Childminder

Childminder

Unique reference number (URN): EY437779 Registered with Ofsted: 14/12/2011 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 Strong standard

Children thrive in a calm and nurturing environment where behaviour, attitudes and routines are exceptionally well led. The childminder has established clear, commonly understood expectations that are embedded consistently through predictable routines and positive reinforcement. As a result, children feel safe, secure and confident, enabling them to engage fully in learning.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and children are warm and respectful. The childminder models positive behaviour and uses sensitive, well-timed interactions to support children's emotional regulation very successfully. When challenges arise, such as when children occasionally snatch, the childminder intervenes promptly and calmly, encouraging children to talk about their feelings, take turns and resolve difficulties together. Children learn to collaborate, show empathy and develop resilience, demonstrated by their ability to share, wait patiently and apologise independently.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is highly reflective and plans her routines, adapting to meet children's ages, stages and individual needs consistently well. Children demonstrate well-developed confidence and independence within daily routines, such as tidying away resources and managing personal hygiene. They know to use the 'tissue station' when cleaning their noses, with increasing independence. Clear expectations support smooth transitions and sustained engagement.

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Behaviour, attitudes and establishing routines Strong standard

The childminder places high priority on attendance and punctuality. She instils clear procedures and close communication with families about the importance of attending regularly. The childminder has robust systems to ensure that unexplained absences or late arrivals are followed up promptly, safeguarding children's welfare. Parents and carers understand expectations through shared policies, supporting consistent routines between home and the setting. Overall, the childminder's inspiring leadership of behaviour and routines creates a culture of kindness, respect and care, where children are settled, motivated and thrive.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are promoted extremely well through consistent routines, sensitive care practises and highly effective emotional support. The childminder ensures that children's individual needs are met effectively, with routines adapted thoughtfully to support children's age, stage of development and personal circumstances. All children experience high-quality care that enables them to feel safe, settled and secure.

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Children's welfare and wellbeing Strong standard

The key strength of the childminder's setting is her approach to providing warm and caring relationships. Children demonstrate loving attachments with the childminder and her assistants, seeking reassurance and support with confidence. The childminder responds sensitively to children's cues, promoting their emotional security and trust. Children are supported to recognise, express and manage their emotions through calm, respectful communication and regular conversations about feelings, helping them to develop resilience and self-regulation.

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Expected standard

Children are encouraged to develop independence, self-care skills and healthy habits through everyday routines, including handwashing, toileting and mealtimes. Mealtimes are relaxed and sociable, promoting healthy choices, communication and positive relationships. Children show an impressive understanding of personal hygiene and routines that supports their physical development and wellbeing.

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Expected standard

The inclusive, nurturing environment created by the childminder supports all children to thrive. As a result, children display high levels of confidence and readiness to continue their development both within the setting and beyond.

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Achievement Expected standard

Children make secure progress across all areas of learning from their individual starting points. They develop a broad range of skills and knowledge over time and demonstrate what they can do as a result of their experiences in the setting. Children show increasing independence and confidence as learners, approaching activities with interest and curiosity.

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Achievement Expected standard

Children develop a growing vocabulary alongside improved attention and listening skills. Many children use words and simple sentences to express their needs, thoughts and ideas and take part in back-and-forth interactions with others. A continued focus is needed to support expressive language development for those children who require additional support.

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Achievement Expected standard

Children show positive progress in personal, social and emotional development and physical development. They increasingly share, take turns and cooperate with others during play. Children manage their emotions more effectively and develop physical skills that support their wellbeing and active participation in daily routines.

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Achievement Expected standard

Children are developing the key skills they need for their next stage of learning. Most children show increasing readiness to move on, including readiness for school where appropriate.

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Curriculum and teaching Expected standard

The childminder demonstrates a secure understanding of creating an ambitious curriculum and makes thoughtful decisions to ensure that it meets the statutory learning and development requirements. The childminder delivers a fluid and flexible curriculum that is rooted in children's interests, individual starting points and next steps. Planning is purposeful and adapted well, allowing children to lead play while ensuring that learning remains progressive and intentional across all areas of learning.

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Curriculum and teaching Expected standard

The childminder makes effective use of early years guidance and research to inform her curriculum. This supports the childminder to identify children's developmental stages accurately and tailor teaching accordingly. She carefully plans activities and adapts teaching to meet individual children's needs. For example, she introduces weighing scales to support early mathematical understanding and uses targeted modelling, repetition and interaction to support children's communication and language well. The childminder prioritises children's language development throughout the curriculum by skilfully extending vocabulary and communication skills naturally through play and routines. However, to further strengthen this practice, targeted communication and language strategies should be consistently implemented to support the language development of the most vulnerable children.

