Childminder

Childminder

Unique reference number (URN): 401140 Registered with Ofsted: 24/04/1992 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 Expected standard

Children make good progress across all areas of learning. They develop a wide range of skills that help them prepare for their next stage of learning, such as school. Children are becoming confident communicators and are learning to express their wishes. The childminder supports children to understand how they may be feeling. They are learning about the world around them. For example, they enjoy checking the weather each morning. They look at whether the washing line is moving to determine if it is windy.

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Achievement Expected standard

Children develop a range of skills, including learning how to put their coats on by themselves. Children proudly demonstrate this skill. Children are becoming increasingly independent. For example, they are learning how to attend to their personal care needs, such as using the bathroom independently. At snack time, children cut their bananas, with child-safe knives, before enjoying them. Children are extremely proud of their achievements.

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Behaviour, attitudes and establishing routines Expected standard

Children have formed a good relationship with the childminder and each other. She has high expectations for their behaviour. The childminder deals with any incidents consistently, for example if children are finding it difficult to share. She deals with this in the moment and also plays games with children to develop their understanding of turn-taking even further.

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Behaviour, attitudes and establishing routines Expected standard

The childminder teaches children to be kind and respectful to one another and acts as a positive role model. Children copy her, support one another and enjoy working as a team. For example, older children support younger children during the treasure hunt.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established, and children understand what is happening at different points of the day. For example, they know they need to wash their hands before eating. Children become engaged in activities and enjoy their learning. At times, the childminder directs children's attention once they are engaged to another activity. For example, during role play, the childminder interrupts play to ask children to complete tasks such as finding their name. The childminder understands the importance of children attending their planned sessions. She follows up on any absence in line with her policies and procedures.

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Children's welfare and wellbeing Expected standard

The childminder creates a safe and welcoming environment. Children have formed strong bonds with the childminder, and they enjoy sitting on her knee while she reads a story. Children have daily access to the outdoors and ample opportunities to develop their physical skills. The childminder supports children, in an age-appropriate way, to explore how they are feeling.

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Children's welfare and wellbeing Expected standard

Children have daily access to the outdoors and opportunities to explore local parks. Children are learning a range of self-help skills that are appropriate for their age. Older children use the toilet independently. The childminder typically supports good hygiene practices. For example, she ensures that children wash their hands before and after meals. However, children share a bowl of water to wash their hands rather than using running water. Although the childminder quickly rectifies this and ensures they have their own bowls, more effective practice would be for children to use running water to wash their hands.

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Children's welfare and wellbeing Expected standard

The childminder ensures that children have a healthy diet. She provides advice to parents about what they should include in children's packed lunches. She gives ideas of potentially healthier alternatives to some foods. Children enjoy their meals and these are sociable occasions in which they discuss their day.

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Curriculum and teaching Expected standard

The childminder accurately identifies what children can do and has developed a curriculum that builds on these skills. She plans a range of activities and experiences to support children to achieve their next steps in learning. Activities are carefully adapted to suit the age and stage of development of individual children. For example, during a treasure hunt, older children are asked to find shapes whereas younger children look for coloured items.

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Curriculum and teaching Expected standard

High-quality interactions in play support children to think about real-world experiences. For example, children enjoy veterinary role play. The childminder joins in and supports this play. She supports children's early mathematical skills by calling to ask what time her appointment is. Children confidently show an interest in mark making and writing in their role play. The childminder could build on this interest further and develop her teaching even more effectively.

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Curriculum and teaching Expected standard

The childminder supports children's physical development well. Children enjoy creating an obstacle course with stepping stones and negotiating the space. The childminder places a focus on supporting children's fine motor skills too. She provides play dough for the children, which helps them to develop strength in their fingers.

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Inclusion Expected standard

The childminder has formed effective partnerships with families and parents. This helps her to understand individual children and to offer tailored support if necessary. The childminder has a good understanding of the local community and any potential concerns within the local area. Additional funding is used appropriately to provide children with experiences they may not otherwise have. For example, children attend a music class with the childminder. This supports their communication, language and social skills as they join in with larger groups of children.

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Inclusion Expected standard

The childminder understands how to identify children who may be vulnerable. She is aware of how to seek additional support for families. She understands a range of strategies that could be put in place if necessary, such as those to support children's language development. The childminder has a clear understanding of the referral process in line with the graduated approach and how to seek support from external professionals if needed. The childminder completes a summary of children's development at age 2. This helps her to identify any areas where children may require additional support.

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Leadership and governance Expected standard

The childminder has a broad overview of her setting. She regularly reflects on her practice and seeks out additional training opportunities. This helps to further develop her skills and knowledge and keep up to date with industry changes.

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Leadership and governance Expected standard

The childminder attends training and uses this newly acquired knowledge to reflect on her own practice. For example, the childminder recently attended training on literacy. She recognised there could be further opportunities within her own provision. As a result, the childminder introduced a blackboard, which provided children with more opportunities for mark making.

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Leadership and governance Expected standard

The childminder engages with parents on an ongoing basis. She keeps them informed of children's development and what children are learning next. She shares appropriate guidance with them, such as around nutrition and keeping safe online. The childminder forms positive working relationships with staff from the nearby schools. She invites teachers from the school into her home and shares information with them about children's development. This further helps children with the transition to school.

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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 are happy and safe and have formed positive relationships with the childminder. They are keen to arrive at the childminder's home and engage in their play. They confidently leave their parents at the door. The childminder strives to provide a home-from-home experience for children. Children enjoy finding their names and placing them on the wall. This helps to give them a sense of belonging. The childminder provides an environment in which children are able to make choices in their play. This gives children confidence in their learning as they freely move around the childminder's home.

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

Children develop a range of skills which are appropriate to their age and stage of development. The childminder praises children's achievements on a regular basis. This ensures that children feel proud of what they can do. For example, children proudly demonstrate how they can put on their coats and cut fruit by themselves. Children are beginning to understand how their bodies can move. They enjoy joining in with a yoga session on the television.

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

The childminder plans a range of exciting activities, including activities throughout the year, to support children's understanding of different cultures. Children enjoy their learning and become engaged in the different activities that are on offer. When children first start, the childminder gathers information from parents about their likes and dislikes. This helps her to get to know them. The childminder provides settling-in sessions when children start. This allows children and their parents to feel comfortable within the setting before children are left with the childminder. If children find this separation difficult, the childminder provides additional support and reassurance to parents.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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Next steps

The childminder should build a consistent approach to helping children to stay engaged in activities rather than redirecting their attention. The childminder should improve handwashing routines further by teaching children the importance and value of developing hygiene practices to further support their health and wellbeing. The childminder should make greater use of play-based opportunities that reflect children's interests to further strengthen child-led learning.

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About this inspection

The inspector spoke with the childminder and 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. This data is from 16 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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