Childminder

Childminder

Unique reference number (URN): 124094 Registered with Ofsted: 17/08/1998 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

Children benefit from a calm, well-ordered environment where routines are clear and expectations for behaviour are consistently reinforced. The childminder establishes a positive atmosphere by communicating with children warmly, setting out predictable daily routines for meals, naps and play and making transitions smooth and reassuring. As a result, children quickly learn what is expected of them and feel secure. This helps them to engage confidently in activities and build trusting relationships with the childminder and their friends.

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Behaviour, attitudes and establishing routines Expected standard

Support for behaviour is sensitive and responsive. When children show signs of frustration or uncertainty, the childminder offers gentle guidance and practical solutions, such as distraction or one-to-one reassurance. For example, children drop some blueberries while having their snack and the childminder skilfully turns the accident into a game. She gives children a torch and suggests they hunt for the missing blueberries under the table. This helps children self-regulate and return to the group.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of adapting routines and expectations to each child's stage of development and individual needs. For example, children who are new or unsettled are gently encouraged to join in at their own pace and given extra support until they feel ready. This approach helps children develop self-regulation and resilience and ensures that all children feel welcomed and able to participate fully. Over time, children become confident, kind and capable of managing their own behaviour.

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Children's welfare and wellbeing Expected standard

Children in this setting experience a high standard of care that consistently supports their emotional and physical wellbeing. The childminder builds strong, trusting relationships with each child, taking the time to understand their individual needs, routines and preferences. Sensitive support is offered throughout the day, whether it is through comforting a child during moments of upset, providing a familiar sleep routine or responding calmly to any signs of distress. Children benefit from consistent, nurturing routines that help them feel safe and understood, such as predictable snack and nap times and opportunities to express their needs and feelings.

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Children's welfare and wellbeing Expected standard

Communication with families is ongoing and open, enabling the childminder to share information about children's health, routines and daily experiences and to respond promptly to any changes or concerns. The childminder promotes children's health by offering nutritious snacks, encouraging good hygiene practices and supporting independence in self- care. Children are encouraged to wash their hands before meals, choose from healthy snack options and manage their own belongings, such as hanging coats or collecting water bottles. Additionally, children regularly go for walks to the library, the forest and local parks, giving them opportunities to explore the community, enjoy nature and be physically active. Children are also helped to understand simple ideas about keeping healthy and safe, for example learning why handwashing matters to promote their good health.

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Curriculum and teaching Expected standard

The childminder designs and delivers a curriculum that is tailored to meet the individual needs of children in her care. Teaching is adapted for children who need extra help. She understands child development, using this knowledge to adapt daily routines and resources to support each child's stage of development and needs. For example, she models correct language, encourages babbling and skilfully integrates new vocabulary into daily conversations to support children's speech and language development. The childminder plans activities around children's favourite stories. She asks children to describe characters or events and uses play scenarios, such as pirate ships or trains, to prompt imaginative discussion and language use.

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Curriculum and teaching Expected standard

Opportunities to support mathematical and physical development are woven into play. For example, children count to and from 10 as they build towers with stacking cups, they look for missing numbers in a set of numbers to 10, identify 2-dimensional shapes and use directional language when moving toy vehicles along tracks.

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Curriculum and teaching Expected standard

The childminder places high importance on independence. She encourages children to hang up their coat, wash their hands before meals and choose a healthy snack they have helped to prepare. Healthy lifestyles are supported, and a sense of responsibility and cooperation is encouraged.

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Curriculum and teaching Expected standard

The childminder provides effective support for children who attend more than one setting, for example, she works closely with parents and speaks to other settings to ensure continuity of care. Regular assessment through observation and ongoing discussion with parents ensure that activities remain relevant and enriching and that every child is well prepared for the next stage of their learning journey.

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Achievement Needs attention

Children with special educational needs and/or disabilities do not receive the necessary support to reach developmental goals. This means children's achievements are limited. Overall, children develop independence, social skills and positive learning behaviours, leaving the setting suitably prepared for their next stage in their learning.

