Childminder

Childminder

Unique reference number (URN): EY335984 Registered with Ofsted: 04/09/2006 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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Achievement Expected standard

Children typically gain the skills they need to prepare them for the next stage of their education. They make continued progress through the curriculum. Children learn to follow routines well and focus intently on planned activities. For example, children try hard as they explore different materials and mark-making equipment to design their own wooden bird. Children are creative and imaginative.

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Achievement Expected standard

Children generally learn mathematics skills that support their understanding of different concepts. For example, when they paint rocks, children excitedly discuss the different sizes. They use words such as 'enormous', large' and 'tiny'. Children also use language of capacity as they excitedly fill bird feeders in the garden.

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Achievement Expected standard

Although children are beginning to learn to do some tasks for themselves, the childminder occasionally does simple tasks for them. Opportunities for children to develop a broader range of independence skills throughout the daily routine can be inconsistent, which means that, at times, children's independence skills are not fully strengthened.

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Behaviour, attitudes and establishing routines Expected standard

The childminder develops close and meaningful bonds with children. They come to her for cuddles and reassurance as they enjoy their play. The childminder promotes a calm environment where children learn about the value of care and respect. She teaches children about sharing and taking turns through their activities. For example, they engage in collaborative games together and share resources with ease.

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Behaviour, attitudes and establishing routines Expected standard

Older children have a secure understanding of kindness to others. They are careful and sensitive with babies, offering them toys and supporting them gently during their play. Children speak confidently about the different needs of others and demonstrate that they care deeply for those around them.

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Behaviour, attitudes and establishing routines Expected standard

Children have highly positive attitudes towards their learning. During organised craft activities, for example, children focus for long periods and speak clearly about their creative artwork.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes a shared understanding of punctuality and attendance with parents. She tracks children's attendance clearly and holds ongoing conversations with parents about the importance of developing secure routines ahead of school.

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Children's welfare and wellbeing Expected standard

Babies are supported to develop positive attachments with the childminder. She follows their routines closely so that babies remain settled and content. For example, she settles babies for a sleep promptly when she recognises their sleep cues. The childminder recognises the importance of privacy and respect during care routines, such as nappy changes, and talks and sings to children to support their emotional security. The childminder has begun to support children to learn about their emotional wellbeing. For example, she provides storybook experiences to help children name emotions. However, the childminder has identified that she would like to promote this further to encourage children to speak more confidently about how they are feeling. She has already identified how she plans to further adapt her teaching and attend training to develop this part of her provision further.

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Children's welfare and wellbeing Expected standard

Generally, children have experiences that begin to develop their understanding of a healthy lifestyle. For example, the childminder provides some information about the health benefits of different foods. However, teaching about health is not yet consistently embedded in the daily routine. This means children do not yet have secure knowledge to regularly make independent decisions about health choices.

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Curriculum and teaching Expected standard

The childminder has developed a curriculum that generally supports children to make progress across the areas of learning. She adapts teaching to support children who may have special educational needs and/or disabilities. The childminder reflects on her provision and uses feedback from parents to identify areas for improvement. She designs teaching purposefully, with a focus on nature and the world around children.

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Curriculum and teaching Expected standard

Typically, interactions are positive and continually support children to develop communication skills. Children's language and conversation reflect the breadth of their learning. For example, children excitedly identify different birds they know, using words such as 'bluetit' and 'robin'.

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Curriculum and teaching Expected standard

The childminder's teaching is often purposeful. Older children engage in activities that inspire them, such as painting and constructing. During these focused learning activities, children are supported to learn about mathematical language, such as learning about patterns and comparison when lining up pebbles.

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Curriculum and teaching Expected standard

However, although the childminder considers children's stage of development during planned activities, there are times when some children do not benefit from equally strong interactions and remain unengaged for longer periods. This means curriculum implementation across different age groups can be inconsistent.

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Inclusion Expected standard

The childminder has developed an inclusive approach to her provision. She recognises the different support that children may need and takes account of children's individual needs. The childminder works closely with parents and any other professionals involved in children's care to ensure that she plans learning that is tailored to children's stage of development. The childminder has engaged in some training to increase her knowledge, such as supporting school transitions for children with special educational needs and/or disabilities. She also has an understanding of how to use the graduated approach effectively in practice. This supports children to receive a joined-up approach to their education.

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Inclusion Expected standard

The childminder assesses all children's needs carefully when they first start, to identify any gaps in their learning or experiences. She is knowledgeable about the impact of potential barriers to learning that some children may face, such as those who may be at a disadvantage. The childminder uses any additional funding that children receive thoughtfully. For example, she considers experiences that children may not have had and enriches her routines with varied trips out to nature reserves and wildlife parks.

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Leadership and governance Expected standard

The childminder attends a range of training to continually keep her knowledge and skills up to date. Typically, she reflects on her provision and liaises with other professionals to identify areas of improvement or training that she would like to complete. She has clear oversight of her provision and recognises how to adapt appropriately to support children with special educational needs and/or disabilities and those who may face barriers to their learning.

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Leadership and governance Expected standard

The childminder recognises the importance of working with parents and other professionals involved in children's care. She provides parents with ongoing information about their child's progress. The childminder also asks directly for feedback to help her to review her provision from a parent's perspective effectively. The childminder has adapted the way she provides her planning information to parents to further involve them in children's learning journeys.

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Leadership and governance Expected standard

The childminder has established effective systems to manage her workload. She reflects regularly on her work-life balance to promote her own wellbeing.

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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 settled at the childminder's welcoming home. They play collaboratively with their friends as they joyfully learn about different topics, such as nature and wildlife. Children have close and meaningful relationships with the childminder. They feel comfortable and are able to express themselves freely. Children demonstrate that they feel safe and secure.

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

Children typically receive a tailored, age-appropriate education that prioritises children's readiness for learning with a focus on nature and learning about the world around them. The childminder is knowledgeable about children's early development. She recognises the importance of providing individualised support for children, including those who may face barriers to their learning or children with special educational needs and/or disabilities.

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

The childminder implements a consistent routine where children are beginning to learn what comes next. The childminder promotes attendance and punctuality positively with parents to support them to understand the importance of securely embedded routines to support children's development. Children learn some key skills to prepare them for school, such as listening and attention and a keen interest in books and stories. They develop simple independence skills, such as getting ready to go outside, although this could be strengthened so that all children regularly benefit from learning to do tasks for themselves.

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

Children benefit from a range of enriching experiences. The childminder plans exciting outings, such as visits to the library and to local nature reserves, to provide children with further learning about their local area and community.

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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 develop interactions further to increase the implementation of the curriculum for children of different ages so that all children consistently benefit from meaningful teaching interactions. The childminder should enrich the daily routine further so that children consistently have a range of age and stage appropriate opportunities to develop their independence skills. The childminder should further embed teaching about healthy habits throughout the daily routine to support children to make their own healthy choices and decisions.

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About this inspection

The inspector spoke to the childminder and children and took account of written views from parents.

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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 21 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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