Childminder

Childminder

Unique reference number (URN): EY405684 Registered with Ofsted: 25/02/2010 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 Strong standard

Children make secure progress from their individual starting points. They develop the key skills they need for their next steps in learning because of the experiences the childminder provides. Communication and language are well supported. For example, children confidently join in with familiar songs, use words and gestures to share their ideas and talk about past events during story times and daily conversations.

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Achievement Strong standard

Children show what they have learned in their play. They concentrate for longer periods, remember routines and use simple problem-solving skills, such as working out how to complete a puzzle. Their physical skills develop well. Younger children practise coordination through climbing and mark-making, while older children manage tools and self-care tasks with growing control.

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Achievement Strong standard

Children are consistently well prepared for their next stage of learning. They show independence by choosing resources, managing personal needs and trying new experiences with confidence. They approach learning positively and are motivated to keep trying when things are challenging, helping them move on successfully to their next stage, including school where appropriate.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive in a calm, nurturing and positive environment where expectations for behaviour and routines are clearly established and well understood. The childminder models kindness and respect and helps children to name and manage their feelings. For example, when minor disagreements arise, she calmly talks through what happened, uses simple emotion language and supports children to find solutions. As a result, children begin to recognise their emotions and manage their behaviour with increasing success.

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Behaviour, attitudes and establishing routines Strong standard

Firm, trusting relationships between the childminder and children support positive behaviour and attitudes to learning. The childminder knows each child well and responds sensitively to their needs. For instance, she prepares children for changes in routine by giving gentle reminders and visual cues, helping them feel secure. Children learn to share, take turns and cooperate during games and small-group activities, and they show confidence in interacting with others. The childminder values and welcomes parents as partners, promoting the importance of consistent attendance to support children's wellbeing and progress in their learning and development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder places a clear priority on consistent routines. Mealtimes, transitions and tidy-up times help children learn what is expected and encourage independence, such as putting away toys or washing hands. Children behave well, listen attentively and engage in activities with interest. They show self-control, patience and a willingness to try, supporting their readiness for their next stage of learning.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's welfare and wellbeing through responsive, nurturing care and well-established routines. Care practices are tailored to children's ages and stage of development. For example, she gathers detailed information from parents about sleep and feeding and follows familiar home routines for younger children to help them settle. She notices changes in children's behaviour or mood and adapts care sensitively, such as offering quieter spaces or extra reassurance when children are tired or unsettled.

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Children's welfare and wellbeing Strong standard

Warm, secure and responsive relationships are evident. Children, including babies, confidently seek comfort and interaction. For instance, babies reach out to be picked up and quickly settle with familiar soothing and gentle talk. Older children check in with the childminder during play and happily share their experiences, showing they feel safe and valued.

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Children's welfare and wellbeing Strong standard

Children are supported to develop healthy habits. Clear routines for handwashing, rest and mealtimes help children learn to care for themselves. Children pour drinks, help prepare snacks and talk about healthy foods. Daily outdoor play and active games support physical wellbeing. Families are welcomed and valued as partners, contributing to children's sense of belonging and wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder helps children understand feelings by naming emotions and modelling calm responses. Consistent sleeping and feeding routines meet individual needs. As a result, children are content, developing confidence and building the emotional security they need for future learning.

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Curriculum and teaching Strong standard

The childminder has a clear and accurate understanding of the quality of her curriculum and teaching and reflects regularly on her practice to ensure that it remains ambitious and responsive to children's needs. She makes thoughtful decisions about what children need to learn next based on her secure knowledge of how children develop. For example, after noticing several children were interested in transporting and filling containers, she introduced activities involving measuring, pouring and comparing quantities. This helped children build early mathematical understanding while following their interests. Her curriculum is broad and balanced and is organised so that children build on what they already know and can do, gaining the knowledge and skills that support their future learning and wellbeing.

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Curriculum and teaching Strong standard

Teaching is consistently purposeful and well implemented. The childminder makes good use of daily routines, play and conversations to support learning. She extends children's language by modelling new vocabulary, asking thoughtful questions and giving children time to respond. For instance, during an ice activity she introduces words such as 'cold', 'hard' and 'melting' as children explore. She gives particular attention to supporting children's personal, social and emotional development and physical development, helping children to feel secure, manage feelings and develop confidence in their abilities.

