Childminder

Childminder

Unique reference number (URN): EY437933 Registered with Ofsted: 03/02/2012 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 excellent progress from their starting points because they experience a curriculum that builds their knowledge, confidence and independence securely over time. Children communicate with increasing clarity, taking genuine pleasure in sharing their ideas during conversations. The achievement of those at risk of falling behind, including children learning more than one language, is monitored closely through sensitive assessment. This ensures they receive timely support and continue to achieve well.

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Achievement Strong standard

Children show pride in what they can do. They derive enjoyment in becoming increasingly independent. Children grow in confidence as they practise and strengthen important skills over time. They eagerly demonstrate new skills, completing increasingly complex fine motor tasks. These experiences strengthen the self-belief, perseverance and skills needed to prepare for school. Children develop secure foundations in early learning, listening carefully, concentrating for longer periods and using mathematical ideas confidently during purposeful play. All children are very well prepared for their next stage of learning and approach new challenges with excitement and determination.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes a highly positive environment where expectations are clear, calm and consistently reinforced. Children understand routines because they are taught explicitly and practised daily. This helps children feel secure and gives them the confidence to manage tasks independently. Children form a warm, trusting relationship with the childminder, appreciating her reassurance and responding positively to her calm, consistent guidance.

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Behaviour, attitudes and establishing routines Strong standard

Children behave exceptionally well. The childminder models respectful interactions, and children imitate this in how they speak, take turns and respond. She leads daily discussions with children about positive affirmations. The childminder encourages them to choose an affirmation and to think about how to put it into practice throughout the day, for example keeping a positive mindset when things do not go to plan and approaching challenges with a confident, 'can-do' attitude. This means that, when small difficulties arise, children get back on track. They learn how to regulate their emotions and make positive choices.

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Behaviour, attitudes and establishing routines Strong standard

Children's attitudes to learning are highly positive. They approach activities with enthusiasm, concentrate for extended periods and show determination when something is challenging. Children take pride in their achievements, often smiling, celebrating and returning to tasks they enjoy. Attendance is promoted thoughtfully. The childminder works closely with families so that children can benefit from consistent routines and uninterrupted learning.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are promoted very effectively. The childminder provides nurturing, attentive care rooted in secure, trusting relationships. Children demonstrate that they feel deeply settled and confident. The childminder knows them extremely well and responds sensitively to their individual needs. Children develop a strong understanding of their physical health and personal safety. The childminder supports healthy habits through regular outdoor experiences, walks in the community and opportunities for stretching, yoga and relaxation. Mealtimes provide purposeful moments for independence as children help prepare food. They make choices and learn about healthy options. Care routines are highly responsive and adapted thoughtfully. The childminder works closely with families to introduce new routines, such as toileting, in a calm, consistent and successful way. She looks for clear signs of readiness and helps parents feel confident in supporting routines at

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Children's welfare and wellbeing Strong standard

Children are supported to recognise and manage their emotions. The childminder models calm interactions and uses gentle explanations that help children understand their feelings and choose positive responses. Routines are predictable and reassuring. Children show that they feel safe to explore, try new things and ask for help when needed. Through this highly consistent, reflective practice, children develop emotional security, resilience and a deep sense of belonging.

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Curriculum and teaching Strong standard

The childminder has designed an ambitious and thoughtfully sequenced curriculum that builds children's knowledge securely over time. Her teaching is highly effective, drawing from her expert knowledge of child development and a deep understanding of how children learn. Activities are presented with clarity and purpose. The childminder models new ideas precisely, then gives children time to practise and succeed. Children respond with enthusiasm and pride, smiling broadly when they complete a puzzle independently or as they eagerly show the magnetic patterns they have created. These moments demonstrate children's growing confidence, independence and determination.

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Curriculum and teaching Strong standard

The curriculum is implemented with precision and purpose. Learning builds step by step, enabling children to revisit and deepen core concepts. Early mathematics is taught explicitly and skilfully. Carefully selected resources, such as spindles and numerals, help children count with accuracy and check their own calculations. This supports children's secure understanding of early number. Language development is prioritised throughout the day. The childminder makes the most of every opportunity to deepen children's understanding. She provides rich, expressive storytelling and descriptive commentary that helps to extend children's vocabulary and strengthen their comprehension. Children join in readily, discussing pictures, asking questions and repeating new words with excitement. Assessment is purposeful and continuous. The childminder checks what children know, notices when they need further practice, and adapts teaching in the moment so that all

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Curriculum and teaching Strong standard

children make strong, sustained progress.

