Childminder

Childminder

Unique reference number (URN): EY223191 Registered with Ofsted: 20/11/2002 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

The childminder delivers a broad curriculum that helps all children make good progress. Children develop communication and language through stories, songs and the use of puppets and props. They gain listening, comprehension, vocabulary and confidence to express themselves clearly. The childminder ensures children who speak English as an additional language gain confidence. They are given extra time to respond to questions and use simple sentences. Funded children are supported to participate fully and make consistent progress. Children are curious, engaged and confident in counting, role play and creative exploration.

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Achievement Expected standard

They explore outdoors, developing physical skills, understanding safety and observing their environment. Early literacy, numeracy and social skills help children make choices and communicate effectively. Children interact positively with others, enjoy cooperative activities and develop social confidence. These experiences secure foundational knowledge for their next stage of learning. Children are well prepared for school and continue to build strong development foundations.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows children well and develops caring, respectful and positive relationships with them. She consistently applies clear, age-appropriate boundaries for behaviour, which helps children to understand what is expected of them and supports a calm, well-organised environment. Children feel safe and secure and are confident to approach the childminder, for example, to ask her to read their favourite stories. She responds warmly and values children's choices, encouraging respectful communication.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports positive interactions by gently reminding children to give their peers time to answer questions, to listen carefully and to wait their turn to speak. Children's behaviour is good, and they show a positive attitude towards their learning and play. They engage well in activities and demonstrate increasing independence. Older children are learning to manage their feelings appropriately and show kindness, patience and care towards their peers and younger children. The childminder closely monitors children's attendance and promptly follows up on any unexplained absences. This helps to ensure children's wellbeing, promotes continuity of care and reassures parents that children are safe and secure.

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Children's welfare and wellbeing Expected standard

The childminder provides a safe, inclusive and nurturing environment, where all children, including babies and those who speak English as an additional language, feel secure, valued and supported. Children develop a strong sense of belonging through warm, responsive interactions and consistent routines. Children are encouraged to develop healthy habits and to become independent. Effective nappy-changing routines, regular handwashing before meals and guidance around personal care support wellbeing. The childminder discusses nutrition with children and parents, promoting understanding of healthy eating. Children enjoy preparing their own fruit at snack time and eating independently, developing practical life skills. Daily outdoor play and physical activity are integral to the setting. Children explore the garden, ride wheeled toys, play ball games and access water play and role-play resources, developing fine and gross motor skills. Planned outings to parks,

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Children's welfare and wellbeing Expected standard

libraries and children's centres enhance social development, curiosity and understanding of the wider world. The childminder is highly responsive to children's emotional needs, offering reassurance, attention and encouragement. Babies and older children alike show excitement, curiosity and engagement in activities and interactions, building confidence and resilience. Overall, children's welfare and wellbeing are prioritised, enabling them to thrive physically, emotionally and socially in a safe, caring and stimulating environment.

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Curriculum and teaching Expected standard

The childminder delivers a broad and balanced curriculum that meets the early years foundation stage learning and development requirements. Children enjoy a wide range of experiences, including stories, singing, early mathematics, role play, creative activities, outdoor play, and celebrations of different cultures, supporting learning across all developmental areas. Teaching is responsive and largely child led. The childminder follows children's interests to sustain engagement and deepen learning. For example, when children show interest in animals, activities are planned around stories, small-world play and discussions about habitats, which are further extended through visits to local parks and nature walks. She supports communication and language development by modelling rich vocabulary and encouraging children to join in with stories, songs and discussions.

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Curriculum and teaching Expected standard

Early mathematical skills are introduced through counting, shape recognition and everyday routines. She adapts activities to meet different ages and stages; however, curriculum planning does not always build on children's next steps. For example, she does not allow children to fully complete tasks independently, such as tidying up, and problem-solving opportunities, such as puzzles or practical challenges, are not consistently included. As a result, children do not always practise these skills on their own. Overall, the curriculum supports children to make steady progress and prepares them for their next stage of learning.