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Curriculum and teaching Expected standard

The childminder places particular emphasis on children's physical development and personal, social and emotional development. She thoughtfully provides weekly physical education sessions alongside daily opportunities for active play to support children's coordination, confidence and wellbeing. She adapts teaching sensitively for children who face barriers to their learning, such as with one-to-one interactions and flexible routines supporting their engagement and inclusion. The childminder shares assessment information with assistants and reflects on practice to maintain consistency.

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Inclusion Expected standard

The childminder demonstrates a clear understanding of children's individual needs and stages of development and promotes an inclusive culture across the setting. She uses ongoing observation and assessment effectively to identify children's emerging needs, particularly in areas such as communication, attention and emotional regulation. This includes careful monitoring of children's play, routines and interactions, alongside reference to formal checks, such as the 2-year health review, to inform next steps.

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Inclusion Expected standard

The childminder implements practical strategies to reduce barriers to children's learning and wellbeing successfully. These include calm and consistent routines, targeted language modelling, one-to-one interactions and the use of quiet spaces to support children's focus and engagement. Activities and resources are adapted as needed to ensure that children can fully access learning, including for children experiencing communication challenges.

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Inclusion Expected standard

The childminder works closely with parents, sharing observations and concerns promptly to shape appropriate support. Where children are identified as potentially needing additional help, the childminder explains that she would follow a graduated approach, including monitoring progress, adapting provision and, where appropriate, making referrals to the local authority special educational needs and/or disabilities team or other professionals. The childminder demonstrates a secure understanding of making sure tailored support is put in place to meet children's needs, for example, while referrals to external agencies are processed.

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Leadership and governance Expected standard

The childminder understands the strengths of her setting and reflects regularly on practice to identify areas for improvement, taking appropriate action where needed to enhance children's experiences. She makes well-considered leadership decisions that are consistently made in the best interests of children, including those who may face barriers to learning or wellbeing.

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Leadership and governance Expected standard

The childminder shows a keen commitment to inclusion and works collaboratively with parents and other professionals to ensure that children's individual needs are understood and supported. The childminder carefully considers her and her assistant's workload and wellbeing, with clear routines, manageable expectations and open communication supporting a positive working environment.

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Leadership and governance Expected standard

Professional development is valued and ongoing. The childminder actively seeks opportunities to develop her own knowledge and skills and shares good practice with others. She works closely in partnership with other local childminders, forming a supportive community that benefits both practitioners and children. Joint activities, such as shared toddler sessions, provide children with wider social opportunities and support their personal development.

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Leadership and governance Expected standard

Partnership working within the local childcare community strengthens practice and contributes positively to children's learning and wellbeing. The childminder remains reflective and committed to continuous improvement, ensuring that the setting continues to meet the needs of children and families effectively.

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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 well-organised environment where they feel safe, valued and eager to take part. From the moment they arrive, children settle in quickly and confidently because they know what to expect from familiar routines and the responsive childminder. The childminder and assistants prioritise children's care and safety at all times, creating a calm and secure atmosphere that supports emotional wellbeing and positive behaviour.

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

Children achieve well because learning is purposeful, engaging and closely matched to their individual needs and interests. They confidently access a wide range of resources that the childminder thoughtfully organises at child height, promoting children's independence and sustained involvement. Children lead their own play and explore freely, while the childminder uses skilled interactions, role modelling and effective questioning to extend learning. The childminder builds on children's prior experiences and interests well. For instance, she provides meaningful learning activities about animals and seasonal themes that are carefully adapted to support individual children's next steps.

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

Children enjoy practising their use of language and early mathematical skills. They benefit from hands-on activities that develop their fine motor control and concentration. The childminder carefully checks children's progress, ensuring that they make meaningful and consistent gains. Children feel a deep sense of belonging. They form secure, trusting relationships with the childminder and assistants, who respond sensitively to their emotional needs. Children play cooperatively, share resources and develop positive social skills. Clear routines and consistent expectations help children feel confident and secure, while flexible support ensures that individual needs are met. The childminder manages behaviour calmly and respectfully, helping children understand emotions, resolve conflicts and build resilience.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 17:00

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About this setting

Local authority: Coventry Children thrive because the childminder carefully considers their health, safety and wellbeing in her everyday practice. Mealtimes are calm, social occasions that promote healthy choices, independence and communication. Inclusive practice ensures that all children can access learning and feel supported. Respectful partnerships with parents further enhance children's experiences. As a result, children are happy, confident, enjoy learning and are well prepared for their next stage of development.

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Next steps

Targeted communication and language strategies should be further developed and consistently implemented to support the language development and confidence of the most vulnerable children.

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About this inspection

The inspector spoke with the childminder and assistant 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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