Childminder

Childminder

Unique reference number (URN): EY549015 Registered with Ofsted: 11/08/2017 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 secure progress from their starting points across the areas of learning and development. They develop early communication skills as they confidently join in with songs, stories and group activities and increasingly use words and gestures to express their needs and ideas. Children show enjoyment in learning and sustain engagement during play that is shaped around their interests.

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Achievement Expected standard

Assessment information is used effectively to track progress and identify next steps. Children's progress demonstrates the impact of targeted support, with consistent strategies shared with families, helping children become more confident in communicating, managing emotions and playing alongside others. Over time, this supports improved social interaction.

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Achievement Expected standard

Children develop early mathematical understanding through everyday experiences, such as counting, sorting, and using language related to size and quantity. These achievements help children to build confidence and develop the foundational knowledge and skills needed for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm and positive environment with clear expectations for behaviour that are well understood by children. Routines are predictable and help children to feel safe and settled. Children respond positively to consistent guidance and demonstrate greater confidence as they navigate the day.

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Behaviour, attitudes and establishing routines Expected standard

The relationships between the childminder and the children are warm and respectful. The childminder models kindness, turn-taking and gentle behaviour, which children imitate in their interactions with one another. Children are engaged in activities and show positive attitudes to learning, demonstrating curiosity and willingness to participate.

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Behaviour, attitudes and establishing routines Expected standard

Children are supported to follow routines, such as mealtimes, hygiene and transitions. The childminder provides clear modelling and reassurance, which supports children's emotional security. At times, this close support means that adults manage elements of routines that children are beginning to be capable of doing for themselves. There are emerging opportunities for children to take greater responsibility within routines, enabling them to develop independence, self-regulation and confidence further.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is monitored carefully, and families understand the importance of regular attendance in supporting children's learning and wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder places a strong emphasis on children's welfare and wellbeing. Care practices are effective and tailored to meet children's individual needs. Generally, children benefit from consistent routines that support feeding, hygiene, rest and active play, helping them to feel safe and settled. Secure and responsive relationships underpin children's emotional wellbeing. The childminder responds sensitively to children's cues and emotions, supporting them in recognising and expressing their feelings. Overall, daily routines provide opportunities for children to practise self-care skills, such as handwashing, putting on their coats and participating in mealtimes, which supports their growing confidence.

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Children's welfare and wellbeing Expected standard

Children are encouraged to be active and make healthy choices. Physical play and outdoor experiences contribute positively to children's strength, coordination and wellbeing. These experiences help children develop resilience, curiosity and a sense of achievement.

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Children's welfare and wellbeing Expected standard

Oral health is promoted as part of daily routines. The childminder supports children in brushing their teeth after meals, modelling correct techniques and explaining why this is important. Children engage positively in toothbrushing routines and are becoming familiar with expectations around caring for their teeth. This consistent approach supports children's understanding of healthy habits. It contributes to improved confidence in managing personal care routines, both in the setting and at home, through shared messages with families.

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Children's welfare and wellbeing Expected standard

The childminder helps children to learn how to keep themselves safe through daily routines and clear guidance. For example, she reminds children to climb carefully on equipment, take turns and use resources safely, helping them to understand simple risks and how to manage them appropriately.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum appropriate for children at different ages and stages of development, with a clear focus on communication, personal, social and emotional development and physical development. Learning experiences are planned around children's interests and are delivered through play, routines, and purposeful adult interaction.

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Curriculum and teaching Expected standard

Teaching is responsive and engaging. The childminder uses stories, songs, role play and practical activities to introduce new ideas and vocabulary. She models language effectively and supports children in exploring and making sense of their learning through hands-on experiences. Children show curiosity and sustain engagement, particularly during indoor learning experiences where resources are varied and accessible. The childminder purposefully promotes children's early mathematical knowledge through everyday interactions and play. For example, she counts aloud with children as they climb steps, supporting early number awareness and sequencing. She also introduces language such as 'full' and 'empty' during play, helping children begin to understand quantity and comparison. These experiences are woven naturally across the day and support children to develop foundational mathematical understanding.

