Childminder

Childminder

Unique reference number (URN): EY246490 Registered with Ofsted: 20/03/2003 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 secure and consistently rapid progress from their starting points because learning builds closely on what they already know and can do. Children develop well- embedded communication, physical and social skills through well-matched experiences and high-quality teaching interactions. Regular assessment and focused next-step planning ensure children gain knowledge and skills steadily across all areas of learning. For example, children who attend weekly library music and story sessions develop increasingly confident listening, vocabulary and early literacy skills that transfer into daily conversations and play. Children with special educational needs and/or disabilities receive precisely targeted support, enabling them to make measurable progress from their individual starting points and to participate fully alongside their peers.

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Achievement Strong standard

Children achieve highly because they practise and apply their learning in meaningful routines and real-life situations. They show consistent independence when preparing food, choosing resources and managing simple tasks. Outdoor and community experiences strengthen physical coordination, confidence and understanding of the world. Children remain motivated and engaged learners who sustain attention and curiosity. They build secure foundations in language, early mathematics and personal development, which prepare them confidently for their next stage of education.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes a highly positive, well-embedded and purposeful environment where expectations for behaviour and routines are consistently understood and applied by children. She organises each day carefully, beginning with a warm welcome, shared breakfast and story time that help children settle quickly and feel emotionally secure. Predictable sequences and consistent guidance help children understand expectations and manage their own behaviour with increasing confidence and independence. The childminder builds secure, trusting relationships with children through warm, respectful interactions and calm modelling of behaviour. For example, she consistently teaches children to wash their hands after outdoor play and contact with pets, resulting in children independently following hygiene routines and demonstrating a clear understanding of why these are important.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children to collaborate and get along with others through skilful guidance, precise encouragement and well-structured group experiences. She teaches turn- taking, sharing and cooperation during playgroups and community visits, which leads to children playing cooperatively and resolving minor conflicts with minimal adult support. She promotes the importance of punctual attendance through consistent daily routines and clear communication with parents about start times and planned outings. The childminder adapts expectations and support carefully to match children's age, stage of development and individual needs, using detailed knowledge of each child to guide responses and routines. Children respond positively to these consistent approaches and show high levels of engagement, cooperation and self-regulation in daily experiences.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's welfare and wellbeing through highly effective, consistent daily care practices and secure relationships. She knows children and their families well through regular home visits and ongoing partnership working, which ensures continuity of care and supports children to settle quickly and feel emotionally secure between home and the setting. The childminder establishes clear and well-embedded health, hygiene and self-care routines that children understand and follow confidently. She teaches children how to keep themselves healthy through discussion, modelling and daily practice. For example, she consistently talks with children about toothbrushing routines and healthy food choices and shares guidance and resources with parents so that healthy habits are reinforced consistently at home and in the setting.

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Children's welfare and wellbeing Strong standard

The childminder provides a warm, nurturing and highly supportive environment that promotes children's emotional security and growing confidence. She maintains regular and purposeful outdoor activity and physical play each day, which strengthens children's health, coordination and emotional wellbeing. Nutritional practice is carefully planned and consistently healthy, and children take part in food preparation to develop independence and make informed healthy choices. The childminder responds promptly and sensitively to children's emotional needs and helps them recognise and express feelings. Clear routines, warm interaction and vigilant supervision help children feel safe and secure. Children show high levels of wellbeing, confidence and readiness to engage in learning and daily experiences.

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Curriculum and teaching Strong standard

The childminder designs and implements a highly effective, ambitious and carefully sequenced curriculum that reflects the early years foundation stage and builds securely on what children know and can do. She uses accurate observation and regular assessment to shape next steps and ensures learning experiences match children's interests, stages of development and backgrounds. As a result, children successfully connect new learning to what they already know and remember more over time. The curriculum remains highly responsive while maintaining clear learning intentions across all areas of learning. The childminder draws on ongoing professional development and training to keep her curriculum knowledge current and teaching approaches secure. For example, she plans regular forest school outdoor learning experiences and community library sessions to strengthen children's communication, physical development and understanding of the world through first-hand

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Curriculum and teaching Strong standard

experiences. These repeated opportunities help children practise, apply and deepen key skills in meaningful contexts.

