Childminder

Childminder

Unique reference number (URN): EY385030 Registered with Ofsted: 30/01/2009 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 Strong standard

Children make incredible progress from their starting points. Younger children are excelling in their progress as they work alongside older children who are incredibly capable. Children make continued and sustained progress in their learning and development, particularly in their communication and language skills. Children show their ongoing knowledge and skills through their play and conversations. They confidently use language to name new and interesting items. They describe what they are doing and use their extensive vocabulary to ask questions, which further extends their knowledge and skills. Children learn about a range of topics, including seasonal weather and different animals. They are confident in counting. They count pebbles for the penguins' nest and recognise a range of numerals. Children show a range of developing physical skills, including using small objects and managing their own large physical movements. Children manage their feelings and

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Achievement Strong standard

emotions very well. They show great respect for others, showcasing their rapidly developing personal and social skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets clear expectations for children's behaviour. Children demonstrate that they understand these as they need infrequent reminders about tidying away or playing together nicely with their friends. Children receive praise and encouragement in all they do. The childminder has created a motivational chart, which spotlights children's achievements and positive choices.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has an attendance policy, which is shared with parents. This highlights her expectations for children's attendance and punctuality. The childminder works in partnership with parents to help them understand the importance of early childhood education. Personalised learning bags support children's learning beyond the setting and strengthen transitions.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well and show impeccable manners. They take care of their resources and share and take turns without any challenge. Children show high levels of concentration as they listen and focus their attention on the information that is being taught, such as when they learn about penguins and how they build their nests. Children show their warm and trusting relationships with the childminder, seeking her out for comfort and reassurance. Children manage their feelings and behaviours incredibly well. The childminder uses highly impactful teaching that enables children to manage situations that arise and regulate their behaviour. Children work together on activities and play games with enjoyment.

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Curriculum and teaching Strong standard

The childminder is inspirational and highly ambitious for all children. She has designed an ambitious curriculum that stretches and challenges children beyond their current knowledge and skills. She sets high expectations for what children can achieve, with a specific focus on children's communication, physical and personal and emotional development. The childminder uses children's starting points as a benchmark and builds on this. Deep and

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Expected standard

meaningful learning takes place at every opportunity. For example, at snack time, children count their blueberries and cut their strawberries. The childminder brings learning to life through a range of topics, including teaching children about arctic animals. Children delight in learning about how penguins build nests from rocks to shelter their eggs. The childminder incorporates mathematics and extensive vocabulary into all aspects of her teaching. Children hear words such as 'boulder' and learn language such as 'on top of' and 'underneath'. The childminder understands children through her robust assessment. This helps her to deliver learning experiences that keep them engaged and positively attuned to their learning, building on what they already know and can do. Where necessary, the childminder adjusts teaching in response to children's emerging interests and enquiries.

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Children's welfare and wellbeing Expected standard

The childminder has clear policies and procedures that are consistently applied to her practice. These are shared with parents when they join. The childminder provides a warm and nurturing space where children demonstrate that they feel safe and secure. They show happiness and delight as they engage in the learning experiences provided. This includes accessing the outdoors on a regular basis. Children are developing their hygiene practices, for example they wash their hands independently before their snack and manage their hydration needs. However, children are not yet fully supported to be able to manage some personal hygiene tasks independently, such as wiping their noses. This is because, despite children being capable, the childminder does not provide readily accessible resources that encourage children to manage this task for themselves. During snack time, children access fresh fruits that they prepare themselves. During mealtimes, children learn about the

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Children's welfare and wellbeing Expected standard

importance of safety and how to cut their fruit into correct shapes. The childminder is aware of how to support children who are disadvantaged or who have special educational needs and/or disabilities. This includes helping them to develop secure attachments and develop a strong sense of belonging. Children develop an awareness of healthy lifestyles, including the importance of physical exercise. Children show their developing skills in self-regulation as they successfully manage a range of feelings and emotions. This supports their wellbeing and emotional security.

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Inclusion Expected standard

The childminder has a good understanding of how to meet the individual needs of children and how to reduce barriers to learning. The childminder uses regular observation and assessment to identify children who may not be making expected progress in their learning and development. She uses her extensive child development knowledge and ongoing evaluations to identify the progress children make. Where this is not as expected, the childminder holds early conversations with parents. The childminder is confident in adapting her teaching to support children who may require additional support while remaining ambitious for children. She recognises the importance of working with parents and professionals and holding sensitive conversations about emerging concerns. Although children in her care are very well supported, including those with communication and language delays, the childminder is aware that her knowledge about children with complex

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Inclusion Expected standard

special educational needs is not as well developed.

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Leadership and governance Expected standard

The childminder has a good understanding of her provision and what works. She is also clear about any areas for development. She seeks feedback from others, including parents and the local authority. The childminder evaluates her own provision, based on the progress children make and how happy they are. The childminder attends some professional development, including essential training such as safeguarding and first aid. She applies these skills and knowledge confidently to her practice. However, she does not access a broad range of training, particularly since the COVID-19 pandemic. This means that training and development are not always focused around developing knowledge of how to support children with more complex needs. The childminder has good partnerships with parents and works with other providers to ensure continuity of care for children. She has designed personal learning bags that children take home, with activities, and lends resources that

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Leadership and governance Expected standard

support next steps in learning. The childminder has developed excellent communication systems that keep parents fully informed about their children's learning and progress.

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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 radiate joy and happiness as they engage in the exciting learning opportunities provided by the childminder. They show high levels of curiosity as they explore the well- resourced environments with confidence. The childminder knows their starting points very well and uses this information to plan appropriate and ambitious next steps. This helps children move forward in all areas of learning. The childminder captures children's starting points at the well-organised settling-in visits. She combines this with children's interests and learning styles to plan next steps that children become deeply engaged in. Children are highly motivated to join in with the activities on offer. Children show great confidence and demonstrate their rapidly developing independence as they manage tasks such as preparing their snacks. Children enjoy learning about polar bears and penguins and how the Arctic is covered in snow.

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

Children play well alongside their peers. They show that they feel safe and secure as a result of the warm and responsive care they receive from the childminder. Children show kindness and patience with their friends and share their resources without fuss. The childminder consistently praises children, and this results in them feeling positive about themselves and promotes the expected behaviours. The childminder ensures that all children develop a sense of belonging, including those who may be disadvantaged or face barriers to their learning. All children receive tailored care and education that help them to be ready to learn and develop positive attitudes. The childminder recognises every child as unique and provides learning opportunities that help every individual child to thrive. The childminder has developed professional and trusting relationships with parents and values the contributions that they make to children's learning. This joined-up approach means that

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

children access the best possible learning for their individual needs and are able to flourish as a result.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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 develop her professional knowledge around children with complex special educational needs and/or disabilities so that she is equipped with the essential knowledge to support and provide early intervention for any such children in the future. The childminder should review ways in which children can develop long-lasting healthy habits and foster solid foundations for self-care by further developing children's independence in managing their personal needs.

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About this inspection

The inspector spoke with the childminder and children and considered written views of parents 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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