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Curriculum and teaching Strong standard

Assessment is used effectively to check what children know and can do and to adapt teaching to their stage of development. The childminder is skilled in adjusting experiences so all children can take part in the same learning. For example, when younger children found it difficult to join a group creative activity, she provided larger tools and simplified steps so they could participate successfully alongside others. This helps to reduce barriers and ensures that all children benefit from an ambitious curriculum.

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Inclusion Strong standard

The childminder has created a distinctly inclusive culture where all children are valued and supported to achieve well, particularly those who may face barriers to their learning or wellbeing. She has high expectations for every child and is highly effective at identifying children's individual needs quickly and accurately, including any emerging or changing needs. For example, when children showed signs of delayed speech, she promptly introduced additional small-group language activities, visual prompts and regular communication with parents to share strategies to use at home. Assessment is precise and ongoing, enabling timely action to reduce barriers before they impact on children's progress.

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Inclusion Strong standard

Although there are currently no children on roll with special educational needs and/or disabilities (SEND), the childminder has significant experience of supporting children with SEND in the past. She demonstrates secure knowledge and confidence in identifying additional needs and putting appropriate support in place. This is further strengthened by her recent completion of relevant training, which enhances her already secure practice and ensures adaptations are carefully planned, reviewed and adjusted to make a sustained difference to children's experiences.

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Inclusion Strong standard

The childminder monitors children's progress closely and evaluates the impact of support effectively. She works proactively with parents and engages with external professionals when required, implementing advice consistently to improve outcomes. She has a clear and secure understanding of the early years pupil premium and uses it strategically to reduce barriers for disadvantaged children. For example, she has used additional funding to purchase sensory resources and targeted learning materials to support children's communication development and emotional regulation. Her inclusive practice has a positive impact on children's learning, wellbeing and opportunities.

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Leadership and governance Strong standard

The childminder demonstrates highly effective leadership and shows a clear commitment to providing high-quality education and care that benefits all children, particularly those who may face barriers to learning or wellbeing. She has a secure understanding of her statutory responsibilities and ensures that requirements are met consistently in her daily practice. For example, she is highly reflective in her practice, ensuring that she keeps up to date with changes that she updates promptly in her policies and procedures.

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Leadership and governance Strong standard

She has an accurate understanding of the strengths of her provision and reflects regularly on her practice to identify improvements. For instance, after reviewing how children engaged during group times, she adapted the routine to use smaller groups, which helped quieter children take part more confidently. Her decisions are rooted in children's needs, and she makes thoughtful adjustments so all children are included and supported to make progress. Professional development is purposeful and targeted. Recent training to develop her understanding of supporting children with special educational needs and/or disabilities has strengthened her practice. For example, she now uses visual supports and simplified instructions to help children understand routines more easily.

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Leadership and governance Strong standard

The childminder prioritises partnership working with parents and external professionals to promote consistency. She shares regular updates, discusses next steps and works with other settings to support smooth transitions. This helps children feel secure and supports continuity in their learning and care.

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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 highly engaging environment where they feel safe, valued and confident to be themselves. From the moment they arrive, children settle quickly into familiar routines that help them feel secure and ready to learn. The childminder is attentive and responsive, ensuring that children's care needs are met promptly and sensitively. As a result, children are relaxed, happy and eager to take part in their day.

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

Children build positive social skills through shared play, routines and experiences. They learn alongside each other, showing kindness, cooperation and confidence to meet familiar expectations such as tidying up, snack routines and turn-taking. Children develop close, trusting relationships with the childminder, who consistently works at their level, listens carefully and responds thoughtfully. This inclusive approach ensures that all children, including those who attend part time or who may face barriers, are fully included and supported.

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

Children clearly enjoy their learning. They are curious, enthusiastic and motivated to explore, whether through imaginative play, sensory activities, stories or everyday routines. High-quality interactions support children to develop communication and language, with children confidently joining in with songs, rhymes and familiar stories and proudly sharing new words and ideas. Learning is woven naturally throughout the day, including during care routines such as snack time, where children practise independence, early mathematics and physical skills.

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

Children achieve well from their individual starting points. They grow in confidence, independence and gain secure age-appropriate skills, such as physical, early language and self-help skills. The childminder reduces barriers to learning through careful adaptation and secure knowledge of each child. Families are welcomed and valued as partners, contributing to children's sense of belonging and wellbeing. Overall, children thrive in a safe, inclusive and joyful environment that supports them to develop the skills they need for their next steps.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing they may care for in the future.

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About this inspection

The inspector spoke with the childminder during the inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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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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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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