Childminder

Childminder

Unique reference number (URN): EY458267 Registered with Ofsted: 31/05/2013 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

All children achieve well and are ready for the next stage of their education. Children who face barriers to their learning progress well from their starting points.

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Achievement Expected standard

Children are confident, curious and independent learners who make choices for themselves and use resources and tools appropriately. They develop positive habits, such as putting rubbish in the bin and tidying up after activities. Their communication skills grow successfully because they engage in purposeful conversations throughout the day, talking with others about what they see, what they would like to do and what they have experienced previously.

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Achievement Expected standard

Through visits to libraries and playgroups, children learn to behave appropriately in larger groups. As a result, they develop the confidence, communication and social skills they need to be well prepared for the next stage of their education and life in the wider world. On occasion, children do not know as much as they could about their own culture.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created a warm and nurturing environment where children enjoy learning. She has high expectations of children's behaviour. Children learn to be kind both to animals and to each other. The childminder considers each child's age, stage of development and individual needs when helping them understand and meet behaviour expectations.

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Behaviour, attitudes and establishing routines Expected standard

Children develop a sense of responsibility and independence as they take part in everyday routines, such as tidying up and loading the dishwasher. This helps them develop practical self-care skills and positive habits that support their long-term confidence and sense of belonging.

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Behaviour, attitudes and establishing routines Expected standard

Children form very secure attachments with the childminder. They look to the childminder for guidance and follow her lead as she encourages them with praise when they try hard and make good decisions. The childminder skilfully supports children to learn to get along with others and to function in larger groups in age-appropriate ways. This supports children to feel confident when they go to new places as they understand how to behave sensibly.

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Behaviour, attitudes and establishing routines Expected standard

The childminder explains to parents that attendance is important so that children benefit fully from the learning she provides. Attendance levels are high.

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Children's welfare and wellbeing Expected standard

The childminder provides a warm and nurturing environment where children are very well cared for and their individual needs are met. Routines and communication are adapted to meet the needs of children who face barriers to their learning, ensuring that all children feel safe and have a secure sense of belonging. Children form trusting relationships with the childminder. These relationships are based on the childminder's thorough knowledge of each child, what they enjoy and what their next steps are. This means that she can plan activities designed precisely to meet children's stages of development and achieve high levels of engagement in their learning.

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Children's welfare and wellbeing Expected standard

Children develop a secure understanding of physical development and wellbeing through rich opportunities to explore their environment and through conversations and picture prompts about emotions. They learn about healthy eating as they enthusiastically take part in making smoothies and preparing nutritious snacks that the childminder thoughtfully arranges. These experiences build the foundations for children to make healthy choices about food and physical activity as they grow.

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Children's welfare and wellbeing Expected standard

Sleep and meal routines are discussed regularly with parents and adapted to suit each child's individual needs.

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Curriculum and teaching Expected standard

The childminder is clear about what she would like children to know and be able to do. The curriculum is well designed, and children progress well. The childminder carefully monitors children's progress and adapts the curriculum to suit all children, including those who face barriers to their learning.

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Curriculum and teaching Expected standard

The childminder skilfully teaches mathematics and understanding of the world through carefully thought out activities. She naturally extends children's play with new vocabulary such as 'magnets', explaining how magnets work. The childminder ably weaves in mathematical language during play, such as about number and size.

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Curriculum and teaching Expected standard

The childminder makes sure that children's emotional development is at the heart of her practice. She promotes their awareness of feelings and supports them to learn emotional regulation through gentle reminders about turn-taking and praise. This supports children to develop the social skills they need for the next stage in their education.

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Curriculum and teaching Expected standard

Children have daily opportunities for physical activity, both inside and outdoors. They benefit from ample time they need to become independent with self-help skills, such as handwashing and dressing. As a result, children are confident in their own abilities, which prepares them well for life in the wider world.

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Curriculum and teaching Expected standard

Children learn about other cultures as they read books and learn about festivals from around the world. This supports them well to understand about other cultures. Sometimes, the childminder does not develop children's knowledge of their own culture well through her curriculum. This does not fully support children's development of their own identity.

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Inclusion Expected standard

The childminder has a secure understanding of inclusion and child development. Children who face barriers to their learning are supported effectively because activities are adapted so that every child can participate fully and on equal terms. As a result, all children can access the curriculum and make progress. The childminder monitors children's development closely. She identifies gaps in learning or development at an early stage and takes prompt action to address them. She researches ways to bridge those gaps and works in close partnership with parents and, when appropriate, other professionals to implement support. She continues to monitor progress to ensure that the support is effective and has the intended impact. The childminder continually researches creative ways to improve the experiences of all children as she strives to achieve the best possible outcomes for them.

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Leadership and governance Expected standard

The childminder has children's wellbeing and progress at the centre of all the decisions she makes. She is highly reflective in her practice and continually evaluates the effectiveness of her activities, environment and resources to ensure that they support the delivery of her curriculum. This enables all children, including those who face barriers to their learning, to make progress from their starting points. The childminder regularly attends meetings with other childminders and exchanges ideas to further develop her practice.

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Leadership and governance Expected standard

The childminder works very closely with parents to agree children's next steps, and families greatly appreciate her advice and guidance as they see the progress their children make.

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Leadership and governance Expected standard

The childminder works closely with other settings children attend. They exchange daily updates at pick up and share regular reports. This collaborative approach ensures that children receive a cohesive and consistent experience across their learning environments. The childminder does not provide sufficient support for children's transitions to new settings, such as when they move on to school. This means that important information about children's learning and development is not shared as effectively as it could be.

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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 enjoy learning in a warm and happy environment where they feel safe and at home. The childminder is kind and nurturing, and she knows the children and their backgrounds very well. Children form close bonds with the childminder, and they look to her for guidance and follow her direction. The childminder rewards good behaviour and perseverance with lots of praise, such as by using sticker charts to talk about how children are feeling. This supports children to build resilience.

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

Children learn to use everyday tools appropriately, and they show pride in their achievements. For example, they practise using peelers to prepare their own snack and help to load the childminder's dishwasher. This teaches children to persevere and gives them a sense of achievement. The childminder plans engaging activities designed to suit the next steps for children's development. She provides well-planned learning activities, and children maintain their focus for long periods of time. This supports their development and prepares them for the next stage of their education well.

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

Children have ample opportunities to practise their social skills in larger groups, which prepares them well for the next stage of their education. For example. the childminder takes children to playgroups in the local area and the library. On these outings, the childminder talks with children about the things they see as they walk, for example cows in a field. As well as developing children's language and understanding of the wider world, this also gives them shared experiences that deepens their sense of belonging and community.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

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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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Next steps

The childminder should provide information about children's stages of learning and development when they transition to new settings, such as when they go to school, so children are better supported. The childminder should ensure that children's own cultures and heritage are reflected in the curriculum to support them to develop their identity even further.

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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. This data is from 22 January 2026

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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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