Childminder

Childminder

Unique reference number (URN): EY391476 Registered with Ofsted: 21/04/2009 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 progress across the curriculum, particularly in communication and language. Younger children grow in confidence as they begin to understand and use words to express their needs and interests. Older children use a wider and increasingly precise vocabulary, explain their ideas clearly and recall previous learning during play and activities. Children show that they remember learning over time and are able to apply it independently, demonstrating secure understanding.

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Achievement Strong standard

Children who face barriers to learning, including those with special educational needs and/or disabilities or emerging needs, achieve well from their starting points. Support is carefully matched to individual needs and progress is checked regularly to ensure that children are supported to keep up and, where possible, catch up. Disadvantaged children benefit from targeted support and experiences that strengthen their confidence, engagement and willingness to take part.

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Achievement Strong standard

Older children are well prepared for their next stage of learning. They demonstrate independence, communicate confidently and show positive attitudes to learning. Children benefit from information the childminder shares with schools, helping them experience smooth and confident transitions on to the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

The childminder maintains a calm and positive environment where expectations for behaviour are clear and consistently applied. Children understand routines well and respond positively to guidance. Relationships between the childminder and the children are warm and respectful, which help children feel secure and confident. As a result, children are relaxed, settled and able to focus on play and learning.

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Behaviour, attitudes and establishing routines Strong standard

Children are supported effectively to cooperate and get along with others. Mixed-age play promotes empathy and turn-taking, with older children naturally supporting younger peers, for example, by modelling how to join activities or sharing resources. Expectations and routines are adapted carefully to reflect children's ages, stages of development and individual needs. This helps all children remain engaged, take part willingly and develop positive social skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children to develop positive attitudes to learning and behaviour over time. Calm guidance helps children learn to manage their emotions, resolve minor disagreements and follow expectations independently. Consequently, behaviour is consistently positive, and children show growing self-control and confidence.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes the importance of regular attendance through clear and supportive communication with parents. She follows up absences promptly and discusses any emerging patterns. This helps children attend consistently, benefit from familiar routines and maintain continuity in their learning and development.

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Curriculum and teaching Strong standard

The childminder has a clear and secure understanding of the curriculum and reflects regularly on her practice to improve outcomes for children. Learning is purposeful and carefully built into play, routines and everyday experiences, ensuring that children develop knowledge and skills in a coherent and meaningful way. The curriculum is responsive to children's interests and stages of development, which helps children remain engaged and motivated.

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Curriculum and teaching Strong standard

Teaching places a strong focus on communication and language. For younger children, simple language is consistently modelled and repeated during play and daily routines, supporting early understanding and confidence. Older children are encouraged to recall learning and use increasingly complex vocabulary, such as 'funnel', and 'nodules', helping them express their ideas clearly and with growing precision. Mathematical understanding is developed through practical activities, including pouring, weighing and counting. Children are encouraged to talk about what they are doing and explain their thinking, which strengthens their reasoning skills. Older children are supported to persist with more challenging tasks, helping them develop resilience and positive attitudes to learning.

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Curriculum and teaching Strong standard

Physical development is prioritised across the curriculum. Babies have regular opportunities to practise movement and early physical skills in a safe and enabling environment. Older children develop hand strength and coordination through purposeful activities, such as using tools, including graters, wooden spoons and a pestle and mortar, during cooking. This helps children build the physical control, confidence and independence needed to support early writing and future learning.

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Inclusion Strong standard

The childminder identifies children's individual needs early and provides appropriate support. She uses observations, assessments and recognised tools, such as an early identification and intervention toolkit, to identify emerging needs, particularly in communication and interaction. This ensures that support is put in place promptly, helping children to engage confidently in daily routines and learning.

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Inclusion Strong standard

Practical steps are taken to reduce barriers to learning and wellbeing. Routines, activities and arrangements are adapted, so all children can participate fully and safely. For example, dietary and medical needs are managed through clear plans agreed with parents. Activities are adapted, so children of different ages and needs can access learning within the mixed- age setting. As a result, children feel included, take part alongside their peers and develop confidence in their learning.

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Inclusion Strong standard

The childminder reviews children's progress regularly and works closely with parents to agree next steps. She seeks advice from external professionals where appropriate and demonstrates a secure understanding of the graduated approach. She understands how additional funding, such as early years pupil premium, can be used to support disadvantaged children. Children who may be known to social care benefit from stable routines and close partnership working. This coordinated approach helps children make progress from their starting points and supports their wellbeing and sense of belonging.