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Inclusion Strong standard

The childminder has established a highly inclusive culture where every child is known exceptionally well. She identifies children's individual needs swiftly through thoughtful, purposeful observations and her detailed knowledge of child development. Where children face barriers, for example those learning more than one language or those requiring additional rehearsal to secure early skills, teaching is skilfully adapted so children can access the full curriculum and make strong progress. The childminder reviews support systematically, checking the impact of her teaching over time. She adjusts teaching and routines so that barriers to learning are reduced and children continue to flourish. The childminder has well-considered plans for how she uses additional funding to meet individual needs and strengthen outcomes for disadvantaged children.

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Inclusion Strong standard

The childminder works in close partnership with parents. She ensures that support is consistent between home and the setting. The childminder also draws on external expertise when required, such as seeking guidance from the local authority or encouraging parents to engage with health professionals. This helps to ensure that children's needs are understood and met promptly. The childminder's inclusive practice is enriched by ongoing professional development. For example, she has extended her use of sign language beyond formal training, integrating this into daily routines so that all children benefit from broader communication tools. Children feel valued, included and confident because they experience care and teaching that are highly responsive, reflective and ambitious for their success.

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Leadership and governance Strong standard

The childminder is reflective, thoughtful and highly focused on children's best interests. She has a clear understanding of her strengths and uses professional development effectively to enrich her practice. The childminder manages her wellbeing and workload thoughtfully, taking practical steps that help her make considered decisions in the best interests of children. She engages purposefully with training and external expertise, using this learning to strengthen inclusion, communication strategies and curriculum design. Decisions are made with integrity and always with children's welfare, learning and safety at the centre. The childminder communicates with parents with openness and professionalism. She adapts her practice sensibly while maintaining high-quality care and ensuring children's needs continue to be met. The childminder communicates clearly, listens closely to families, and provides thoughtful guidance that helps parents support learning and routines at home. Parents value

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Leadership and governance Strong standard

her detailed understanding of their children and her proactive approach.

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Leadership and governance Strong standard

The childminder's self-evaluation is embedded and ongoing. She reflects carefully on what is working well and where further refinements can strengthen children's experiences. She is committed to continuous improvement and takes considered action that has a positive, sustained impact on children's development and 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 experience a nurturing, enriching and highly purposeful day with this childminder. From the moment they arrive, they are welcomed into a calm, well-organised environment where they feel safe, valued and ready to learn. Relationships are warm and highly responsive, giving children the confidence to explore, take part and enjoy their experiences. Children achieve well because the childminder plans learning that is both engaging and meaningful. Carefully presented activities support children to sustain concentration and take pride in their efforts. Children quickly become independent learners, choosing resources,

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About this setting

Unique reference number (URN): EY437933 managing routines and developing the confidence to persevere when things are challenging. This strong sense of independence helps children secure the knowledge and skills they need for their next steps.

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About this setting

Children develop a strong sense of belonging and are supported by the childminder's highly inclusive practice. The childminder knows each child exceptionally well and ensures that every child feels understood and supported. Children who are learning more than one language benefit from rich conversations, expressive storytelling and sensitive modelling of language. This helps them to communicate clearly. Where children may be at risk of falling behind, the childminder acts swiftly, working closely with families and professionals to ensure progress is secure and consistent. Children's experiences are enriched as a result of outings beyond the childminder's homely environment. Regular walks, visits to the library and attendance at local groups broaden children's understanding of their community. Daily routines support children's wellbeing through healthy choices, outdoor play and opportunities for relaxation and physical development. As a result of this thoughtful, highly

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About this setting

consistent practice, children flourish. They develop curiosity, confidence and a strong sense of belonging, laying firm foundations for future learning and success.

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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.

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About this inspection

The inspector spoke with 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 17:00

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About this inspection

Local authority: Bournemouth, Christchurch & Poole

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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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