Childminder

Childminder

Unique reference number (URN): EY550845 Registered with Ofsted: 20/09/2017 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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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the heart of her practice. Children show high levels of emotional security, confidence and comfort in the setting. They form strong, trusting relationships with the childminder and seek reassurance appropriately, demonstrating that they feel safe and valued.

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Children's welfare and wellbeing Strong standard

Care practices are highly responsive to children's individual needs. The childminder supports children's emotional development through consistent routines, emotional literacy resources and sensitive interactions. For example, children are encouraged to recognise and describe how they feel using mirrors and visual prompts, helping them develop emotional awareness and self-regulation. When children experience challenges, the childminder responds calmly and supports them to manage their emotions.

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Children's welfare and wellbeing Strong standard

Health and wellbeing are promoted consistently. Children are offered nutritious meals and snacks, and the childminder places strong emphasis on healthy lifestyles, including physical activity and oral health. Outdoor play is a regular part of the day, supporting children's physical development, coordination and enjoyment. Mealtimes are calm, social occasions where children feel supported and safe, helping to promote positive attitudes towards food and routines.

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Children's welfare and wellbeing Strong standard

The nurturing environment, combined with strong relationships and effective care routines, enables children to thrive emotionally, physically and socially.

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Achievement Expected standard

Children make progress from their starting points across the areas of learning and development. The childminder tracks learning carefully and uses this information to plan next steps that build knowledge and skills over time. Children develop secure foundations in communication and language through repeated modelling, questioning and opportunities to practise new words in meaningful contexts.

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Achievement Expected standard

Children demonstrate clear progress, particularly in physical development and emerging communication skills, since joining the setting. While children are gaining confidence in their speaking, progress in communication and language is building at a measured pace and not yet as rapidly as in other aspects of their learning. Close partnership with parents supports consistency and sustained progress. Learning builds incrementally through repetition and reinforcement, helping children gain confidence and secure key skills.

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Achievement Expected standard

Children are developing the knowledge, skills and attitudes they need for their next stage of learning, including increasing independence and positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a calm, positive environment with clear and consistent expectations for behaviour. Children feel secure and confident and engage willingly in activities. They respond well to routines and transitions throughout the day and show increasing confidence in managing familiar expectations.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between the childminder and children are warm and respectful. The childminder supports children to manage their emotions and behaviour calmly, helping them learn to take turns, share resources and collaborate with others. For example, when children become upset during group activities, the childminder responds sensitively, offering reassurance while reinforcing expectations for fairness and cooperation. This approach helps children to develop self-regulation and positive social skills.

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Behaviour, attitudes and establishing routines Expected standard

Routines such as tidying up, toileting and group activities are well established and understood by children. Children respond promptly to familiar cues, such as tidy-up songs, and demonstrate pride in completing tasks. Attendance is promoted through strong communication with families and clear procedures for following up absence. Expectations reflect children's age, stage and individual circumstances, enabling all children to participate confidently and develop positive attitudes to learning.

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Curriculum and teaching Expected standard

The childminder implements a clear and thoughtful curriculum focused on providing a safe, stimulating and nurturing environment. She designs learning experiences that build on what children already know and can do and adapts these flexibly to reflect children's interests, needs and wellbeing. Teaching is responsive and purposeful, with strong interactions that support children's communication, curiosity and engagement.

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Curriculum and teaching Expected standard

The childminder demonstrates secure knowledge of child development and prioritises physical development and personal, social and emotional development. For example, during sensory play, she introduces new vocabulary such as 'cold' and 'slippery', asks effective questions and models language to extend children's understanding. Fine motor skills are developed through the use of tools such as tongs and pipettes, which the childminder models before encouraging children to try independently. Communication and language are prioritised, though the breadth of teaching strategies in this area is still developing.

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Curriculum and teaching Expected standard

Mathematical understanding is woven into everyday activities. Children match numbered keys to doors, count during play and solve simple problems, supporting early number recognition and reasoning. Assessment is used effectively to check what children know and can do, and teaching is adapted in the moment, including adjusting expectations for children returning after time away from the setting.