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Leadership and governance Strong standard

The childminder provides highly effective leadership and has a clear understanding of the context of the setting. She knows children and families well and uses this knowledge to shape practice, so it consistently meets children's needs. Day-to-day routines run smoothly, and when circumstances change, the childminder adapts arrangements promptly and thoughtfully. This supports continuity and stability for children and families and helps children feel secure. Furthermore, partnership with parents is strong. Communication is open, regular and purposeful, and parents feel confident in the information they receive about their children's experiences, routines and progress. Parents value the guidance provided to support children's learning and development at home and the childminder's careful planning that supports smooth transitions for children.

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Leadership and governance Strong standard

The childminder evaluates the strengths of the setting accurately and uses this evaluation to drive improvement. She reflects carefully on practice and takes decisive action to strengthen areas identified for development. Improvements are planned and embedded, leading to consistent practice across routines. Decisions are made with children's best interests at the centre, including those who are disadvantaged, those with special educational needs and/or disabilities or those who face barriers to learning or wellbeing. Professional development is used strategically to sustain high-quality practice. The childminder engages in relevant training and self-directed learning and applies this learning consistently to refine the curriculum, routines and practices. She manages her workload well and remains reflective, organised and responsive, which secures positive experiences and outcomes for children. As a result, children experience inclusive support and are able to thrive.

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Children's welfare and wellbeing Expected standard

The childminder provides caring and responsive support that reflects children's individual needs. She knows children well and adapts care practices appropriately, including managing allergies safely and adjusting routines to reflect children's ages and stages. Children who face barriers to wellbeing are supported to take part fully in daily routines alongside their peers. As a result, children feel included and supported to engage confidently throughout the day.

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Children's welfare and wellbeing Expected standard

Secure and trusting relationships support children's emotional wellbeing. Babies and young children seek reassurance confidently and are comforted sensitively when needed. The childminder responds calmly and consistently, helping children settle quickly and return to play. Children are supported to recognise and express their feelings through calm interactions, reassurance and positive modelling. This helps children develop emotional security and confidence in managing their emotions.

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Children's welfare and wellbeing Expected standard

Children learn about health and wellbeing through daily routines. Mealtimes are calm and sociable and support children to make healthy choices. Oral health is promoted through discussion and appropriate resources. Children are encouraged to develop independence in caring for themselves, such as feeding, drinking and managing personal care routines, which supports their growing confidence and self-help skills. However, hygiene practices are not yet applied consistently at all times. For example, following intimate care routines, such as nappy changing, hygiene procedures are not always reinforced consistently. While this is addressed when identified, practice is not yet fully embedded. As a result, opportunities to reinforce children's understanding of healthy lifestyle habits are not always consistent.

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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

The childminder provides calm, responsive support that helps children feel safe and settled from the moment they arrive. Children are greeted warmly and move confidently into familiar routines that give them a strong sense of security and belonging. Relationships are trusting. Children seek reassurance when needed and confidently greet new visitors, introducing themselves, knowing the childminder is nearby and ready to support them.

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

Children are curious, confident and motivated to learn. They benefit from frequent, high- quality interactions where language is modelled through narration, questioning and purposeful conversation. The childminder weaves learning naturally into play and everyday routines, supporting children's communication, early mathematical understanding and problem-solving skills. Younger children build confidence as they explore their environment, practise physical skills and hear language repeated and reinforced. Older children recall previous learning, use a growing range of vocabulary and enjoy supporting younger peers during play.

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

Children are kind, considerate and respectful towards one another. Mixed-age play supports cooperation and positive relationships, with older children guiding and reassuring younger children. Calm guidance and clear expectations help children manage their emotions, take turns and work together. As a result, behaviour is positive, and children show secure attitudes to learning and play.

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

Children's welfare and wellbeing are given appropriate priority. Mealtimes are calm and sociable, providing opportunities for children to enjoy healthy food choices that reflect allergies and individual needs. Children are supported to develop independence through daily routines, including feeding, drinking and personal care, and oral health is promoted through discussion and resources. While routines are well established, consistency in hygiene practices is being strengthened to further support children's health and wellbeing. As a result, children experience a nurturing and supportive environment where they feel secure, develop confidence and independence and make progress from their starting points, preparing them well for their next stage of learning and development.

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Next steps

The childminder should continue to embed consistent hygiene practices, particularly following intimate care routines, so children are consistently supported to develop secure understanding of healthy lifestyle habits.

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About this inspection

The inspector spoke with the childminder and the children and viewed written testimonials from parents during the inspection.

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About this setting

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

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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. 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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