Childminder

Childminder

Unique reference number (URN): EY402479 Registered with Ofsted: 04/01/2010 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 strong and sustained progress from their individual starting points. They develop the knowledge, skills and confidence they need for their next stage of learning. Children's communication skills strengthen significantly over time. They use words and simple phrases confidently to respond to questions, name familiar objects and share ideas during play and interactions. Children show growing understanding of language and increasing confidence to take part in shared experiences.

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Achievement Strong standard

Children develop secure early mathematical understanding appropriate to their ages and stages. They show awareness of number and quantity, including counting and recognising small amounts during play. Children with special educational needs and/or disabilities and those who may face barriers achieve well due to targeted and responsive support. Children's progress is consistent and evident across the day. They show curiosity, sustained engagement and positive attitudes towards learning and interaction. As a result, children achieve well from their starting points.

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Behaviour, attitudes and establishing routines Strong standard

Children show highly positive attitudes to daily routines and interactions. The childminder establishes a calm and secure environment through consistent and familiar transitions, helping the setting run smoothly and supporting children to feel settled and confident. The childminder supports children to manage their actions through respectful and responsive interactions. She acknowledges children's feelings and provides clear, age-appropriate guidance to help them understand boundaries. For example, when children want the same resource, she explains turn-taking and supports sharing, helping children learn to cooperate and resolve minor conflicts successfully.

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Behaviour, attitudes and establishing routines Strong standard

Children respond positively to guidance and reassurance. Warm, trusting relationships between the childminder and children support emotional security and developing self- regulation. The childminder promotes the importance of regular attendance through clear communication with families, ensuring children benefit consistently from the provision.

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Behaviour, attitudes and establishing routines Strong standard

Daily routines, such as tidying resources and shared mealtimes, are well established and consistently applied. Children participate cooperatively and understand what happens next. As a result, children demonstrate strong attitudes towards learning, secure behaviour and developing independence.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing throughout the day. She provides consistent and nurturing care and builds secure attachments with children. This enables children to settle quickly, feel emotionally safe and participate confidently in daily routines and activities. The childminder actively supports children to recognise, name and manage their feelings. She responds promptly when children need reassurance and offers calm guidance during transitions and changes. This consistently strengthens children's emotional resilience and confidence.

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Children's welfare and wellbeing Strong standard

Health and safety routines are embedded securely into everyday practice. Children follow good hygiene routines, including regular handwashing and toothbrushing after meals. Sleeping and toileting routines are managed sensitively, promoting independence while maintaining dignity. Alternative diets are carefully recorded and managed safely. Nutritious food and drinks are provided, and mealtimes are supervised attentively.

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Children's welfare and wellbeing Strong standard

Children benefit from regular outdoor play and physical activity. They develop confidence as they move, explore and play safely in well-managed spaces. The environment is organised thoughtfully to support safety and comfort. As a result, children's welfare is promoted consistently and effectively, enabling them to thrive.

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Curriculum and teaching Strong standard

The childminder uses her assessments of children to plan, deliver and adapt her curriculum to reflect children's interests, stages of development and identified next steps. She prioritises children's communication, physical, personal, social and emotional development, building learning progressively through play, routines and carefully chosen activities aligned to the early years foundation stage. The childminder supports children's communication and language through focused, purposeful interactions. She models language clearly and consistently, using questioning effectively to extend children's thinking. For example, during a shared story activity, she encourages children to identify colours and objects and respond to questions. She reinforces understanding by linking responses to familiar experiences, successfully deepening vocabulary and comprehension.

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Curriculum and teaching Strong standard

The curriculum supports early mathematical understanding effectively. The childminder introduces number and quantity through songs and play, encouraging children to count and recognise small groups of objects. She uses ongoing assessment to check what children know and can do and adapts teaching responsively, particularly for children who may experience barriers to learning. The childminder provides a broad range of enriching experiences, including regular outings, which extend learning beyond the setting. Teaching remains highly flexible and responsive as children's interests develop. As a result, children remain extremely motivated and make strong and sustained progress from their starting points.

