Childminder

Childminder

Unique reference number (URN): 405078 Registered with Ofsted: 01/01/1998 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 flourish in the childminder's care. They concentrate well, understand, follow routines and take pride in their achievements. They are independent and motivated to learn and take part in new activities. For example, they are excited to search for hedgehogs in the snow and learn new vocabulary, such as hibernate. Language development is promoted when children are given time to think and answer open-ended questions, helped by the childminder's calm and skilful approach.

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Achievement Strong standard

Children are happy and relaxed with the childminder and confidently communicate their interests and needs. Children's self-esteem is boosted when the childminder praises their perseverance at tasks. Children build on what they know through focused interactions and purposeful experiences. All children, including those who face barriers to learning, develop resilience and acquire the essential skills that prepare them extremely well for future learning.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate extremely positive behaviour and attitudes with the childminder. They are happy, confident and highly engaged in their learning. The childminder models calm, respectful interactions and consistently promotes kindness and turn-taking. As a result, children learn to manage their feelings, cooperate with others and develop strong social skills. The childminder sets clear age-appropriate expectations and supports routines effectively, helping children understand boundaries and follow instructions. Children tidy up enthusiastically, wait patiently for their turn during games and show pride in their achievements.

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Behaviour, attitudes and establishing routines Strong standard

The childminder encourages politeness and reinforces positive behaviour through praise and gentle guidance, creating a warm, respectful atmosphere where children feel safe and understood. The childminder prioritises children's emotional development through sensitive interactions and targeted resources. Activities such as the 'Emotion Dragon' and stories about family changes help children recognise and express feelings confidently. She is calm and reassuring and has developed warm and positive relationships with both the children and their parents. The childminder partners closely with parents to encourage consistent attendance and highlight how this supports children's ongoing progress and development.

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Children's welfare and wellbeing Strong standard

The childminder has an excellent understanding of each child and adapts her home environment to meet their individual needs. She is proactive in identifying and addressing any barriers to learning. This makes a sustained difference to children's opportunities and experiences. Warm, affectionate relationships are evident, and children feel relaxed, secure and happy in her care. Her intuitive responses to children's needs foster a culture of respect and emotional safety. The childminder skilfully uses stories and games to help children recognise and express their feelings. Children's health and self-care are prioritised through the childminder teaching them handwashing, encouraging their hydration and sharing guidance with parents on healthy diets and choking hazards. Children's oral health is promoted through stories and role play, while their independence is supported through routines such as tidying up. Children learn

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Children's welfare and wellbeing Strong standard

about healthy eating through engaging games and discussions. Strong partnerships with parents underpin the childminder's approach. She shares plans, respects children's cues, such as children's readiness for toilet training, and works collaboratively to support children's progress. Policies and procedures are regularly reviewed and shared with families to keep children safe and promote their wellbeing.

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Curriculum and teaching Strong standard

The childminder draws on her observations, parental input and children's interests to create purposeful learning experiences. Her curriculum is ambitious and designed to support sequenced learning across all areas of learning. The childminder skilfully extends children's curiosity and interests. She adapts her teaching appropriately to meet the needs of all children. She reflects on her practice to bring about improvements, for instance by refreshing her sign language training to further support children's communication skills. Her interactions are warm, calm and highly effective, enabling children to feel secure and confident while developing their independence and resilience.

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Curriculum and teaching Strong standard

The childminder introduces new vocabulary in meaningful contexts, such as during themed activities on winter and hibernation. She supports children to use descriptive words and provides a rich environment with books that reflect diversity and real-life situations. Role play, music sessions and emotion-based stories further enhance children's communication skills and emotional literacy. Children's mathematical learning is embedded in play and daily routines. The childminder encourages children's problem-solving and uses resources such as puzzles and memory games to develop their reasoning skills. Children's physical development is promoted through a wide range of activities, including outdoor play, soft play sessions, action rhymes and sensory experiences. Trips to farms, parks and community groups broaden children's horizons and support their socialisation.

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Inclusion Strong standard

During the settling-in process, the childminder obtains comprehensive information from parents to gain a clear understanding of each child's background, culture, prior experiences and individual learning needs. This enables personalised planning from the outset. Continuous communication with parents ensures consistency of care and alignment of strategies to support each child's development.

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Inclusion Strong standard

The childminder collaborates effectively with parents and relevant professionals to assess and identify individual needs promptly. Emerging concerns are addressed without delay. This approach continues to help ensure a smooth and well-supported start when children transition to school. The childminder's thorough knowledge of the local authority's offer ensures that families can access the right support tailored to their child's requirements. Consequently, all children, including those with special educational needs and/or disabilities and those experiencing disadvantage, receive timely, well-targeted interventions. The childminder provides detailed observations to support children's assessment. This helps children to develop essential skills, fosters confidence and promotes sustained progress in their learning.

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Leadership and governance Strong standard

Children settle quickly and form secure attachments, which parents attribute to the warm, nurturing environment and the childminder's attentive approach. Daily updates and regular use of the online app help parents feel informed and reassured, strengthening communication and partnership working. Parents report significant progress in their children's learning and independence. Examples include children's increased confidence with self-care routines, following instructions and developing early problem-solving skills. Children are also developing strong communication, reasoning and imaginative play skills, which parents link directly to the childminder's planned activities and high-quality interactions. The childminder's guidance is valued and has influenced positive changes at home, such as adjustments to routines around solid foods and sleep. Parents describe the childminder as knowledgeable, supportive and proactive in offering advice that aligns with

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Leadership and governance Strong standard

The childminder continually reflects on and evaluates her practice to ensure children receive the highest-quality experiences. She makes thoughtful adaptations to the environment to keep children engaged and excited. The childminder is committed to her professional development. She regularly completes webinars to improve her practice and ensures all mandatory training is completed. She stays up to date with changes in early years practice and actively refreshes her knowledge and skills, demonstrating a strong commitment to continuous improvement.

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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's home is highly organised and stimulating. It provides a safe, comfortable and inspiring environment that fosters children's curiosity and encourages children's confident exploration. She ensures she understands children's individual needs from the start and builds warm and close bonds with the children and their families. This helps every child feel secure, valued and happy. Children engage enthusiastically in purposeful learning. They choose activities independently, such as pretending to collect the refuse with a truck. They enjoy sensory play, for instance, when they feel the snow and decide whether it is hot or cold. They concentrate, recognise patterns and remember previous experiences, for example, when playing matching games. The childminder skilfully extends learning when she actively joins their play and uses high-quality interactions.

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

Children are encouraged to be independent from an early age and learn useful life skills, such as putting on their coat. Children attend regular groups where they make friends and develop strong social skills. The childminder models exemplary behaviour, which fosters respect and kindness. Children understand the routines and enthusiastically tidy up during transitions. The childminder offers an ambitious curriculum and enriches learning beyond the home. She takes children on regular walks to the local nature reserve and further afield to farms, adding depth and variety to their learning. All children are well prepared for the next stage in their education as the childminder ensures any barriers to their learning are promptly identified, understood and addressed.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and

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About this setting

Operating hours: Monday,Tuesday,Wednesday : 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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Children numbers

experiences of any disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing, that they may care for in the future.

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About this inspection

The inspector 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.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this 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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