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Curriculum and teaching Expected standard

Resources are well organised at a low level to support independence and sustained engagement, particularly for younger children. Teaching reflects children's individual experiences and supports learning across all areas of the early years foundation stage.

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Inclusion Expected standard

The childminder creates an inclusive environment where children are known well as individuals and feel valued. She gathers detailed information from parents at induction, including children's routines, medical needs, cultural backgrounds and starting points, and uses ongoing observation to identify children's needs and any emerging concerns. Planning and daily practice are adapted so all children can participate fully and confidently.

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Inclusion Expected standard

The childminder demonstrates a secure understanding of early identification and the graduated approach. She monitors children's development closely and works in partnership with parents to share observations and strategies, for example supporting communication development through consistent modelling and reinforcement at home and in the setting. She is prepared to seek additional advice or external support should concerns arise.

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Inclusion Expected standard

Disadvantaged children benefit from targeted interaction and tailored learning experiences informed by assessment and close partnership with families. The childminder reduces barriers to learning by adapting activities, providing reassurance when needed and organising resources at a low level so children can access them independently.

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Inclusion Expected standard

Resources reflect diversity and introduce children to different cultures, festivals and family experiences, helping children develop respect and understanding of difference. The childminder reviews children's progress regularly and reflects on the impact of support to ensure that inclusive practice remains effective.

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Leadership and governance Expected standard

The childminder provides reflective and effective leadership that supports high-quality education and care. She understands the strengths of her provision and has taken clear action to improve areas identified at the previous inspection. Improvements to the organisation of resources and assessment practice are embedded and have enhanced children's engagement and learning experiences.

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Leadership and governance Expected standard

The childminder maintains clear oversight of safeguarding, health and safety, attendance and daily practice. She reviews risk assessments regularly and reflects on incidents to reduce hazards and strengthen safety arrangements. Attendance is monitored closely, and clear procedures are in place to follow up any absences, supporting children's welfare.

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Leadership and governance Expected standard

Professional development is valued and undertaken regularly through training and professional networks. The childminder reflects on practice with her co-childminder, using shared discussion to evaluate impact and identify priorities, such as further developing expertise in supporting children's communication and language. This collaborative approach supports consistent practice and manageable workloads.

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Leadership and governance Expected standard

Partnership working with parents is strong. The childminder communicates regularly, shares children's progress and works with families to support learning and care routines. Leaders' decisions are made in children's best interests and demonstrate a clear commitment to continuous improvement and meeting statutory requirements.

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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 experience a warm, nurturing and predictable environment where they feel safe, welcomed and valued. They form secure relationships with the childminder and confidently explore their surroundings. Children enjoy learning through purposeful play experiences that reflect their interests, ages and stages of development. For example, children explore ice during a winter-themed activity, describing how it feels and learning new vocabulary such as 'cold' and 'slippery' through meaningful interaction.

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About this setting

Unique reference number (URN): EY550845 Children develop positive social skills as they learn to share, take turns and collaborate with others. The childminder supports children calmly and consistently when challenges arise, helping them to manage emotions and understand expectations. Well-established routines help children feel secure throughout the day. Children respond positively to familiar songs for tidying up and transitions. They show increasing independence in self-care routines, such as toileting and handwashing.

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About this setting

Children make progress from their starting points. Younger children develop their physical skills through outdoor play, climbing and balancing activities, while older children benefit from opportunities to problem-solve, role play and engage in group experiences. The childminder adapts learning sensitively to children's needs, for example recognising when a child returning after illness requires reassurance and flexibility.

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About this setting

Children thrive because they benefit from consistent care, strong relationships and effective systems that keep them safe. Attendance is promoted through close communication with families. Children's individual needs, backgrounds and experiences are valued, enabling all children, including those who face barriers to learning or wellbeing, to feel a strong sense of belonging and to flourish.

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Next steps

The childminder should build on her planned communication and language training to strengthen teaching strategies and support children's ongoing development in this area.

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About this inspection

The inspector spoke with the childminder and considered written feedback from 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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