Childminder

Childminder

Unique reference number (URN): 261026 Registered with Ofsted: 28/08/2001 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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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and positive learning environment where attendance is celebrated. This helps children to develop good habits and positive attitudes to learning for the future. The childminder supports children to make choices in their play and helps them do so effectively. For example, she presents resources in a way that makes them accessible and reminds children where items are to consolidate their play. For example, when older children are engaged in role play, the childminder offers them kitchen utensils to use in their imaginary game. The childminder fosters nurturing and caring relationships with the children in her care. Her interactions are kind and respectful. This positive role modelling encourages children to be kind and compassionate with their peers. Older children show interest in the needs of younger children and are happy to help them with tasks such as tidying away items. The childminder has clear expectations of the children and she communicates these

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Behaviour, attitudes and establishing routines Expected standard

effectively. When children struggle to follow instructions or remove themselves from play, the childminder uses positive distraction to help them rejoin activities. This ensures that children are typically supported to make positive behaviour choices.

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Children's welfare and wellbeing Expected standard

The childminder develops close and nurturing relationships with the children. She works closely with parents to follow familiar routines from home, for example, to support babies' sleeping and feeding arrangements. She helps them become familiar with their peers and the setting, encouraging a sense of connection and belonging. This gentle approach supports children's emotional wellbeing and feelings of security. Overall, the childminder supports children to develop an understanding of their own feelings and those of others. She models the language of emotions and responds positively when children explain how they are feeling. The childminder understands the importance of sleep for young children's wellbeing. She embeds a gentle routine to ensure children have time to rest. They are involved in laying out the mats and putting on the bedding, which helps them to understand that it is sleep time. Children demonstrate enjoyment as they spend time with the

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Children's welfare and wellbeing Expected standard

childminder. They frequently seek her out for reassurance or as an active play partner. The childminder also implements respectful personal care routines. She takes action to ensure that children's dignity is protected and explains to other children how to give others some space during nappy changing and toileting. Overall, the childminder encourages children to think about how they can keep themselves safe. For example, together they frequently practise evacuations, and the children are clear about how they will follow the childminder in an emergency.

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Achievement Needs attention

Children do not yet experience sufficient breadth in the curriculum to ensure they consistently achieve well across all areas of learning. Children, including those with special educational needs and/or disabilities, make some progress from their starting points. However, they do not yet consistently achieve the best possible outcomes to fully realise their potential. In particular, younger children do not fully engage in play in ways that consistently build their knowledge and understanding.

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Achievement Needs attention

Children build social interaction skills, cooperate with others and, on the whole, develop as confident communicators. They develop the ability to ask for help and make their wishes and feelings known. This helps children develop a positive attitude and an enjoyment of learning, which prepares them for the next stage of their education. Children develop physical strength and stamina as they practise and refine their gross and fine motor skills, engaging well in active play. This supports children to take risks in their play, promoting their sense of freedom and creating pride in their achievements.

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Curriculum and teaching Needs attention

The childminder has not designed a curriculum that is ambitious for all children. Planning is not precise enough to ensure that children make the best possible progress from their starting points and reach their potential across all areas of learning. The childminder does not yet implement a curriculum that effectively addresses each child's unique learning needs. Younger children do not receive the support to help them sustain engagement and remain focused. The childminder intends for children to develop important life skills and a positive attitude to learning through access to a range of activities and experiences. This is mostly successful. The childminder gathers initial information from parents and uses it to help children settle as they engage in experiences they enjoy. The childminder demonstrates a sound commitment to promoting children's physical development. Children start the day with some stretches and exercises to warm up, and the childminder

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Curriculum and teaching Needs attention

encourages them to understand the benefits of physical activity. Generally, the childminder interacts with children in ways that build their communication and language skills. Together, children snuggle closely to the childminder as they share favourite books and stories. She adjusts her communication with children to reflect their developmental stage. She listens to children in a way that helps them to share their thoughts and feelings. This helps children develop as confident communicators. Through play, the childminder regularly weaves in concepts and corrects misunderstandings to further build children's mathematical knowledge. For example, the childminder ensures she supports children in counting accurately as they point to different objects.

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Inclusion Needs attention

The childminder has not yet attended specific training to extend her knowledge and understanding of how to support the needs of children with special educational needs and/or disabilities (SEND) or those who face other barriers to their learning. She does not consistently adapt her teaching to effectively differentiate for older and younger children. This means that, on occasion, older children engage in activities that do not fully extend their knowledge, skill and understanding. For example, they play with jigsaws that they can easily complete. This does not effectively build on what they already know and can do. Overall, the childminder has a positive attitude towards inclusion, including how to use any additional funding children may receive. She demonstrates some understanding of how she can support children with SEND and those who face other barriers to their learning. For example, she embeds routines in ways that support children with SEND in understanding

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Inclusion Needs attention

her expectations of them. Her clear communication helps children follow instructions, and her consistent approach to behaviour provides stability. The childminder works with parents to identify any concerns about children's development. She observes, assesses and plans for children's learning. However, the next steps are not yet focused enough to sequence children's learning effectively. The childminder provides care to children who also attend other settings. She is not proactive in sharing information to ensure the smoothest transition and to provide a continuous approach to learning.

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Leadership and governance Needs attention

The childminder does not consistently engage in wider professional development opportunities to help strengthen the curriculum and teaching. She does attend mandatory training regularly. Overall, the childminder is committed to reflecting on her provision. She identifies the strengths of her setting as her nurturing and respectful relationships with both children and parents. Parents report how pleased they are with the provision that the childminder offers. They say that the childminder prepares children well for the next stage of their educational journey. The childminder consistently gathers information about each child, which she uses for assessment. However, she does not yet share this effectively with other settings that children attend, in order to help with transitions and continued learning.

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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 on arrival. They greet the childminder enthusiastically and receive a very warm welcome. Children enjoy the company of the childminder and their peers, and they attend regularly. They are keen to select resources from the wide range available. Making choices during play supports children in thinking for themselves and developing their independence. Children benefit from the calm and relaxed atmosphere. They understand the day's routine, which helps all children feel settled and develop a sense of belonging. They demonstrate feelings of emotional wellbeing, such as sharing their thoughts and feelings. A positive response from the childminder builds children's confidence in communication. Older children develop a wide vocabulary that they use effectively in their play, such as describing the feelings of the dolls they play with.

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

Children benefit particularly from significant opportunities for active play. They develop their physical strength, stamina and confidence through walking, running, climbing and balancing. Children are enthusiastic about the play opportunities they engage in while in the garden. They demonstrate feelings of freedom as they explore larger play equipment. Children also spend a significant amount of time out and about in their local community with the childminder. They meet with other children and build social skills and early friendships. This helps children learn how to play cooperatively with others. Overall, children are supported to develop as independent learners. They select resources and confidently invite others into their games. Older children particularly enjoy role play and engage for prolonged periods. However, younger children do not consistently receive the support they need to remain focused and engaged. Children make progress from their starting points and develop

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

positive attitudes to learning. The design and implementation of the curriculum do not yet consistently ensure that all children achieve what they are capable of in order to thrive and reach their potential.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:45 - 18:00

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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engage in targeted professional development opportunities that help

to improve the quality of teaching. 12/02/2026

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About this inspection

The inspector spoke with children and 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.

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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. 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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