Childminder

Childminder

Unique reference number (URN): EY441818 Registered with Ofsted: 21/02/2012 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 Expected standard

Children develop increasing confidence as they explore and solve problems during their play. They concentrate on activities and demonstrate persistence when completing tasks. They use words and simple phrases to respond to questions, describe what they are doing and share ideas. They show developing mathematical understanding, including matching shapes, recognising numbers and counting during practical experiences.

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Achievement Expected standard

Children sustain attention for longer periods and complete activities with growing independence. They demonstrate pride in what they achieve and show positive attitudes towards learning. Children with special educational needs and/or disabilities participate fully in daily experiences and make progress from their starting points due to the appropriate support they receive.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes and respond well to consistent guidance from the childminder. They show kindness and consideration towards one another, take turns during play and share resources appropriately. Children cooperate during group activities, listen attentively and wait for their turn to speak.

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Behaviour, attitudes and establishing routines Expected standard

Children follow daily routines with growing confidence. They wash their hands before snack time, help tidy away toys and understand what happens next in the day. These predictable routines support children to feel secure and settled.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides calm, clear guidance and models respectful interactions. Children respond positively to reminders and apply expectations throughout their play. They manage minor disagreements with support and demonstrate developing self-control and awareness of others' feelings.

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Behaviour, attitudes and establishing routines Expected standard

Strong partnerships with parents promote regular attendance and punctuality. As a result, children benefit from continuity of care and consistent expectations that support their behaviour and engagement.

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Children's welfare and wellbeing Expected standard

Children feel safe and secure in the setting. They settle into familiar routines and engage confidently with activities and resources. They approach the childminder for reassurance and share experiences openly, demonstrating secure relationships. Overall, children benefit from a calm and caring environment that supports their safety and participation.

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Children's welfare and wellbeing Expected standard

Daily routines promote children's health and wellbeing. Children wash their hands before eating, sit appropriately at the table and follow established expectations at snack time. The childminder maintains general cleaning routines throughout the day. There are times when the childminder's cats are present in areas used by children for eating and activities. Although surfaces are cleaned, arrangements do not consistently prevent pets from accessing tables used by children. This means hygiene controls rely on cleaning after use rather than clearly preventing pets from having access to these areas during mealtimes. Strengthening practices relating to pets in the home would further support consistent hygiene during eating and activity times.

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Curriculum and teaching Expected standard

The childminder provides a stimulating and purposeful curriculum that captures children's curiosity and supports learning across all areas. Activities are engaging and hands-on, encouraging children to explore, communicate and remain interested in what they are doing. Experiences are planned to build on children's interests and support their involvement throughout the session.

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Curriculum and teaching Expected standard

During a small-group activity linked to a familiar story, children explore pictures and objects and talk about what they can see. They describe colours, textures and sounds, listen to each other's ideas and respond to simple questions. They communicate their thoughts and practise turn-taking, remaining engaged in the activity. In discussions about animals, children describe features, sounds and colours, ask questions and share observations. They develop vocabulary and listening skills through discussion and repetition, showing enjoyment and sustained attention.

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Curriculum and teaching Expected standard

Outdoor play consolidates children's learning. Children explore, balance and interact with a range of resources, supporting their physical development. The childminder reflects on her practice and adapts materials and approaches to maintain children's engagement and involvement effectively.

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Inclusion Expected standard

The childminder demonstrates a clear understanding of how to support children with special educational needs and/or disabilities or those who may experience barriers to learning. She ensures that she has up-to-date knowledge and reflects on her practice to make adaptations that enable children to participate fully.

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Inclusion Expected standard

The childminder is confident in identifying any difficulties children may experience and works closely with parents and other professionals to provide timely and appropriate support. Adjustments are planned thoughtfully and integrated into daily routines, so children can benefit from them without drawing attention to differences. The childminder carefully considers children's individual abilities, circumstances and potential barriers to learning. She adapts her communication, interactions and environment to ensure accessibility for all children. She uses strategies, such as clear modelling, repetition and guided support, enabling children to engage meaningfully alongside their peers.

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Inclusion Expected standard

Through reflective practice and partnership with parents, the childminder promotes an inclusive environment where children feel a sense of belonging. Children are supported to participate fully in daily routines and activities and to develop confidence and independence.

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Leadership and governance Expected standard

The childminder demonstrates effective leadership through a reflective and informed approach to managing her provision. She applies her understanding of the early years foundation stage consistently, establishing clear routines and purposeful experiences that support children's learning and wellbeing. She monitors children's progress closely and adapts her practice to meet their individual needs. She identifies areas for development and takes steps to strengthen provision where required. Ongoing professional development enhances her knowledge of safeguarding, inclusive practice and child development. This ensures that she remains responsive to children's emerging needs.

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Leadership and governance Expected standard

Parents report clear and regular communication. They express confidence in the childminder's leadership and value the consistency between home and the setting. This partnership contributes positively to children's security, behaviour and engagement.

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Leadership and governance Expected standard

Risk assessments are in place and reviewed. Procedures relating to pets in the home do not yet provide sufficient clarity to ensure that hygiene expectations are consistently maintained.

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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 thrive in this warm and welcoming environment. The childminder's commitment to children's learning and wellbeing is clear as she engages with them, planning activities tailored to their interests and next steps. This ensures that children feel valued and settle quickly, becoming confident and active participants in the daily life of the setting.

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

The childminder delivers a well-sequenced programme of experiences for children. She has high expectations of what children can achieve and provides opportunities that support their developing communication, confidence and curiosity. During circle time, the childminder reads stories using actions and sounds. Children join in, point to characters and repeat familiar words, showing enjoyment and engagement. They describe characters and ask for more stories, demonstrating curiosity and motivation to participate. These experiences support children to develop listening skills and early language while building confidence to contribute within a group.

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

The childminder observes children carefully, understanding their starting points and home experiences over time. She uses this knowledge to provide a range of activities that support children's participation and engagement. She builds strong relationships with parents, sharing information about routines and experiences. This supports consistency and continuity between home and the setting and helps children feel secure.

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

Children show curiosity, confidence and engagement, contributing ideas, listening to one another and exploring new experiences within a nurturing and well-organised environment.

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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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Next steps

The childminder should continue to refine and update procedures relating to pets in the home, to further strengthen consistency of hygiene routines during daily activities.

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About this inspection

The inspector spoke with 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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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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