoughtful curriculum ensures children build valuable social skills and learn how to cooperate, take turns and show kindness. They encourage one another during balancing activities, praise each other's efforts and help rebuild towers of bricks when they fall. When conflicts arise, the childminder supports children to recognise feelings, understand the impact of their actions and repair relationships. This helps children develop empathy, self-regulation and resilience.

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

The childminder provides an environment where children clearly enjoy learning. They engage deeply in hands-on experiences, particularly outdoors and through stories. In the allotment and play spaces, children explore planting, harvesting, balance and movement, using new vocabulary such as 'solid' and 'rigid'. Story sessions capture children's full attention. Children listen intently, predict events and confidently use new language. They ask for repeated stories, showing motivation and curiosity.

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

The childminder makes certain that children typically achieve well from their individual starting points. Children who begin shy or anxious grow in confidence and build their communication skills. For example, previously hesitant children now balance well, speak confidently to adults and manage some tasks, such as tidying up. Disadvantaged children and those with special educational needs and/or disabilities benefit from targeted support, funded resources and inclusive practice, which helps reduce barriers to learning.

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

The childminder ensures children's backgrounds, languages and experiences are respected and reflected through books, resources, festivals and community outings. Families feel welcomed and supported, and children see consistency between home and the setting. As a result, children develop positive relationships, show improved confidence and engage fully in play and learning.

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Next steps

The childminder should increase opportunities for children to develop independence in managing their self-care. The childminder should strengthen transitions, particularly after mealtimes, to support children to engage in purposeful activity.

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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.

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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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