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Curriculum and teaching Strong standard

The childminder delivers teaching through consistently warm, high-quality interactions and purposeful modelling of language and thinking. She structures routines and activities carefully so children revisit and deepen important knowledge and skills. For instance, children repeatedly encounter key vocabulary, counting and problem-solving within daily routines and play, which helps embed learning securely. Group and individual teaching remains well balanced and consistently adapted so all children participate meaningfully. The childminder uses secure strategies, including signing, visual support and practical demonstrations, to strengthen understanding. She places a clear and consistent emphasis on communication and language through stories, music and discussion. Children experience coherent, engaging teaching that steadily builds their knowledge, confidence and readiness for their next stage.

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Inclusion Strong standard

The childminder demonstrates a highly effective and consistent commitment to inclusive practice. She identifies children's individual needs accurately through ongoing observation, regular assessment and detailed knowledge of each child's background and development. As a result, children receive timely and precisely matched support that helps them participate confidently and make meaningful progress. Support is carefully tailored and consistently reviewed so that any barriers to learning or wellbeing are reduced quickly. The childminder uses a secure graduated approach, working closely with parents and external professionals when needed, and implements specialist advice effectively. For example, when supporting children with speech and communication needs, she consistently uses signing, visual prompts and close face-to-face interaction, which noticeably improves children's understanding, communication and active participation in daily routines and play.

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Inclusion Strong standard

The childminder provides well-targeted and thoughtfully embedded adaptations to teaching, routines and the environment so all children can take part in learning and daily experiences. She has extensive experience supporting children with special educational needs and/or disabilities (SEND) and applies this knowledge confidently to shape inclusive provision. Consequently, children with SEND are fully included and demonstrate growing independence and engagement. One-to-one and small-group support are used thoughtfully alongside inclusive group activities. Partnership working is highly effective, with parents fully involved in planning and reviewing support, and professional guidance is actively sought and applied. Children who may have fewer experiences beyond home benefit from consistently rich outdoor learning and community visits, broadening their experiences and strengthening their social confidence. Children are included, supported, and make secure

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Inclusion Strong standard

and measurable progress in their development.

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Leadership and governance Strong standard

The childminder provides effective and consistent leadership of the provision through secure professional knowledge, reflective practice and clear curriculum direction. She maintains an accurate understanding of requirements and keeps her knowledge current through regular training, professional reading and weekly sector updates. The childminder reviews and strengthens her curriculum and teaching approaches in line with early years requirements and uses evaluation to improve practice. For example, she has recently refined her curriculum planning so group activities link more precisely to children's next steps and learning priorities.

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Leadership and governance Strong standard

The childminder establishes effective and consistent partnerships with parents, community groups and other professionals to support children's experiences and outcomes. She communicates regularly with families through home visits, shared progress reviews and daily discussion, which strengthens continuity of care and learning. Professional collaboration is well embedded, including joint outings and shared learning opportunities with other childminders. The childminder monitors children's development closely and adjusts provision promptly when needs change. She manages information and required checks securely and maintains clear organisation of records and routines. Leadership remains effective, consistent and improvement-focused, sustaining high-quality experiences and secure outcomes 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

The childminder creates a calm, nurturing and home-from-home environment where children feel emotionally secure and highly valued. Children settle quickly because the childminder

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About this setting

builds secure and trusting partnerships with parents through regular home visits and shared reviews of children's development and routines. The childminder organises daily experiences carefully and enhances them through well-planned outdoor learning, community visits and small-group play that strengthen children's confidence and curiosity. For example, children regularly attend library music sessions and go on woodland walks, where they explore nature, build physical skills and develop communication through meaningful real-life experiences.

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About this setting

The childminder provides warm and responsive interactions and delivers highly effective teaching that helps children become confident communicators and increasingly independent learners. She encourages children to make choices, lead their play and take part in practical activities, such as preparing healthy meals and organising resources. The childminder uses secure, well-embedded strategies, including signing and visual support, to strengthen understanding and inclusion. Children learn alongside others in playgroups and community settings, which steadily develops positive social skills and relationships. Children enjoy a rich range of cultural and festival celebrations that deepen their understanding of the world. They stay motivated and engaged and achieve well as they develop secure knowledge, skills and attitudes that prepare them confidently for their next stage.

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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 those with special educational needs and/or disabilities 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 and children during the inspection and reviewed parents' feedback.

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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. Unique reference number (URN): EY246490

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About this inspection

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

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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