Childminder

Childminder

Unique reference number (URN): EY442254 Registered with Ofsted: 17/02/2012 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 consistently achieve very well in all areas of development. They confidently use the skills they have learned during activities in their independent play. Children demonstrate excellent pencil control as they mark make, such as practising writing their own name on their drawings. They are confident to communicate their wants and needs. They eagerly join in conversations, for instance during the sociable meal times.

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Achievement Strong standard

Children's imaginations flourish as they take part in role-play games, dressing up in different costumes. They play together extremely well and confidently communicate to share their own play ideas. While outside, children develop and practise highly proficient physical skills, for instance, by pouring and refilling cups of water with the hose pipe.

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Behaviour, attitudes and establishing routines Strong standard

Children have very positive relationships with each other and the childminder. They arrive full of happiness and hold hands as they dance around together in the kitchen. This demonstrates that children feel safe and secure in the setting.

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Behaviour, attitudes and establishing routines Strong standard

Children consistently behave well. If they have minor disagreements, such as over resources, the childminder remains incredibly calm as she talks to them about the importance of sharing. She sets clear and consistent boundaries and expectations. Children respond well to this. They quickly learn to take turns and begin to understand how to get along together. The childminder supports children's emotions very well, she responds with warmth and care, when children show they are feeling frustrated and offers them physical comfort when they want it.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of monitoring children's attendance. She has effective systems in place to be able to spot any concerns and absence trends. She is aware of barriers to good attendance and reasons for lateness, such as taking older siblings to school. She is flexible and offers support to the families. Therefore, she is able to act swiftly to resolve any issues that arise.

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Children's welfare and wellbeing Strong standard

The childminder has a very secure knowledge around safe sleeping and has rigorous steps in place to ensure children are always safe in the environment. This approach successfully promotes children's welfare.

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Children's welfare and wellbeing Strong standard

The childminder consistently promotes healthy lifestyles with the children. For example, while she reads a book about different foods, the childminder discusses the names of the fruit and children share which they like and dislike. At snack time, children create fruit kebabs and the childminder encourages them to try the different fruit. Children have plentiful opportunities to learn about fruit as well as trying new foods that will support a healthy diet. Self-care is taught consistently well by the childminder. Younger children quickly develop confidence in doing things for themselves. For example, they confidently get tissues and wipe their own noses when needed. Children also use mirrors during play to brush their hair, helping them to take pride in their personal care. These experiences support children extremely well in developing independence and prepare them very effectively for the next stage of their learning, including the transition to school.

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Curriculum and teaching Strong standard

The childminder has an extremely clear idea of what she wants children to learn, with a big focus on school readiness and independence. Teaching in this area is highly effective and making a huge impact. For example, children confidently and independently choose what they want to play with, they tidy away their toys and wash hands ready for food without prompting.

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Curriculum and teaching Strong standard

The childminder has a very sharp focus on communication and language and is highly successful in supporting children to learn new words and build on their vocabulary. Children sit on her lap as she reads them stories. During the story, the childminder leaves missing words to encourage children to fill in the gaps. During free play, the childminder introduces new words to the children, such as 'telescope', children then walk around repeating the words out loud.

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Curriculum and teaching Strong standard

Mathematics is very effectively embedded into daily activities. For example, the childminder counts out loud the number of pieces children have in their bowls. Mathematical language is also used regularly. For instance, the childminder talks about size and uses language, such as 'on top'. This helps children gain an excellent knowledge of basic mathematical language and counting.

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Inclusion Strong standard

The childminder has created an inclusive setting and has high expectations for all children. She is very knowledgeable about how each child is different and how she supports their individual levels of learning. She adapts activities to ensure all children are involved. For example, when younger children join in with a wrapping present activity, the childminder quickly identifies this is too challenging for the younger children and, therefore, changes the purpose of the activity so it is engaging for all.

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Inclusion Strong standard

The childminder knows the children well and uses assessment, such as the progress check for children aged two to quickly identify any emerging concerns about development. This helps her quickly and effectively put support into place to help children close any gaps in their learning. The childminder is confident about who she would contact if she needed support to meet the needs of children and is able to signpost additional support to families. This helps children gain the right support as soon as possible and make consistent and sustained progress.

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Inclusion Strong standard

The childminder understands the early years funding that is available and knows how to use it to benefit the children in her care.

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Leadership and governance Strong standard

The childminder has a thorough understanding of her role as a leader and the importance of working together to support children. When children also attend other settings, the childminder successfully secures a working partnership with them, so they can discuss the needs and development of the children. Parents also comment that they are very happy with the level of care that their children receive and the level of communication between themselves and the childminder. This demonstrates that the partnership working is very effective and children receive consistent care and support from everyone involved in their learning.

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Leadership and governance Strong standard

The childminder undertakes regular training that has a highly positive impact on her knowledge. For example, she undertakes training in areas where she identifies that she may feel slightly less confident, such as previous learning about special educational needs and/or disabilities. This means that she can now support children with additional needs more assuredly. She carefully ensures any ongoing learning is purposeful and has a meaningful impact on the quality of care she offers.

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Leadership and governance Strong standard

The childminder is a reflective practitioner. She confidently discusses areas of her practice that she is improving as well as highlighting her strengths with the children. Her day is also flexible, and she changes the plans for the day based on the children's interests and wants. She consistently reflects on what she does and makes improvements continually to help maintain the high quality of 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

The childminder has created an extremely warm and welcoming setting. Children are confident and explore the interesting environment freely together. Children excitedly talk about their toys. They dress up in different costumes and role play playing with dolls and dinosaur figures. They demonstrate a very strong sense of belonging and are highly engaged in their play.

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

As well as having a stimulating inside environment, children also explore the inviting garden. They play on trampolines and fill up trays with the water hose. Children also have opportunities to play with other children, as the childminder meets up with other childminders and visits local parks and playgroups. They access a wide range of experiences that support their physical development and personal, social and emotional development.

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

Children's uniqueness is highly valued, promoted and celebrated. The childminder has an excellent knowledge of children's likes and dislikes and seamlessly includes things that will inspire and interest them into their daily routines. For instance, children gleefully sing along to their favourite songs and carefully carry round toys that are special to them.

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

The childminder skilfully teaches in a way that helps children to remember what they learn. For example, during story times, she uses repetitive phases for children to copy. Later, children independently read the book to themselves and read out the phases they previously heard. This shows that children are swiftly and consistently learning and retaining information.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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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 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 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 for children's learning, development and care, known as the early years foundation stage. This data is from 11 December 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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