Childminder

Childminder

Unique reference number (URN): EY446399 Registered with Ofsted: 14/06/2012 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 strong progress through the curriculum from their individual starting points. They confidently recall previous learning, apply skills independently and show curiosity and persistence in their learning. Communication and language development are a clear strength. Children increasingly use language to express ideas, describe experiences and engage in sustained conversation. Early mathematical understanding is evident as children count, compare quantities and use mathematical language naturally during play and routines.

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Achievement Strong standard

Children who face barriers to learning, including children who speak English as an additional language and those at earlier stages of communication development, achieve well because teaching is carefully matched to their needs. Progress is monitored closely and sustained over time through strong partnerships with parents.

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Achievement Strong standard

Children are well prepared for their next stage of learning. They develop independence, confidence and positive attitudes that support smooth transitions, including readiness for nursery and school where appropriate.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive in a calm, positive environment, where expectations for behaviour are clear, consistent and well understood. The childminder establishes these expectations through warm, respectful interactions and predictable routines, helping children feel secure and confident in what is expected of them.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and children are strong and trusting. Children seek reassurance, share ideas freely and respond positively to guidance. This secure foundation supports children to manage their behaviour well and develop confidence in social situations.

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Behaviour, attitudes and establishing routines Strong standard

Children are supported effectively to collaborate and get along with others. They learn to share resources, take turns and work together during play and routines. The childminder models positive behaviour, uses clear language to resolve minor conflicts and helps children understand others' feelings, supporting the development of empathy and cooperation.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes the importance of punctuality and attendance through close communication with families. Attendance is monitored carefully, and follow up is prompt, where needed, ensuring children benefit from consistent routines and learning experiences.

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Behaviour, attitudes and establishing routines Strong standard

Expectations are adapted sensitively to reflect children's ages, stages of development and individual needs. Younger children and those requiring additional support receive tailored guidance, enabling all children to meet expectations successfully and develop positive attitudes to learning.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are central to the childminder's practice. She provides sensitive, responsive care that meets children's individual needs and supports secure attachments. As a result, children feel emotionally safe and confident to explore, learn and form positive relationships.

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Children's welfare and wellbeing Strong standard

Care routines are managed thoughtfully, particularly for younger children. Sleeping, feeding and personal care routines are tailored to individual needs, helping children feel comfortable, secure and well supported. The childminder promotes healthy choices through daily routines and conversations, supporting children's understanding of nutrition, physical activity and oral health.

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Children's welfare and wellbeing Strong standard

Children are supported to recognise, express and manage their emotions. The childminder helps children talk about feelings, understand others' emotions and develop strategies to self-regulate. This supports children's emotional wellbeing, resilience and positive interactions with others.

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Children's welfare and wellbeing Strong standard

Health and safety are embedded in everyday practice. Children learn how to keep themselves safe through clear explanations and consistent routines. Inclusive practice ensures that children who face barriers to wellbeing, including younger children and those at earlier stages of emotional development, receive the support they need to flourish physically, emotionally and socially.

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Curriculum and teaching Strong standard

The childminder leads a well-considered curriculum that is ambitious, broad and responsive to children's ages, stages and interests. She has a secure understanding of the quality of her curriculum and teaching and makes informed decisions to strengthen practice through reflection, professional development and engagement with the local authority.

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Curriculum and teaching Strong standard

The curriculum is carefully sequenced to build children's knowledge and skills progressively across all areas of the early years foundation stage. Communication and language are prioritised throughout daily routines, play and adult-led experiences, alongside early mathematical language and concepts, such as counting, comparison and problem-solving. The childminder consistently models language, introduces new vocabulary and encourages children to think, explain ideas and recall previous learning.

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Curriculum and teaching Strong standard

Teaching is skilled and responsive. The childminder adapts activities and interactions in the moment so that all children can access learning and remain engaged. She uses assessment effectively to check what children know and can do and tailors teaching to children's individual starting points, needs and stages of development. Physical development and personal, social and emotional development are strongly supported through purposeful activities and routines that promote independence and self-regulation.