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Achievement Needs attention

Most children make progress from their starting points across the curriculum. This supports children to learn through play and everyday routines, enabling them to develop secure foundational knowledge. For example, children confidently explain their play, use positional language when operating a toy garage, count reliably to 9 and name shapes during independent activities. They show increasing curiosity and confidence in conversation. For example, they discuss how Father Christmas got into their home, showing progression in expressive language and reasoning skills.

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Achievement Needs attention

Younger children develop strong attachments and confidence to explore independently. They babble, pull themselves up to stand and settle into routines, demonstrating progress in communication and physical development.

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Inclusion Needs attention

The childminder does not have the knowledge she needs to identify which children may be eligible for additional funding or how such funding should be used. As a result, children who could receive additional funding do not always get the help they need to reduce barriers to their learning and wellbeing.

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Inclusion Needs attention

The childminder gathers information from families about children's routines and preferences before they start and reviews this regularly. This helps most children to settle and form trusting relationships. She responds sensitively to children who need reassurance, for example by offering calm spaces or one-to-one comfort during transitions to help them regulate their emotions.

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Inclusion Needs attention

When children attend more than one setting, the childminder exchanges information with nurseries to support continuity. Older children are encouraged to help younger ones during shared routines, which promotes a sense of belonging and positive social interactions. These general strategies support wellbeing but are not part of a planned, targeted approach to identifying and meeting additional needs.

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Inclusion Needs attention

The childminder checks children's progress through observation and discussions with parents and makes day-to-day adjustments to activities and routines. This helps children to feel supported, as the childminder responds to what she notices about their interests, needs and emerging skills. These adjustments help children to settle and engage as they take part in everyday routines and activities.

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Leadership and governance Needs attention

The childminder identifies gaps in her knowledge that could impact on how she supports children with special educational needs and/or disabilities. For instance, she does not update her knowledge or skills on how to fully support all children and their entitlements, including additional funding. This potentially limits the support for disadvantaged children.

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Leadership and governance Needs attention

The childminder has positive, trusting partnerships with families, ensuring decisions are consistently made in the best interests of all children. She takes effective action to manage daily routines and resources, creating a calm, predictable atmosphere that supports children's security and wellbeing. She also models positive attitudes and behaviours, establishing clear expectations for herself and for the setting, and celebrates children's achievements, fostering a culture of mutual respect and recognition.

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Leadership and governance Needs attention

The childminder demonstrates an understanding of the setting's strengths through regular reflection and careful review of daily practice. She seeks feedback from parents and uses these insights to help her to plan children's next steps in their learning and adapt routines as needed.

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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

Most children make progress from their individual starting points across the curriculum. It is thoughtfully embedded into play and everyday routines. However, children with special educational needs and/or disabilities (SEND) do not receive the targeted support they need. The childminder does not have the knowledge required to identify when a child may be eligible for additional funding or how to use such funding effectively. This means these children do not make the progress of which they are capable. Teaching builds effectively on children's interests and supports them to apply their knowledge in meaningful ways. For example, children confidently explain their play, use positional language when operating a toy garage, count reliably to 9 and name shapes during independent activities. They demonstrate increasing curiosity and confidence in conversation, such as discussing how Father Christmas got into their home, which highlights

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

growing expressive language and imaginative thinking.

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

Younger children form strong, trusting attachments with the childminder and develop the confidence to explore independently. They babble, pull themselves up to stand and begin to follow familiar routines, demonstrating progress in communication, physical development and personal, social and emotional development. Sensitive support helps children feel secure, enabling them to take age-appropriate risks and engage fully in learning opportunities.

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

Children who face barriers to learning, including those who are disadvantaged or with SEND, receive warm and consistent care that supports their emotional security. The childminder works with families and other settings to promote continuity for most children. Older children support younger ones during shared routines, which encourages cooperation and positive learning behaviours.

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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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and/or disabilities to ensure their needs are fully met, and barriers to

learning and wellbeing are reduced. 27/02/2026

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About this inspection

The inspector spoke to the childminder and children 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:00

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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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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