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Inclusion Expected standard

The childminder promotes an inclusive environment, where all children feel valued and supported. She knows children well and uses observation, discussions with parents and knowledge of their starting points to identify individual needs. Children of all abilities, including those receiving funded education, make good progress, which is regularly monitored. Information about development and next steps is shared with parents to support continuity between home and the setting. Activities are adapted to reflect children's interests and abilities, helping them engage and enjoy learning.

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Inclusion Expected standard

Children who speak English as an additional language are supported through key words, visual prompts and dual-language resources. Babies and older children share experiences together, promoting a sense of belonging. Reasonable adjustments to routines, particularly for children returning after breaks or needing extra reassurance, help children settle confidently. The childminder has completed targeted training, including the Early Years Professional Development Programme, and applies strategies from this in daily practice to support children's personal, social and emotional development. She works closely with families, providing updates and encouraging feedback. Overall, inclusive practice is secure, enabling all children, including those with funded places, to feel included and make appropriate progress.

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Leadership and governance Expected standard

The childminder demonstrates secure leadership, underpinned by a clear understanding of the children, their interests, backgrounds and developmental needs. She reflects on her practice and is open to discussion, valuing inclusion, diversity and children's wellbeing to ensure all children feel safe, supported and included. She works closely with local schools, her early years lead and other childminders she mentors, sharing knowledge and experience to promote best practice and improve learning outcomes. The childminder actively supports her assistants to stay up to date with the early years foundation stage requirements, completing training together and discussing observations and learning outcomes.

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Leadership and governance Expected standard

The childminder also provides guidance on children's communication and language development, ensuring a consistent, informed approach across the setting. Parents are well informed through daily feedback and termly newsletters, which cover children's progress, oral health and safer eating practices. Attendance is monitored accurately, and any concerns are addressed promptly, maintaining a safe and structured environment. Through reflective practice, professional collaboration, mentoring and clear communication with families, the childminder creates a supportive, inclusive setting. Children benefit from skilled, informed practitioners and a nurturing environment that consistently promotes positive outcomes for all.

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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 greeted warmly on arrival and quickly settle into familiar routines, which helps them feel relaxed and ready to learn. Children feel happy, safe and settled in this warm and nurturing childminding setting. The childminder knows the children well and provides a calm, caring environment, where children feel secure, valued and confident.

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

Strong, secure attachments are evident. For example, babies seek reassurance from the childminder, when they wake or become unsure, and are comforted quickly through gentle interaction, cuddles and familiar language. Older children confidently approach the childminder to share ideas, ask questions or seek support, showing that they feel emotionally secure and listened to. Children show a clear sense of belonging, moving freely around the setting and independently accessing resources. Children enjoy a wide range of engaging activities, including story time, singing, role play, creative experiences, and outdoor play. The childminder closely follows children's interests, which helps sustain their motivation and enjoyment. Children listen well, behave positively and show kindness towards one another. Praise and encouragement are effective in building confidence and supporting children's emotional wellbeing.

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

Babies and older children are thoughtfully included together. Babies explore safely through sensory play and physical movement, while older children join group activities and routines, learning to be patient and considerate of others. Children benefit from daily outdoor play, which helps them develop physical skills and enjoy the fresh air. Children learn about kindness, sharing and respect, and their individual backgrounds are valued through inclusive practice and the sharing of celebrations. They are encouraged to take part in routines, such as snack times and tidying away, supporting their growing independence. Overall, children experience a secure, caring and welcoming environment, where they feel a strong sense of belonging and are confident to play, explore and learn at their own pace.

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About this setting

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

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Facts and figures used on inspection

Children of all abilities, including those who receive funded education, make good progress from their starting points.

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Next steps

The childminder should make consistent use of what is known about children in order to plan even more opportunities to support their individual next steps. The childminder should provide further opportunities to extend children's independence to the highest level.

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About this inspection

The inspector spoke with the childminder and 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.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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