Childminder

Childminder

Unique reference number (URN): EY452666 Registered with Ofsted: 10/05/2013 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 good progress because they have lots of chances to explore, play and learn in ways that interest them. They confidently move between their own child-led activities and adult-led tasks that help them learn new skills. Activities are planned to strengthen these emerging abilities while particularly focusing on supporting children's communication and language skills. For example, children enjoy interactive story times, where they hear rhyming words and learn how words connect, helping them to grow their vocabulary. These experiences support their steady progress and help them get ready for school. The childminder currently has no children on roll with special educational needs and/or disabilities. However, she demonstrates a clear understanding of how to identify emerging needs, make reasonable adjustments and follow the graduated approach. Her previous experience ensures that she is well prepared to support children requiring additional help in

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a warm, calm and positive environment, where children feel welcomed and valued. Her frequent praise and reinforcement of expectations support children's confidence and contribute to their polite and well-mannered behaviour. The childminder uses clear and age-appropriate guidance to help children understand boundaries and develop self-control. For example, she gently reminds children of the importance of tidying up before moving on to another activity. Consistent routines help to maintain stability and strengthen children's sense of security. The childminder's caring and sensitive interactions further promote children's emotional wellbeing and sense of safety.

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Behaviour, attitudes and establishing routines Expected standard

The childminder uses everyday play to model turn-taking, sharing and respectful communication. The childminder provides purposeful opportunities to help children to develop personal, social and emotional development. For example, she takes children to local playgroups, parks and community activities so they can meet with their peers and develop confidence in group situations. Through these routines, children learn how to play collaboratively, understand kindness and respect and get along well with the friends they make. The childminder also sets clear routines with families to promote regular attendance and punctuality.

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Children's welfare and wellbeing Expected standard

The childminder supports children's welfare and wellbeing through warm and nurturing relationships that help them to feel secure and confident. She knows children well and responds sensitively to their needs. The childminder offers calm reassurance and adapts routines as needed, for example by providing a little lunch before children rest. The childminder understands the importance of helping children to recognise and manage their emotions. She regularly talks to them about how they feel and models calm and regulated behaviour. Children feel safe in the childminder's care and confidently seek her out for comfort and support as needed. Children have many opportunities to develop independence and benefit from familiar routines. For example, they help to set the table before eating, which supports their confidence, self awareness and emotional security.

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Children's welfare and wellbeing Expected standard

The environment is safe, welcoming and well organised to support children's independent play and exploration. The childminder promotes children's awareness of oral health effectively through activities such as singing songs about teeth and exploring the dentist role-play set. She also supports children to understand safer eating by encouraging them to finish what is in their mouths before talking. However, the childminder gives less attention to extending children's understanding of healthy eating and how it contributes to their overall wellbeing. This does not consistently help children to learn how different foods affect their bodies or why making healthy choices matters during activities and mealtimes.

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Curriculum and teaching Expected standard

The childminder has an understanding of how to meet children's individual needs and support their ongoing progress. She plans and delivers an exciting curriculum that supports children's learning and development in all areas of learning. For example, children learn about the world around them through exploring festivals from different cultures. The childminder is purposeful in how she supports children's language skills, taking every opportunity to build their vocabulary and communication across all areas of learning. For example, singing activities, including nursery rhymes and self-care songs, help children hear new words, practise speaking and develop confidence in expressing themselves. Children are well supported to build their early mathematical skills through engaging games, such as the 'magic pipe', where they match pom-poms to corresponding numbers. Children also explore volume, space and measure through water play using pipettes. The childminder

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Curriculum and teaching Expected standard

promotes children's physical development effectively, such as when children explore the garden, enjoy outings to parks and soft-play facilities, and develop new skills such as golf.

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Curriculum and teaching Expected standard

The childminder encourages children's personal, social and emotional development throughout daily routines and play. She supports children to share, take turns and show kindness to others. This helps children to build secure relationships and develop social skills. The childminder provides consistent encouragement, enabling children to develop independence, manage their emotions and make choices confidently.

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Inclusion Expected standard

The childminder monitors children's learning and development carefully. She uses ongoing observation to identify each child's needs and pinpoint where additional support may be required. The childminder works closely with families and values the importance of partnership to enhance children's learning and outcomes. She is highly inclusive and demonstrates a secure understanding of the diverse needs of the children in her care. Drawing on her previous experience of supporting children eligible for the early years pupil premium and those with special educational needs and/or disabilities, the childminder ensures that all children receive tailored and responsive support.

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Inclusion Expected standard

The childminder regularly reviews the impact of any support or early intervention strategies. She uses this information to adjust activities, teaching strategies and next steps so that children continue to make progress. The childminder's practice is strengthened by relevant professional development, including her understanding of the graduated approach. She works effectively with families, external professionals and other early years providers where appropriate to ensure continuity of learning and care.

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Leadership and governance Expected standard

The childminder understands her responsibilities in ensuring that her childcare service is inclusive. She provides children with an environment in which they can grow and succeed. The childminder has a sound awareness of the strengths of her provision and has identified areas in which she would like to develop her skills further. She is committed to professional development and keeps her knowledge up to date through regular discussions, training and reading. The childminder has a suitable range of policies and procedures, which she follows well and shares with parents and carers to keep them informed about safe practice, including online safety. She is well organised and manages her workload effectively, supporting her own wellbeing.

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Leadership and governance Expected standard

The childminder works well with parents and carers, keeping in regular contact about their children's learning and care. Parents speak very positively about the childminder's practice. They praise her warm and nurturing approach and the progress their children make. The childminder values working in partnership with families and holds regular termly coffee mornings to share children's development and agree next steps together. She also supports learning at home by sending book bags home for parents to read with their children. The childminder understands her role in working with other professionals to promote continuity of care. Overall, her leadership supports children's welfare and development well.

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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 are happy and well supported by this warm and nurturing childminder. Children show a strong sense of belonging. They confidently separate from their parents and carers with reassurance and go off with the childminder. Children are happy in the childminder's home. They are keen to play and have fun with sensory activities. Children are warmly welcomed, and relationships are secure, which helps children to feel safe and emotionally settled. Before children start at the childminder's home, she gathers key information from parents to gain an awareness of their children's starting points. This, along with home visits, helps the childminder to build secure attachments and learn about each child's individual learning and development.

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

The childminder supports children's developing relationships well by encouraging children to share and take turns with her. Furthermore, she takes children out to places where they can socialise and learn with others to develop these skills. Families speak positively about the supportive relationships they have with the childminder and how these contribute to supporting their child's learning and development.

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

The childminder ensures that children are happy and have activities that they enjoy. The childminder supports children to achieve well from their varying starting points by providing a curriculum that reflects their individual experiences and developmental needs. Her teaching supports children to build the foundations needed for their next steps, with a strong focus on communication, independence and early problem-solving. As a result, children grow in confidence, practise age-appropriate skills and demonstrate readiness for their future learning. Children develop increasing independence, confidence and knowledge and skills through well-planned play and support.

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

The childminder understands the importance of working in close partnerships with parents. She shares policies and procedure with them to help them understand the importance of their children attending regularly. The childminder understands the uniqueness in every child

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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. in her care and discusses how she has managed this in the past for children with different learning styles and needs, including those with special educational needs and/or disabilities.

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Next steps

The childminder should develop children's understanding of how food choices contribute to their overall wellbeing.

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About this inspection

The inspector spoke with the childminder, children and parents and carers 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 27 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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