Childminder

Childminder

Unique reference number (URN): 224342 Registered with Ofsted: 18/01/2001 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 Strong standard

The childminder creates a stimulating learning environment where expectations for behaviour are clear and consistently reinforced. Children behave well; they demonstrate kindness, cooperation and care for one another. The childminder actively models and promotes positive behaviour, supporting children to manage their emotions and social interactions with increasing independence. All children, including those with special educational needs and/or disabilities, follow familiar routines and are developing strong self- regulation skills. For example, the childminder sensitively discusses the importance of personal space and encourages children to respect one another's boundaries during group play.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a good understanding of how attendance contributes to children's learning and development. She promotes high expectations for positive habits that support children now and in their future education. The childminder continually reviews and adapts her approaches to reflect children's changing circumstances and individual needs.

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Behaviour, attitudes and establishing routines Strong standard

Secure and trusting relationships between the childminder and the children are clearly evident. Children seek comfort when needed, share their achievements proudly and confidently explore their environment, knowing they are safe and emotionally supported.

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Children's welfare and wellbeing Strong standard

The childminder has a secure understanding of her policies and procedures and implements them effectively to promote children's health and wellbeing. Children develop positive habits and display good manners as part of their daily routine. The childminder prioritises their emotional and physical wellbeing at all times. The childminder's care practices are effective in meeting children's individual needs. Children with special educational needs and/or disabilities experience inclusive and nurturing care that enables them to participate fully in activities and make steady progress in their development and wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder successfully promotes children's understanding of physical development, personal safety and good health. Children learn how to make healthy choices, including caring for their teeth, and develop an increasing awareness of how to look after themselves. Everyday routines, including sleep, feeding and weaning, are flexible and responsive to children's individual needs. This consistent and personal approach to each child helps children feel settled and secure, supporting strong attachments and promoting confidence and independence.

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Inclusion Strong standard

The childminder effectively and consistently identifies and assesses children's individual needs, ensuring that any potential barriers to learning are recognised early and addressed promptly. She takes swift action to reduce or remove those barriers through targeted support and well-planned, inclusive activities. This enables every child to participate fully and make progress. The childminder attends relevant specialised training based on the needs of the

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Expected standard

children in her care. She demonstrates professional confidence when adapting her provision to support children effectively. The childminder works closely with families, external professionals and agencies, ensuring children receive joined-up support that promotes their learning, inclusion and wellbeing.

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Expected standard

Children, including those with special educational needs and/or disabilities, thrive in the childminder's care. They show high levels of confidence and independence and demonstrate positive, respectful behaviour towards one another. For example, during hospital role play, children notice when a peer needs help taking a patient's temperature and offer support without prompting. They celebrate one another's achievements after completing their artwork and share resources encouraged by the childminder. Children use polite language, demonstrate a secure emotional attachment to the childminder and develop positive social skills.

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Achievement Expected standard

Overall, the childminder supports all children's development well across the areas of learning, including communication and language. The childminder skilfully introduces activities that promote persistence when children encounter difficulties. As a result, children remain motivated and engaged and take pride in their achievements. For example, during mathematical games, children show excitement and satisfaction when they successfully create a shape pattern that matches the childminder's example.

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Achievement Expected standard

Children are generally progressing well from their starting points and are ready to move on to school when the time comes.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of children's development and designs her curriculum with clear intentions for what she wants children to learn, which is typically well taught. She provides a literacy-rich environment, where children engage in meaningful conversations and act out familiar experiences from home through their play. Children explore mathematical concepts through games that introduce shapes and patterns. They benefit from creative art activities that support their early mark-making skills. Children strengthen their small hand muscles using sensory boards with zips and fasteners and develop hand–eye coordination through activities such as painting with pegs.

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Curriculum and teaching Expected standard

During play, children learn to recognise and match shapes, count, share ideas and collaborate. They demonstrate a positive attitude to learning and increased confidence in learning early mathematical concepts. Although the childminder does conduct regular assessments to monitor children's progress, she does not yet use the information gathered to consistently plan and implement precise next steps that are tailored to individual children's stage of development and build on their current abilities. This means that children do not always benefit fully from learning opportunities.

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Leadership and governance Expected standard

The childminder demonstrates a strong commitment to her own professional development, engaging in a wide range of training, including extended courses, compulsory safeguarding updates and specialist training about special educational needs and disability. This reflects her positive attitude towards continuous learning and ensures she remains knowledgeable and up to date in her practice.

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Leadership and governance Expected standard

The childminder identifies potential barriers to children's learning through regular observations, and she promptly implements support. The curriculum is broad and engaging, offering children rich learning experiences with opportunities for meaningful conversation, exploratory play and independent access to resources.

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Leadership and governance Expected standard

Partnerships with parents are positive, with families valuing the open communication and regular contact they receive. The childminder shares daily updates, including photos, which enable parents to remain well informed and feel involved in their children's experiences. This supports children's education.

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Leadership and governance Expected standard

The childminder also works effectively with external professionals, particularly when supporting children with medical needs. She follows professional advice carefully and consistently, ensuring children's safety, wellbeing and individual needs are prioritised.

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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

The childminder creates a warm, nurturing and inclusive practice in her home. All children, including those with special educational needs and/or disabilities (SEND), feel a strong sense of belonging. The childminder values and celebrates each child's individuality using a range of inclusive resources that reflect different disabilities and medical needs, helping every child feel recognised and appreciated. Children are highly engaged in their play, such as acting out medical scenarios, administering pretend medicine and checking temperatures. When children show curiosity about medical equipment, the childminder responds sensitively, offering clear explanations of various medical needs and hospital equipment to broaden their understanding of the world around them.

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

The childminder has an exceptional knowledge of every child in her care, including those with SEND. This is evident in their confidence, involvement and the secure relationships they share with her. Activities are thoughtfully adapted to ensure all children can participate and make progress in their learning. Children benefit from a wide variety of learning experiences, often linked to stories they have read, enabling them to act out experiences of the story's characters, themes and key ideas.

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

The childminder creates a literacy-rich environment that includes daily storytelling, opportunities to re-enact narratives and hands-on activities that extend children's understanding. Children listen attentively, show deep interest and are eager to recall and discuss key events from the story. The story session is followed by creative activities and sensory exploration. For example, after a story session about baby owls, children create their own representations of owls and explore different materials, such as feathers, sticks, natural nests, and owl figures. Children are independent, confidently selecting rhymes, mathematical activities and story characters, demonstrating ownership of their learning and a high level of engagement.

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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.

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Next steps

The childminder should ensure that children's targets are accurately aligned with their developmental stage, reflecting what they are ready to learn next. The childminder should ensure that children are consistently supported to think more deeply by providing small, well-sequenced challenges that build on what they already know.

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About this inspection

The 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 inspection

A quality assurance visit by an additional inspector was carried out at this inspection. This data is from 25 November 2025

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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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