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Curriculum and teaching Expected standard

Physical development is promoted both indoors and outdoors. Outdoor play supports children's movement, coordination and enjoyment of active learning. However, the range of outdoor resources currently available is more limited than the rich variety of experiences offered indoors. As a result, opportunities for children to deepen exploration, problem- solving and imaginative play outdoors are less consistently developed across the curriculum.

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Curriculum and teaching Expected standard

The childminder's ongoing reflection on the learning environment supports continuous improvement and ensures that curriculum decisions remain responsive to children's developing interests and needs.

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Inclusion Expected standard

The childminder has created an inclusive environment where children's individual needs and circumstances are well understood. She uses observations and discussions with families to identify children's starting points and to monitor their progress over time. This ensures that learning experiences are adapted to meet children's developmental stages and emotional needs.

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Inclusion Expected standard

The childminder is attentive to reducing barriers to learning and wellbeing. For example, she supports children who are experiencing changes at home by providing consistent routines and additional emotional reassurance. Children benefit from sensitive responses that help them to settle, regulate emotions and engage confidently in play.

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Inclusion Expected standard

Although there are currently no children with special educational needs and/or disabilities or early years pupil premium funding, the childminder demonstrates secure knowledge of how she would identify concerns, work with families and involve external professionals if needed. She understands how support would be reviewed and adapted to ensure it has a positive impact.

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Inclusion Expected standard

Children's cultural and linguistic backgrounds are respected and reflected in daily practice. The childminder uses children's home language alongside English, helping children feel included while supporting their communication development. As a result, children feel valued and supported to participate fully in all aspects of the setting.

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Leadership and governance Expected standard

The childminder provides clear and reflective leadership that supports the effective day-to- day running of the provision. She understands the strengths of the setting and regularly self- evaluates how well practice supports children's learning, welfare and wellbeing. This enables her to identify priorities and take proportionate action to improve aspects of the provision over time.

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Leadership and governance Expected standard

The childminder engages in ongoing professional development and uses support from the local authority and childminding networks to strengthen her practice. This contributes to informed decision-making and helps her to keep her knowledge up to date. She has acted on findings from the previous inspection, particularly by strengthening how assessment is used to support children's progress.

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Leadership and governance Expected standard

Governance arrangements are effective for a small, home-based provision. The childminder manages her workload carefully and seeks advice when needed, which helps to sustain the quality of care and education she provides. She maintains clear policies and procedures and regularly reviews them to ensure they reflect current guidance.

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Leadership and governance Expected standard

Partnerships with parents are well established. The childminder communicates openly with families, values their views, and works closely with them to support children's development and wellbeing. Leadership decisions are consistently made in the best interests of children, ensuring they are safe, included and supported to thrive.

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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, nurturing and predictable home-based environment where they feel safe, valued and confident to explore. From the moment children arrive, the childminder welcomes them warmly and supports smooth transitions into play. Children quickly settle

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Inspector:

Honufa Begum and separate confidently from their families, showing that they feel secure and trust the care they receive.

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Inspector:

Children enjoy learning through play and routines that are well matched to their ages and stages. For example, children actively participate in songs, stories and imaginative play, where they practise new words, sounds and actions. Very young children confidently join in with familiar routines, such as choosing resources, tidying away toys and taking part in group activities. These experiences help children to develop early independence, confidence and curiosity.

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Inspector:

Children learn alongside their peers and are supported to build positive relationships. The childminder consistently models kindness, turn-taking and gentle behaviour. Children respond well to this and show increasing awareness of others, such as waiting for their turn or sharing resources. Families are welcomed into the setting, and their views are valued. Parents receive regular updates and contribute to shared strategies that support children's development at home and in the setting.

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Inspector:

Children thrive because strong systems keep them safe and well cared for. Routines promote children's health and wellbeing, including handwashing, nutritious snacks, active play and rest times. The childminder knows children well and responds sensitively to changes in their lives, helping them feel emotionally supported. As a result, children are happy, settled and developing the skills they need for their next stage of learning.

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Next steps

The childminder should strengthen children's independence, self-care and confidence in daily routines. The childminder should enhance the outdoor learning environment to better support learning and development.

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About this inspection

The inspector spoke with the childminder and considered written feedback from 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 15:00,Friday : 09:00 - 12:00

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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

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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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