Childminder

Childminder

Unique reference number (URN): EY545109 Registered with Ofsted: 11/09/2017 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

All children, including those that may face barriers to their learning, typically make continuous progress from their starting points. They are developing the skills they need for their next stage of learning. Children show lots of confidence as they select toys of their choice and tell the childminder what they want to play with. They make consistent progress in their communication and language skills. For example, during a song about farm animals, young children say 'moo' as they hold up their hand puppet representing a cow. Young children have a fascination with technology toys. They persevere with their problem-solving skills and work out that by pressing buttons, they make sounds and objects pop up.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is kind and caring with children as she gently reminds young children of her expectations of behaviour. She ensures that all children feel included and are able to follow the routines consistently. The childminder sensitively helps young children learn how to share toys and take turns. She uses simple words such as 'share' and 'be kind'. Children repeat these words as they engage back into their chosen play. The childminder understands the impact that poor attendance can have on children's outcomes. Therefore, the childminder prioritises working with parents to promote the importance of their children's regular attendance.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes and maintains a harmonious environment for children. On the whole, children are building trusting and respectful relationships with the childminder. They generally display a positive attitude to learning and show appropriate levels of concentration and focus for their age and ability. For example, during a mathematical activity, young children practise placing rings on top of one another in the correct order. The childminder praises the children and says 'wow' and 'well done'. This helps to raise children's self- esteem and confidence to continue to have another go.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop independence and practical skills safely. For example, she reminds children of the importance of sitting down on a chair, so they do not fall off and hurt themselves. All children, including those with emerging barriers to their learning, benefit from social opportunities at local gymnastic clubs to build on their physical skills, balance and coordination. This, in turn, helps children to be confident and make independent choices in their play.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's manners and social skills throughout daily routines and activities. For example, when children are provided with meals, she encourages children to say 'please' and 'thank you'. Children form secure attachments and bonds with the childminder. They enjoy playing with the childminder as they share toys together. Children happily give and receive cuddles with the childminder. They feel safe to fall back to sleep in the childminder's arms to help them settle. Overall, children's individual and personal routines are respected. The childminder provides children with healthy snacks of fresh fruit, water and freshly cooked meals. She has consistent routines that children adhere to for handwashing and provides activities for children to explore oral health, such as toy teeth and toothbrushes. What the childminder does not do consistently is help children to understand why all of

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Children's welfare and wellbeing Expected standard

these are important to promote their health.

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Curriculum and teaching Expected standard

The childminder gathers useful information from parents about their child from when they first start. She uses this information to plan activities and experiences to support children's enjoyment, learning and interests. The childminder cares for children well. She generally adapts her teaching to reflect individual children's age and abilities. She sequences the curriculum well so that children's learning builds over time. For example, the childminder provides activities to strengthen children's hand and wrist muscles. Children empty and fill containers with pasta and rice using spoons and tweezers. Overall, the childminder is able to explain what she wants children to learn from activities and experiences she provides. Sometimes, the childminder does not plan precisely enough for children's individual next steps in learning. Consequently, during these times, children's learning and skills are not

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Curriculum and teaching Expected standard

Mathematical language and support for children developing a range of vocabulary is woven naturally through activities. For example, during an imaginative game with cakes, the childminder introduces words such as 'roll up' and 'roll down', and 'large' and 'small' as children manipulate pretend cakes in their hands. The childminder encourages children from a young age to enjoy books, songs and rhymes to also build on their range of vocabulary, and communication and language skills.

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Inclusion Expected standard

The childminder has a clear understanding of how to ensure that she promotes an inclusive environment for all children. She uses her observations of children's play and learning to identify their needs accurately. The childminder takes appropriate action to seek further guidance, as required, from other professionals, quickly. This enables her to support the emerging and changing needs of children in her care and narrow any gaps in their learning. The childminder is confident in her decisions on how to use any additional funding children receive. For example, to help all children gain more confidence, she takes them on plenty of trips on the train and tram. Children broaden their knowledge and skills on how to access and use transport appropriately.

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Inclusion Expected standard

The childminder understands how to work with parents and gathers information about children's backgrounds, routines and what the children know and can do. She consistently shares information with parents about any gaps in their child's learning. She provides ideas to how they can support their child's learning at home as a further way to break down barriers to children's learning and development.

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Leadership and governance Expected standard

The childminder regularly reflects on her practice and has taken positive steps to focus on her professional development. She is able to identify what she needs to focus on to improve the outcomes for children. For example, she has recently completed a wide range of safeguarding training to ensure that she is up to date with current strategies and procedures to protect children from harm. She understands the responsibilities of her role well. She works in partnership with parents and other professionals to support all children, including those that may face other barriers to their learning and wellbeing.

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Leadership and governance Expected standard

The childminder engages effectively with parents. She makes sure she gathers sufficient information from parents when their child first starts. This helps to assess and plan activities for children to help them settle quickly into her care. The childminder also gathers information from them to assist her in making improvements in her practise. Parents' written comments are complimentary about the childminder. They value the support and care given to them and their 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 are very happy and settled. They enjoy their time with the childminder who is kind and caring with them. Children build on their friendships with their peers within the childminder's home. They develop their social skills further when playing with children of a similar age and ability when accessing play sessions in the community with the childminder. Children are provided with a wide range of learning experiences. Overall, the childminder plans her curriculum well, covering the 7 areas of learning to ensure that children develop their skills and gain new knowledge. Children are ready for the next stage in their learning and for their eventual move to school given their starting points. Activities reflect what children enjoy, which builds on their enjoyment and helps them to remain focused. For example, children show excitement as they develop their physical skills. They experiment using their fingers, tweezers and scoops to pick up pasta and rice.

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

Children's language development is supported well by the childminder who provides a running commentary with children. Children name colours, such as 'blue', during sensory activities and repeat words spoken, such as 'drink', during mealtimes. The childminder repeats these words clearly to help children pronounce them correctly. Children are included in all activities because the childminder makes sure her practise is inclusive. The childminder adapts her teaching according to individual children's needs. For example, during mealtimes, she helps younger children learn how to hold a spoon safely, so they can feed themselves. This helps to develop confidence, resilience and readiness for future learning. Daily routines, including children washing their hands and face after lunch and selecting toys of their choice, promote self-care and independence.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:15,Friday : 07:30 - 15:00

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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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Next steps

The childminder should refine planning to ensure that activities are more precisely focused on children's next steps in learning to further support their development, so they make the best possible progress. The childminder should use daily routines and activities more effectively to deepen children's knowledge and understanding regarding the benefits of being healthy.

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About this inspection

The inspector spoke with the childminder and the 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 28 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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