Childminder

Childminder

Unique reference number (URN): EY334441 Registered with Ofsted: 20/06/2006 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 wonderful, harmonious learning environment for children. Children show a very positive attitude to their learning. They intently focus on activities, such as sensory play and when learning new skills. Children are regularly praised by the childminder, no matter how small their achievements are. This builds significantly on their confidence, self-esteem and wellbeing. Children thrive during their play with the childminder. They take turns and share toys. Children enjoy colouring activities with the childminder. They proudly show off their circles and lines they have drawn.

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Behaviour, attitudes and establishing routines Strong standard

Embedded routines, such as time for handwashing, nappy changing and mealtimes, help children understand the boundaries and expectations consistently set by the childminder. The childminder works exceptionally closely with parents to share the importance of children's attendance in developing appropriate routines for their education. The childminder skilfully helps children who struggle to regulate their emotions. She uses visual aids and resources to support children with emerging special educational needs and/or disabilities. Children have since significantly improved their methods of independently regulating their emotions safely.

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Inclusion Strong standard

The childminder understands and values the importance of working with parents. She gathers relevant and in-depth information about their child before they start attending. The childminder knows the children she cares for extremely well. She undertakes home visits during the holidays to reduce barriers that some children face during this time, such as support for their emotional readiness when transitioning to school. The childminder has also completed relevant training linked to behaviour and emotional regulation, which has strengthened her practice. Children have access to emotion cards and simple visual prompts to help them to communicate their feelings and regulate their emotions safely.

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Inclusion Strong standard

The childminder uses observations of children's play to identify any gaps in children's learning. She quickly seeks support from other professionals for children where she has identified gaps in their learning. The childminder skilfully uses her teaching skills alongside the support of other professionals to offer children various experiences to decisively break down barriers and support their development further. The childminder understands how to work with parents to decide how to use any additional funding children receive. Children benefit immensely from the consistent experiences to support their all-round needs.

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Achievement Expected standard

All children, including those who are disadvantaged and those with special educational needs and/or disabilities, are achieving across the 7 areas of learning. They are well prepared for the next stage of learning and for their eventual move on to school. They demonstrate growing resilience and exploration during their play. For example, children learn how to use tweezers to pick up items, developing their physical skills. Children mirror her actions, persevere and proudly show off their achievement as they practise using the tweezers appropriately. Children are becoming confident communicators as they learn new words, building on their range of vocabulary as they engage in running commentary, songs and rhymes with the childminder.

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Children's welfare and wellbeing Expected standard

The childminder creates a safe and inviting environment with well-embedded routines in place to help children settle quickly. Appropriate hygiene and mealtime routines are consistently implemented by the childminder. However, during these times, the childminder does not help children to understand why such routines stop germs from spreading or how food promotes their good health.

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Children's welfare and wellbeing Expected standard

Children's personal needs are being met well. They build close and trusting relationships with the childminder. They happily snuggle into the childminder's lap while looking at books. Children feel safe to fall asleep in the childminder's arms. When they awake, children are provided with reassurance so they are ready to play again. All children, including those who are disadvantaged and those with emerging special educational needs and/or disabilities, are developing the confidence to explore their environment independently.

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Children's welfare and wellbeing Expected standard

Children experience plenty of time outside in the fresh air. They develop their physical skills by walking, climbing apparatus and learning about animals when they visit the local farm. The childminder supports children to develop independence and physical skills safely. For example, she models safe-handling techniques for children to practise when chopping fresh fruit using child-safe knives.

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Curriculum and teaching Expected standard

The childminder plans activities and experiences, building on the information she has gathered from parents, what she knows the children enjoy and can do, and what they need to learn next. Children excitedly and enthusiastically explore their environment as they demonstrate developing personal and social skills. Sometimes, the childminder plans activities that are not age-appropriate for younger children. For example, she introduces paperback books more appropriate for older children to turn pages. Younger children attempt to turn pages but cannot do so as it is too challenging for them. Therefore, the focus for the learning of the activity is lost. Overall, the childminder uses her teaching skills well and adapts her teaching quickly to support children's interest further. For example, the childminder introduces songs and rhymes when children put mathematical cubes on their fingers. This supports children's communication and language development and the

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Curriculum and teaching Expected standard

confidence to continue with their growing imagination.

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Curriculum and teaching Expected standard

All children, including those who are disadvantaged and those with special educational needs and/or disabilities, continue to make progress. The childminder sequences her curriculum carefully, so children's learning builds over time. For example, children count up to 5 during a number rhyme and understand the representation of their fingers with the numbers confidently. This supports children's ongoing mathematical development.

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Leadership and governance Expected standard

The childminder regularly reflects on her practice to ensure she provides an inclusive environment. She has undertaken various training and research to improve her teaching and practice to assure better outcomes for children. The childminder understands how to adapt activities and experiences to support the needs of all children, including those who require extra support.

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Leadership and governance Expected standard

The childminder provides guidance to her assistants to maintain consistency in practice and routines. However, she has not given enough careful consideration to how she could support her assistants further in their professional development, such as by offering various methods of coaching, mentoring and support to strengthen their teaching and practice and assure even better outcomes for all children.

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Leadership and governance Expected standard

Very effective partnerships with parents are in place. The childminder adapts her practice to accommodate emergencies and the needs of the parents and children effectively. She regularly shares and exchanges information with parents and other professionals involved with the children to keep them all up to date. This provides continuity of care and meets the needs of the children. Parents' written comments are extremely positive about the childminder and they highly value her skills. For example, they comment, 'The childminder goes above and beyond in the care and education for the 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, including those with emerging special educational needs and/or disabilities, are supported well. They are building very trusting relationships with the childminder, which supports a strong sense of belonging. They thrive in a calm environment supported by the childminder to help them feel safe, secure and ready for learning. Children are very happy and settled. The childminder promotes inclusion for all children effectively. She makes sure all children understand the differing needs of their friends. For example, children who require extra support for managing their emotional regulation have their favourite seat left for them by the other children to sit on during mealtimes. This helps all children to have respect for one another, and they are kind and sensitive to each other's needs.

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

Children benefit from a wide range of experiences that cover all 7 areas of learning on a daily basis. The childminder plans activities that support children's development well. She knows what she wants individual children to learn next, given their starting points, and to ensure they are ready for their eventual move to school. Children are curious, confident and concentrate during their play. For example, children are familiar with and adhere to daily routines, such as handwashing and mealtimes, and make choices in their play independently.

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

Children's language development is supported very well, overall, by the childminder. The childminder extends their range of vocabulary, repeating the words, 'high' and 'yellow' during a story about a bird. The childminder repeats these words back to children to reinforce their learning as part of their early speech and language development. Children develop their physical skills well. They confidently move around the home with ease and agility. Children practise developing their small muscles as they use tweezers and sensory scoops during play. Children are developing a love of learning that prepares them well for school.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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About this setting

Local authority: Nottinghamshire County Council

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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 improve coaching, mentoring and support for her assistants to strengthen their teaching and practice and assure even better outcomes for all children. The childminder should help children learn more about the benefits of daily routines and activities to deepen their knowledge and understanding of being healthy. The childminder should refine planning to ensure activities are consistently age- and ability-appropriate to support children's learning 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 20 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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