Childminder

Childminder

Unique reference number (URN): EY550872 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's practice is centred on children's welfare and wellbeing. She meets children's individual care needs effectively, ensuring that they feel safe, secure and cared for throughout the day. Warm, responsive relationships support strong attachments, helping children develop confidence and emotional security.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are actively promoted. Children enjoy nutritious meals and snacks, with opportunities to develop independence by serving themselves and helping at mealtimes. The childminder places a strong emphasis on oral health and healthy choices, involving families through planned focus weeks and shared guidance. This helps children develop positive habits that support their long-term health.

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Children's welfare and wellbeing Strong standard

Routines support children's physical and emotional needs. Children follow predictable handwashing, toileting and rest routines that are adapted to their individual preferences and needs. Activities that assist children in recognising, expressing and managing their emotions, such as using mirrors, visual prompts and discussion, further enhance their emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Children also benefit from regular opportunities for physical activity, indoors and outdoors, which helps them develop strength, coordination and resilience in a safe and supportive environment.

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Achievement Expected standard

Children make progress from their individual starting points in most areas of their learning. Younger children develop increasing concentration and confidence, while older children communicate ideas clearly and show growing independence. Children's communication and language develop steadily through regular conversations, songs and stories. Children with emerging special educational needs and/or disabilities (SEND) benefit from targeted support that helps them engage and achieve alongside their peers. Children benefit from approaches that are adapted to meet their changing needs. They are developing the foundational knowledge and skills they need for their next stage of learning. Children attending other settings experience consistent approaches that support their transitions and ongoing progress.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm, positive environment with clear and consistent expectations for behaviour. Children behave well, show respect for one another and respond positively to adult guidance. Strong, trusting relationships help children feel secure and confident as they explore, communicate and try new experiences. Routines are well established and support children's sense of predictability and belonging. Children respond confidently to cues, such as tidy-up songs and mealtime routines, helping them transition smoothly between activities. The childminder promotes attendance and punctuality by maintaining regular communication with families and providing flexible support as needed.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children's emotional understanding and self-regulation by using emotion charts, mirrors and familiar songs to help them recognise and manage their feelings. She models respectful language, encourages children to apologise and reflect when needed, and considers children's age, stage of development and individual needs when responding to behaviour, adapting expectations appropriately. However, the range of techniques used is not yet fully embedded across all situations.

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Curriculum and teaching Expected standard

The childminder delivers a well-considered curriculum that reflects the ages, stages and interests of the children attending. She prioritises children's communication, physical development and personal, social and emotional development, ensuring that these foundations support later learning and wellbeing. Activities are purposeful and engaging, such as sensory exploration with ice, construction play and role play, which encourage curiosity, problem-solving and imagination.

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Curriculum and teaching Expected standard

Teaching is responsive and grounded in secure knowledge of child development and the early years foundation stage educational programmes. The childminder models language throughout the day, introducing new vocabulary and supporting children to describe what they are doing and experiencing. Mathematical understanding is promoted naturally through counting, problem-solving and comparing size and shape during play.

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Curriculum and teaching Expected standard

Assessment informs teaching effectively. The childminder uses observations to check what children know and can do and adapts activities and routines to meet different needs. The childminder has strengthened her practice since the previous inspection, particularly in areas of supporting emotional regulation and inclusive teaching. However, the consistent application of a broader range of techniques across all routines has not yet been fully embedded. The curriculum remains flexible and adapts well to the mixed-age group, ensuring that all children access learning that supports their development and enjoyment.

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Inclusion Expected standard

The childminder creates an inclusive environment where children's individual needs are identified early and supported effectively. She uses ongoing observation and assessment to understand children's development and responds quickly when concerns emerge. This is particularly evident for children with emerging SEND, where support is adapted sensitively to reduce barriers to learning and wellbeing.

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Inclusion Expected standard

The childminder works closely with families and other professionals to shape support. She shares targets and strategies with parents and partner settings to ensure consistency, especially for children attending more than one provision. She seeks guidance from the local authority and supports referrals to specialist services when needed. Assessment information helps the childminder review progress and adapt support. Training that focuses on emotional regulation and inclusion strengthens her ability to respond to children's needs in practice. Children benefit from reasonable adjustments, such as modified routines, sensory considerations and tailored emotional support.

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Inclusion Expected standard

To strengthen inclusive practice further, the childminder should embed the consistent use of visual support, such as visual timetables and cues, to help children with emerging SEND manage transitions, maintain attention and regulate emotions more confidently.

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Leadership and governance Expected standard

Leadership is reflective, thoughtful and focused on improving outcomes for children. The childminder understands the strengths of her provision and has taken purposeful action since the previous inspection. She has prioritised professional development to strengthen teaching and interactions, particularly in relation to emotional regulation, inclusion and communication.

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Leadership and governance Expected standard

Assessment systems are now used consistently to inform planning, monitor progress and identify areas for further development. The childminder evaluates the impact of her practice and adapts provision where needed. She works closely with her co-childminder to reflect on practice across shared provisions and ensure consistency.

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Leadership and governance Expected standard

Partnership working is a strength. The childminder collaborates effectively with parents, other early years settings and external professionals to support children's learning, development and well-being. Parents value the regular communication and practical guidance they receive, particularly where children attend more than one setting. Decisions are made in children's best interests.

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Leadership and governance Expected standard

The childminder manages her workload sensibly and ensures that training opportunities enhance practice rather than add unnecessary burden. Overall, leadership supports steady improvement and maintains a strong focus on children's care, learning and wellbeing. The childminder has prioritised professional development to strengthen teaching and interactions, particularly in relation to emotional regulation, inclusion and communication. Building on this foundation, the childminder should now focus on developing and embedding a broader range of techniques in these areas to ensure consistent positive impact.

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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 calm, welcoming and nurturing environment where they feel safe, valued and supported. Warm, responsive relationships help children settle quickly and build confidence. Children enjoy learning through play that reflects their interests and developmental stages. For example, children explored ice during a winter-themed activity, using pipettes and tongs to investigate how it felt and how it melted. Adults model language and curiosity, helping children describe what they notice.

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About this setting

Children develop positive social skills. They learn to take turns during group activities, such as music sessions, where they choose instruments, wait patiently and join in singing familiar songs. Adults help children understand emotions and relationships, using mirrors, visual prompts and stories to help them recognise and talk about how they feel.

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About this setting

Children make progress based on their individual starting points. Younger children concentrate for increasing periods, showing pride in completing puzzles and during role play, while older children confidently express ideas, such as planning what they want to build with blocks. Children with emerging SEND receive sensitive support that helps them join in fully and feel included. Adjustments to routines and activities help reduce barriers and support emotional regulation.

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About this setting

Overall, children's independence is developing well. They help tidy up when familiar songs play, choose activities, and begin to manage self-care routines, such as handwashing and serving themselves food. Adults encourage independence thoughtfully, knowing when children need reassurance or support.

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About this setting

Families feel welcomed and involved. Parents value the regular communication and practical guidance they receive, particularly where children attend more than one setting. Overall, children belong, enjoy learning and thrive in an environment that balances care, play and learning.

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Next steps

The childminder should use more effective techniques to promote communication, support transitions and help children regulate their emotions.

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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. Unique reference number (URN): EY550872

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About this inspection

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:15 - 17:15

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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

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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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