Childminder

Childminder

Unique reference number (URN): 316073 Registered with Ofsted: 19/11/1999 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

All children, including those with special educational needs and/or disabilities, make excellent progress across all areas of learning because of the childminder's consistent and responsive teaching. They develop the essential foundations for future success through motivated, purposeful play.

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Achievement Strong standard

Language and communication development are particularly impressive. Children engage confidently in storytelling, conversation and imaginative play. They recall experiences, connect ideas and use a growing vocabulary to express themselves clearly.

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Achievement Strong standard

Children show increasing independence and self-regulation. They manage personal routines, share with others and contribute positively to group play. Mathematical thinking, physical development and problem-solving grow naturally through well-sequenced experiences. By the time they move on, children are confident, sociable and able to apply what they have learned, demonstrating genuine enthusiasm for the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour and attitudes to learning are exemplary. They understand the clear expectations in place and respond positively to the calm guidance of the childminder. Daily routines help children to feel secure and build confidence in managing transitions and responsibilities.

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Behaviour, attitudes and establishing routines Strong standard

Children arrive with enthusiasm, settle quickly, and show delight in their learning. Mutual respect, kindness and empathy underpin everyday life. The childminder models positive interactions, encouraging children to use good manners, listen to each other and express feelings appropriately. Even the youngest children develop emotional understanding and self-control. Older children demonstrate care for younger ones, supporting and including them naturally. The mixed-age group dynamic supports collaboration, patience and leadership skills, preparing all children for larger social environments.

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Behaviour, attitudes and establishing routines Strong standard

Activities are structured to maintain engagement, curiosity and purposeful play. The childminder's calm, consistent approach ensures that behaviour remains positive and children's self-esteem grows.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is consistent, and children look forward to the varied and engaging experiences each day offers.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are nurtured well. The childminder's warm and responsive relationships create a secure base from which children explore with confidence. Each child is treated as an individual, with their needs, routines and preferences closely respected and supported. Health and hygiene routines are firmly embedded. Children proudly demonstrate their independence by washing hands, cutting fruit and pouring drinks. These routines are used as valuable teaching moments for healthy eating, safety and self-care.

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Children's welfare and wellbeing Strong standard

Outdoor play is a key feature of the setting, encouraging physical health, exploration and confidence. Children engage in activities that develop coordination, balance and strength, while enjoying the fresh air and freedom of movement.

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Children's welfare and wellbeing Strong standard

Positive emotional wellbeing is modelled and reinforced through consistent praise, calm reassurance and affection. Children trust the childminder deeply and know they are valued. As a result, they display resilience, confidence and joy, thriving both socially and emotionally in this nurturing environment.

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Curriculum and teaching Strong standard

The curriculum is designed to nurture lifelong learners who are confident, curious and kind. It builds seamlessly on what children already know and can do, ensuring that each experience contributes toward increasing knowledge, independence and social confidence.

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Curriculum and teaching Strong standard

Children learn through a wide range of purposeful play activities. Everyday routines such as preparing snacks, tidying up or counting toys are used to develop key skills across communication, mathematics and personal independence. The childminder skilfully uses open-ended questions and repetition to support developing speech and confidence. Mathematical understanding is woven naturally into play, with children counting, sorting and recognising numbers, shapes and colours.

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Curriculum and teaching Strong standard

The childminder's strong grasp of child development ensures activities are appropriately challenging. For younger children, physical skills are carefully nurtured through crawling, standing and mark making, while older children strengthen fine motor control, attention and memory through creative and problem-solving tasks.

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Curriculum and teaching Strong standard

Planned activities link meaningfully to the wider world. For example, they enjoy visits out in the community and weather-themed sensory play expanding children's curiosity and understanding. The childminder's responsive teaching ensures every child experiences success and enjoyment as they learn.

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Inclusion Strong standard

An inclusive and nurturing ethos is firmly embedded in the setting. Every child is recognised and valued as an individual, with planning and routines shaped around their specific needs. The childminder's knowledge of each child's background and development ensures support is precise and personalised.

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Inclusion Strong standard

Children with different abilities are fully included in all aspects of play. The childminder adapts resources and expectations sensitively so that each child experiences success. All children are encouraged to collaborate and help one another, developing empathy and understanding from an early age. The childminder identifies possible barriers early and works closely with families and external professionals when needed to ensure joined-up, effective support. Children known to have special educational needs and/or disabilities are well supported through purposeful adaptation and a strong personalised approach.

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Inclusion Strong standard

Parents are active partners in their child's development. Ongoing discussions, observations and shared strategies ensure progress is continuously reviewed and celebrated. As a result, all children, regardless of their starting point, are given equal opportunity to thrive.

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Leadership and governance Strong standard

The childminder shows a strong commitment to delivering high-quality education and care, underpinned by a clear vision for continuous improvement. Since the previous inspection, effective leadership has led to well-considered enhancements to the curriculum, ensuring it is ambitious, inclusive and responsive to children's individual needs. Improvements to the learning environment and increased engagement with the local community further support children's learning and development.

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Leadership and governance Strong standard

The childminder uses regular self-evaluation and reflective practice to identify strengths and priorities for improvement. This reflective approach has resulted in positive changes to teaching, planning and assessment, ensuring children make good progress from their starting points. While systems for monitoring are in place and developing, the childminder recognises the need to embed these further to clearly demonstrate the impact of improvements on children's outcomes over time.

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Leadership and governance Strong standard

Safeguarding is given high priority. The childminder meets all statutory requirements of the early years foundation stage and maintains a strong safeguarding culture. Ongoing professional development is valued, with training used effectively to enhance knowledge, skills and practice.

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Leadership and governance Strong standard

Partnerships with parents are strong and built on open communication and mutual trust, supporting continuity of care and learning. Overall, the childminder demonstrates effective leadership and governance and is well placed to sustain improvements and continue to raise standards.

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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 flourish in this calm, nurturing home-from-home environment. They are safe, valued and happy, which allows them to learn and explore with confidence. Strong, trusting relationships enable all children to feel secure and supported in their play.

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

Children develop independence and curiosity through meaningful activities that build on their interests. They enjoy imaginative play, sensory exploration and outdoor learning, where they move freely and develop strength and coordination. The childminder tailors activities so that

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About this setting

all ages and abilities can participate, such as providing larger scoops for younger children during sensory play or adapting threading tools for those developing fine motor control.

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About this setting

Routines are embedded and consistent. Children confidently help prepare snacks, cut fruit carefully and tidy up together. They demonstrate pride in their independence and growing awareness of healthy habits. Growing language skills are well supported through conversation, questioning and storytelling. Children talk about familiar books, link stories to play themes, such as snow and winter animals, and develop new vocabulary every day.

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About this setting

Children's kindness, good manners and cooperation are evident throughout. They share, take turns and show care towards each other. They learn about differences, respect and friendship and enjoy spending time with other children of various ages and abilities.

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About this setting

Frequent outings to the park, library and local groups allow children to build confidence in the wider community. These opportunities broaden their experiences and strengthen their understanding of the world.

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About this setting

Children leave the setting as confident, sociable and inquisitive learners who are emotionally ready and eager to take the next steps in their education.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They 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. Unique reference number (URN): 316073

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About this inspection

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