Childminder

Childminder

Unique reference number (URN): EY451257 Registered with Ofsted: 11/12/2012 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 make steady progress across all areas of their learning, particularly in developing social skills. They form secure friendships and learn to share, take turns and show kindness and consideration towards one another. Speaking and listening skills are supported through activities they enjoy, such as painting, where they are encouraged to describe colours using more detailed language, for example 'dark blue'.

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Achievement Expected standard

Quieter children, or those who need extra encouragement, are supported to join in activities, helping them build confidence and fully participate alongside their peers. Children develop key skills that prepare them for the next stage of learning, such as using cutlery independently and talking about new experiences such as starting school, enabling a confident and positive transition.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established warm and nurturing relationships with the children in her care. Children are eager to attend the setting and enjoy sharing positive experiences from their day with their parents and carers. Clear and consistent routines help children feel secure and develop independence. They confidently manage tasks, such as removing their coats and shoes on arrival, washing their hands before and after meals and tidying up after play. Children are taught by the childminder to be kind and are supported to resolve minor disagreements respectfully.

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Behaviour, attitudes and establishing routines Expected standard

The childminder actively supports children's learning by offering positive praise, guidance and gentle reassurance, helping them to overcome challenges and build confidence. Close partnerships with parents are built, with clear communication supporting regular attendance and a shared understanding of expectations should a child be absent. The childminder also places a clear emphasis on helping children to develop positive relationships with one another. Children consistently demonstrate kindness and respect, sharing resources, taking turns and using polite language, such as 'please' and 'thank you', as part of their everyday interactions.

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Curriculum and teaching Expected standard

The childminder makes effective use of her daily routines as meaningful learning opportunities for children. For instance, she encourages children to practise counting when using the steps to go and wash their hands. Through positive interactions, the childminder supports learning by asking meaningful questions, modelling language and encouraging children to share their ideas. The childminder carefully adapts activities based on her knowledge of the children and their next steps. She demonstrates a clear understanding of how she would support children with special educational needs and/or disabilities should they attend her setting in the future.

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Curriculum and teaching Expected standard

The childminder plans activities that are balanced with spontaneous learning opportunities that arise naturally throughout the day. She actively promotes equality and diversity through

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Needs attention

her use of high-quality books and stories that reflect a wide range of cultures, family types and languages. This helps children develop respect and understanding of difference from an early age. The childminder creates an inclusive and supportive environment where children are encouraged to listen, take turns and play cooperatively.

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Needs attention

Respectful partnerships with parents and carers are a key priority, with regular sharing of observations, assessments and practical ideas to support learning at home. Outdoor play is also highly valued and used purposefully, providing children with opportunities to link their learning to real-life experiences while building confidence, physical skills and curiosity about the world around them.

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Inclusion Expected standard

The childminder takes great care to get to know each child. She carefully observes children at play, listens well to their conversations and makes effective use of information from assessments, such as the progress check at age 2. She closely monitors children's progress and adapts activities to make sure every child can thrive. To support learning and follow children's interests, the childminder plans daily outings that help children explore, build confidence and learn about the world around them in a fun and meaningful way.

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Inclusion Expected standard

The childminder works closely with parents and carers, sharing updates about their children's progress, offering practical ideas and encouraging families to be involved in learning at home. She also seeks guidance from external professionals, such as health visitors, when additional support is needed to help children reach their potential. The childminder has a clear understanding of how funding can be used appropriately to meet children's needs.

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Inclusion Expected standard

By creating a nurturing and engaging environment, the childminder ensures that every child receives the right support for their individual needs. This thoughtful approach helps children make steady progress, enjoy learning, develop key skills and feel confident and happy as they explore and grow.

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Children's welfare and wellbeing Needs attention

While the childminder has taken appropriate steps to create a safe and welcoming environment, risk assessment procedures are not consistently effective in identifying all potential hazards. To strengthen practice, comprehensive risk assessments of the home environment should be carried out and reviewed regularly.

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Children's welfare and wellbeing Needs attention

Children are comfortable in their surroundings. They are calm and play well alongside their friends. They know where to find toys and books they want to explore. The childminder has high expectations of what children can do. She provides helpful guidance to support children to manage their own needs, such as to wash their hands before and after eating. The childminder teaches children about healthy eating through regular cooking activities and snack times. She encourages parents and carers to support good dental hygiene by regularly brushing their children's teeth at home. The childminder prioritises children's social and emotional development, ensuring they are happy, secure and confident in her care.

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Leadership and governance Needs attention

At times, the childminder does not identify minor hazards or effectively check for risks to children in her provision, such as the risk of falling objects. These hazards pose a small risk to children, who are not fully protected from potential harm. This breach of the statutory requirement does not have a significant impact on children's safety and welfare.

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Leadership and governance Needs attention

The childminder keeps her knowledge of child development and safeguarding up to date to support children effectively. She works closely with health visitors when children turn 2 to identify their strengths and to plan for further development. Parents and carers value the support their children receive, with daily updates and guidance on how to extend children's learning at home. The childminder also prioritises helping children to develop key skills, including speaking and listening, friendships, physical development and early numeracy. She gathers pertinent information from parents at the outset to help her understand the children's interests, backgrounds and circumstances.

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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

From the moment they arrive, children are welcomed into a kind and supportive environment where they build secure relationships with their friends and the childminder. Outdoor learning is highly valued with daily outings, and children are given the freedom to play, explore and develop in a setting that helps them flourish emotionally, socially and academically.

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

The childminder actively supports children's speaking and listening skills throughout the day. During play, the childminder chats with the children and asks thoughtful questions. These conversations help children practise listening, share their ideas, learn new words and talk about things they have seen or experienced themselves.

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

Children demonstrate positive behaviour and well-developed social skills. They show care and consideration for one another, sharing resources, taking turns during play and using good manners, such as saying 'please' and 'thank you' without reminders. The childminder models respectful behaviour and consistently reinforces these expectations, helping children develop empathy and respect for others.

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

Children are encouraged to achieve through engaging activities that the childminder thoughtfully provides to follow their interests and promote confidence, curiosity and independence. The childminder ably supports children to explore, ask questions and try new things, giving them a solid foundation for learning and personal growth. Parents and carers describe their children as being happy and excited for their day and the childminder as being 'an extension of the family'.

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

A key area for improvement is ensuring that the home environment is thoroughly risk- assessed and regularly reviewed. While the childminder has made positive steps to create a safe and welcoming space, some potential hazards are not consistently identified or mitigated, which could compromise children's safety. Strengthening the process of risk

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 06:00

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About this setting

Local authority: Southwark assessment to cover all areas of the home would help to address hazards more promptly and ensure that improvements are implemented quickly and effectively.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following action by the assigned date:

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embed effective procedures to carry out regular risk assessments to

ensure all hazards are promptly identified and removed. 08/01/2027

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About this inspection

The inspector spoke with parents, children and 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.

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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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