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Inclusion Strong standard

The childminder supports all children to participate fully and confidently in daily routines and learning. She gathers detailed information from parents at the outset to identify children's needs, including special educational needs and/or disabilities and emerging language needs. She adapts her provision thoughtfully so children can take part, belong and achieve. The childminder places a strong emphasis on supporting children's communication and language. She models simple words and short phrases clearly, repeats key vocabulary and uses visual support where appropriate. This enables children to communicate their needs effectively, understand routines securely and join in confidently with play and interactions. The childminder adapts routines and interactions responsively to ensure children feel included and emotionally secure. Calm, consistent support helps children manage transitions, take turns and play cooperatively. These approaches strengthen children's

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Inclusion Strong standard

confidence and engagement across the day.

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Inclusion Strong standard

The childminder uses ongoing observations to monitor children's responses and swiftly adjusts support as needs emerge. She works in partnership with parents and seeks advice from external professionals when appropriate to further strengthen her provision. She understands how additional funding, including the early years pupil premium, can be used to enhance support where eligible. As a result, children experience strong inclusive practice that promotes participation, belonging and sustained achievement.

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Leadership and governance Strong standard

The childminder leads the setting with clear purpose and high expectations. She provides a well-organised and stimulating environment and evaluates her practice regularly and reflectively. She uses her secure understanding of children's learning and development to adapt activities and routines, strengthening children's engagement and outcomes. Observations and reflection are used effectively to inform planning and drive continuous improvement. The childminder considers how children respond to experiences and makes purposeful adjustments that enhance children's progress over time.

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Leadership and governance Strong standard

The childminder works in strong partnership with parents and communicates regularly to support continuity of care and learning. Parents report that communication is clear, timely and supportive. This collaborative approach strengthens consistency between home and the setting.

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Leadership and governance Strong standard

The childminder undertakes relevant professional development, including safeguarding and special educational needs training, to maintain up-to-date knowledge and strengthen her inclusive practice. Through committed and reflective leadership, she ensures children benefit from a safe, well-managed and ambitious early years provision.

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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 calm and welcoming environment where they feel safe, valued and confident to explore. They settle quickly and move through the day with reassurance, supported by familiar routines and consistently warm responses from the childminder. Children show growing independence as they explore activities confidently, knowing that responsive support is readily available when needed. Children enjoy learning through play and show sustained levels of interest in activities. Music plays a purposeful role in the day and significantly enhances children's engagement and enjoyment. For example, children listen attentively to music, including classical pieces such as Mozart, and respond by clapping, moving their bodies and showing clear enjoyment. These experiences successfully strengthen children's listening skills, attention and emotional expression. Children also enjoy sharing books and stories. During story times, children eagerly join in with repeated words

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

and actions and respond thoughtfully to questions, demonstrating increasing language confidence and involvement.

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

Children develop strong communication and language skills through frequent, meaningful interactions. The childminder models language clearly and extends children's vocabulary by encouraging them to describe what they notice during play and routines. Children use words and simple phrases confidently to express ideas, name objects and respond to questions. They show increasing interest in one another's play and begin to interact cooperatively, supporting secure early social development and a strong sense of belonging.

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

Children make secure and sustained progress from their individual starting points. Practical experiences, such as sorting, pouring and measuring during play, support early mathematical understanding effectively. The childminder recognises and values children's

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00 uniqueness and adapts experiences to reflect their interests and developmental needs, including those with special educational needs and/or disabilities or emerging language needs. Regular communication with parents promotes the importance of consistent attendance, helping children benefit fully from their experiences. Transitions and routines are managed sensitively and consistently. Children receive reassurance when needed and respond positively across the day. As a result, children feel emotionally secure, demonstrate positive attitudes to learning and show developing confidence and curiosity that strongly support their ongoing development.

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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 learners, 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.

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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. Local authority: Hounslow

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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. 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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