Childminder

Childminder

Unique reference number (URN): EY541859 Registered with Ofsted: 27/01/2017 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 progress in relation to their starting points. This includes children with special educational needs and/or disabilities (SEND). Children develop skills to help them prepare for their future learning. This includes developing social skills, such as sharing and taking turns.

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Achievement Expected standard

All children, including those with SEND, are confident to communicate their needs, and the childminder ensures that children feel listened to and valued.

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Achievement Expected standard

Children show kindness and empathy in mature ways. For example, during running games, children are mindful that others may require more space and time and leave bubbles for them to pop during bubble-popping activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and any assistants she works with are positive role models. The childminder teaches children about behaviour expectations, and, as a result, children behave well. For example, they are polite and happily follow instructions.

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Behaviour, attitudes and establishing routines Expected standard

The childminder skilfully identifies how to support children with special educational needs and/or disabilities (SEND). This is demonstrated when she recognises when children are becoming tired and would benefit from participating in less physical activities. The childminder reviews the organisation of her home to ensure that all children have space to engage in activities, including those with SEND.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and any assistants she works with establish positive relationships with children. They support children to feel safe and secure. Children are confident, happy and settled. Children are excited to play and seek the childminder out to show her their achievements, and they are keen for her to join in with their games.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance closely and ensures that she follows up any unexplained or unplanned absences. She also promotes regular and punctual attendance so children benefit fully from learning opportunities.

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Behaviour, attitudes and establishing routines Expected standard

Children have opportunities to learn about similarities and differences between themselves and others, including traditions and cultures. For example, children talk about different races, religious beliefs and languages from around the world.

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Children's welfare and wellbeing Expected standard

All children are very happy, settled and confident. This includes those with special educational needs and/or disabilities. Children are independent and show that they feel safe and secure in the care of the childminder. The home is inviting and welcoming, and children are engaged and motivated to learn. For example, they are excited to complete a puzzle about one of their favourite stories about a zoo. Children are encouraged to recall the story and use their imagination to retell the story with confidence and enthusiasm.

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Children's welfare and wellbeing Expected standard

The childminder provides children with engaging learning experiences that she knows children will enjoy. Children have opportunities to develop their physical skills, for instance through dancing, running games and moving in different ways, such as waddling like a penguin.

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Children's welfare and wellbeing Expected standard

Children know the routines and are independent in managing their own needs and emotions. The childminder respects children. For example, when children do not feel ready to have their nappy changed, this is respected and carried out when they feel ready. Children's feelings are valued, and they confidently express their thoughts and emotions safely and appropriately.

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Curriculum and teaching Expected standard

The childminder ensures that her chosen curriculum is well embedded to cover all areas of learning. The childminder has a clear knowledge of what she would like children to learn next. She knows children well, including their rate of development from their initial starting points and what their next steps in learning are.

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Curriculum and teaching Expected standard

The childminder is skilful in ensuring that she plans to meet children's individual needs and swiftly identifies their next steps. Therefore, children make progress, including those with special educational needs and/or disabilities (SEND).

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Curriculum and teaching Expected standard

The childminder supports all children to develop their communication skills. For example, during a story, children learn new words, such as 'waddle' and 'igloo'. Children learn about mathematical concepts as they discuss size and count with confidence as they play.

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Curriculum and teaching Expected standard

The childminder supports children with SEND in effective ways. This includes using visual prompts, such as signs, and adapting activities to ensure that they can get the most out of them.

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Curriculum and teaching Expected standard

Children are well supported to develop skills to support their future learning. For example, they are encouraged to be independent and respect each other's choices.

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Inclusion Expected standard

The childminder knows the needs of children well. She is successful in swiftly identifying the needs of all individual children and providing them with individualised support. This includes children with special educational needs and/or disabilities. For example, thorough observations and review of children's progress enable the childminder to provide support to narrow gaps in children's development. This includes sharing and implementing helpful strategies from outside agencies, such as physiotherapists.

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Inclusion Expected standard

The childminder rigorously assesses children's progress and plans individualised plans to meet children's individual needs. The childminder has recently reflected on the organisation of the environment and has made positive changes to ensure that children have enough space to engage in learning experiences, including larger physical play opportunities. The childminder establishes strong links with outside agencies and families. She shares support and advice with professionals and families. This includes sharing ideas with parents, such as gross motor activity ideas to help develop children's core strength. The childminder builds and maintains a positive and consistent approach to children's shared care and learning experiences.

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Leadership and governance Expected standard

The childminder is evaluative and reflective. She identifies areas she wishes to develop and celebrates improvements made, including the reorganisation of learning environments. Following feedback from the previous inspection, she has completed training to strengthen children's outdoor learning experiences and has reflected on how this enhances provision. The childminder supports her assistants well, ensuring that their wellbeing is considered and workload is manageable.

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Leadership and governance Expected standard

Overall, children are encouraged to follow health and hygiene routines. However, some children wash their hands and then continue to play briefly before eating lunch. Therefore, hygiene routines are consistently embedded, but children do not always develop a secure understanding of why these routines are important.

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Leadership and governance Expected standard

The organisation of lunchtime is sometimes chaotic. Although children remain happy and safe, lunchtime is not consistently used as a meaningful social and learning opportunity. As a result, opportunities to extend learning and promote communication are not maximised.

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Leadership and governance Expected standard

The childminder establishes positive partnerships with parents. For example, she shares activity ideas and tips to help them support their children's development at home. She keeps parents informed about their children's achievements and next steps. Parents speak highly of the childminder and assistants and praise the nurturing and supportive care provided.

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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 has made significant and positive changes since her last inspection. These include implementing a highly engaging curriculum where children have space and opportunities to learn. All children are happy and settled in the safe and welcoming environment. Children of all ages are confident and make progress in their learning, including those with special educational needs and/or disabilities (SEND). The childminder has worked hard on ensuring that children engage in all areas of learning in a well- organised home, both in the indoor and outdoor learning environments.

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

All children are engaged in learning opportunities in the well-thought-out activities and experiences that the childminder implements. The childminder knows what children will enjoy participating in. For example, she plans sensory activities to build on children's interest in books. Children explore making igloos with materials such as cotton wool when reading about penguins and polar bears.

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

All children, including those with SEND, make good progress and develop new skills to support their future learning and help prepare them for school. This is demonstrated when children confidently communicate their needs and ideas and are independent in completing tasks and making choices.

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

The childminder and assistants work closely and effectively together. They are reflective and adapt activities and experiences to ensure that all children achieve and get the most out of their learning. They successfully minimise any potential barriers to learning. For instance, they adapt the space available for activities, such as dancing with ribbons, so all children can participate fully.

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

The childminder has a high expectation of children and is a positive role model. As a result, children understand what is expected of them and behave well. This includes being kind and

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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. caring, such as helping each other complete tasks.

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Next steps

The childminder should ensure that the organisation of lunchtime is engaging and consistently maximises learning opportunities. The childminder should consistently strengthen children's understanding of the importance of following thorough health and hygiene routines.

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About this inspection

The inspector spoke with the childminder, assistants and children 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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