Childminder

Childminder

Unique reference number (URN): EY358044 Registered with Ofsted: 26/09/2007 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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Behaviour, attitudes and establishing routines Strong standard

The childminder embeds a respectful culture. All children increasingly manage their own feelings and behaviours. They are taught emotional awareness, including cooperation and listening to others. The childminder has high expectations for children's positive attitudes to learning and regular attendance. She communicates these expectations clearly with parents so that they forge strong partnerships to meet them consistently.

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Behaviour, attitudes and establishing routines Strong standard

Children form secure attachments with all the adults caring for them. These trusting relationships can be seen in children's emotional development and their capacity to explore, play, learn and have fun.

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Behaviour, attitudes and establishing routines Strong standard

All children, including those with barriers to their learning, acquire skills to name and talk about their emotions. For example, they describe their shyness as a funny feeling in their tummy. Children show kindness and respect to their friends. For instance, they ask their friend for the paint they are using. Children patiently wait for their turn. When the paint is passed to them, they politely say 'thank you' to their peer. Children learn to respect each other and take turns with resources.

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Achievement Expected standard

Children develop age-appropriate skills across all areas of learning as they progress through the curriculum. Those who face barriers to their communication and language development achieve well from their starting points. Children develop listening, understanding and speaking skills. They receive the necessary support to reach developmental goals.

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Achievement Expected standard

Children show how they can focus their attention, sustain engagement in play and maintain their concentration. They develop the skills to move smoothly between the different stages of their learning.

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Achievement Expected standard

Babies develop age- and stage-appropriate knowledge and skills in the prime areas of learning. All children are achieving in their physical development. For example, babies walk from one point to another with support close by. Children demonstrate an impressive understanding of recycling and sustainability. They use reusable cloths to clean their face. Children go on regular walks to search for nature, such as a range of birds. They learn about planet Earth and how to care for the environment.

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Children's welfare and wellbeing Expected standard

The childminder takes children on many outings. Children enjoy hands-on, nature-based activities that help to foster a love for the environment. They visit the local beach and explore woodland areas. Children learn about practical habits, such as recycling. Children have a reusable bag to take home any items from the setting. They explain how you must pick up litter and put it in the bin. These opportunities help children to learn how to care for planet Earth.

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Children's welfare and wellbeing Expected standard

Babies and children form secure attachments and establish warm and trusting relationships with the adults who care for them. The childminder provides a safe and nurturing environment and care that meets children's individual needs. For example, adults give regard to babies' routines for sleeping and feeding.

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Children's welfare and wellbeing Expected standard

The childminder implements teaching strategies that help all children, including those who face barriers to their learning, to understand their own feelings and emotions. For example, children choose a 'star' that encourages them to express their feelings through words such as sad, upset or angry. These skills support children to navigate through life and develop their emotional literacy and intelligence.

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Curriculum and teaching Expected standard

The curriculum is typically taught well and designed to give children the knowledge they need to be ready for their next stage in education. Children develop language skills effectively. The childminder models clear speech and accurate pronunciation of words.

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Curriculum and teaching Expected standard

The childminder plans creative play that links to children's learning of winter. Children name animals, such as a seal, penguin and polar bear. They recall the colours of the Northern Lights and present these on their artwork. High-quality interactions include questions to start conversations. Children recall that there are stars in the sky and, with clues, also the moon. Children listen carefully to questions and respond well. They know that ice melts with the heat, showing their early science knowledge. However, planning is not always precise enough to introduce newer concepts and provide opportunities for children to excel in their learning.

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Curriculum and teaching Expected standard

The childminder reads to children to encourage their interest in books and stories. Mathematics is linked through all aspects of play. Children learn to manage their emotions. The childminder encourages children's physical development from the earliest age. Babies sit unsupported and begin to walk independently.

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Inclusion Expected standard

The childminder identifies children's individual learning needs quickly and accurately. She works in partnership with parents to help ensure that children receive effective support. The childminder draws on specialist guidance when necessary, such as speech and language therapists. She has the knowledge and skills to make a positive difference for children with barriers to their learning.

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Inclusion Expected standard

The childminder uses a continuous cycle of assess, plan, do and review. This allows her to identify emerging gaps in children's development quickly and put targeted support in place. The childminder makes effective use of funding, such as the early years pupil premium. She carefully plans how this is used to have the greatest impact on children's individual learning needs. For example, she provides targeted resources to support children's behaviour and their social and emotional development.

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Leadership and governance Expected standard

The childminder considers the needs of all children. She works collaboratively with a range of professionals. Parents also comment positively on how effectively the childminder works in partnership with them to address areas where children may need extra support. This collaborative approach has an effective impact, particularly in strengthening children's social, emotional and communication skills.

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Leadership and governance Expected standard

The childminder understands the setting's strengths, and she takes action to improve areas. For example, she strengthened the teaching of mathematics following targeted training. The childminder also plans for continuous improvement, such as the outdoor area, to benefit children even further.

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Leadership and governance Expected standard

The childminder liaises well with any assistants working with her and supports wellbeing and team working. The childminder provides a programme of professional development and constructive feedback to help support the practice of her assistants. However, more can be done to assess the impact of training and ensure consistent high-quality interactions for children.

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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 their time with the childminder. They have fun in their learning. Children arrive with a smile on their face, ready to take on the day. They leave their parents with ease, showing how they have established warm and trusting relationships with the adults that care for them at this provision. The childminder adapts learning and her interactions to meet children's individual needs. Children achieve well from their starting points, especially those who face barriers to their communication and language skills on entry. Communication is a particular strength of the childminder's practice. Adults proactively engage in conversations with children, listen to them speaking and help them to hear and develop new vocabulary.

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

Children develop independence skills. For example, they take off their shoes when they enter the cabin and place them in the allocated basket. They show how they can listen to and follow instructions as they lie on the floor like sleeping bunnies. Children wake up, hop and stop, following the words of the songs. They giggle out loud, showing their enjoyment of the music. Babies learn alongside their peers. They shake musical instruments independently to the sound of the music.

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

Children enhance their personal, social and emotional development. They set the table at mealtimes and pour their own drinks. They talk about their outings and things that are important to them. For example, they explain that it is important not to cut down trees. Children go on many walks in the local area and visit nearby farms. This helps them to socialise with others in the community. Children achieve skills that help them to learn how to make good friendships and cooperate with each other. These attributes provide a secure platform from which children can achieve at school and in later life.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this setting

Local authority: North East Lincolnshire

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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 review the planning of the curriculum for some adult-led play to help extend children's knowledge, providing opportunities for children to excel in their learning. The childminder should consider ways to assess the professional development of any assistants working with her, to enhance knowledge and ensure consistent high-quality interactions for children.

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About this inspection

The inspector spoke with the childminder, the childminder's assistant and parents 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 23 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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