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Curriculum and teaching Strong standard

The curriculum reflects children's interests and lived experiences, helping learning feel meaningful and motivating. Inclusive teaching strategies ensure children who face barriers to learning, including children who speak English as an additional language and those at earlier stages of development, are supported to make progress and develop confidence across all areas of learning.

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Inclusion Strong standard

The childminder has created a highly inclusive environment, where children's needs are identified early and support is carefully matched to reduce barriers to learning and wellbeing. She knows children exceptionally well and uses ongoing observation and assessment to understand their starting points, strengths and emerging needs.

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Inclusion Strong standard

Support is adapted so it is additional to or different from that of peers where required. This includes tailored strategies to support communication, language development and emotional regulation. Children who speak English as an additional language are supported through modelling, visual prompts, repetition and meaningful links to home experiences and culture. These adaptations enable children to participate fully and develop confidence as communicators.

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Inclusion Strong standard

The childminder works closely with parents to review progress and agree next steps. She values parental knowledge and ensures strategies are consistent between home and the setting. Where appropriate, she demonstrates secure knowledge of how to work with external professionals and understands local pathways for early help and specialist support.

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Inclusion Strong standard

Although no children currently receive early years pupil premium funding, the childminder demonstrates a clear understanding of how this funding would be used to improve outcomes, including targeting communication, wellbeing and access to enriching experiences. Her inclusive practice ensures that children who face barriers, including those known or previously known to children's social care, are supported sensitively and effectively to achieve and thrive.

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Leadership and governance Strong standard

Leadership is reflective, informed and focused on improving outcomes for children. There have been no significant changes to the leadership or context of the setting since the previous inspection, providing stability and continuity for children and families. The childminder understands the strengths of her provision and takes effective action to address areas for development. She has responded positively to recommendations from the previous inspection and uses accurate self-evaluation to drive improvement.

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Leadership and governance Strong standard

Professional development is prioritised and has a clear impact on practice. Training and ongoing engagement with the local authority inform curriculum decisions, teaching approaches and inclusive practice. The childminder keeps her knowledge up to date and applies learning consistently to improve children's experiences.

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Leadership and governance Strong standard

Decisions are made in the best interests of children, particularly those who face barriers to learning or wellbeing, including children who speak English as an additional language and those at earlier stages of development. Systems for safeguarding, health and safety and record-keeping are robust and consistently implemented. Workload and wellbeing are managed effectively, supporting sustained high-quality practice. Partnerships with parents are a strength. Parents feel informed, involved and confident in the care and education their children receive. The childminder also works effectively with other settings and professionals to support continuity and positive transitions.

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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 warm, nurturing and highly personalised environment, where they feel safe, valued and confident to be themselves. From the start of the day, children are welcomed into a calm home-from-home setting, where strong, trusting relationships support their emotional security. The childminder prepares children carefully for change, such as visitors or transitions, helping them feel confident and reassured. As a result, children approach new experiences positively and greet others with confidence.

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

Children enjoy learning and are actively engaged throughout the day. Learning flows naturally through play, routines and conversations, and children are encouraged to explore, question and share their ideas. Children confidently recall previous experiences, apply learning across activities and show pride in their achievements. For example, children independently count, problem solve and use rich language during play and everyday routines.

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

Children develop strong social skills and learn alongside their peers. They show kindness, care and respect for one another, including towards younger children. The childminder supports children to understand emotions, take turns and work together, helping them build resilience and self-regulation. Clear routines and expectations help children feel secure and support growing independence, such as managing self-care, tidying up and making choices.

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

Children's individuality is valued. Their cultures, languages and home experiences are reflected in daily practice, helping children feel a strong sense of belonging. Children confidently express their preferences, interests and feelings and are supported to feel proud of who they are.

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

Children thrive because strong systems support their safety and wellbeing. Care routines are sensitive and responsive, and children benefit from consistent oversight that keeps them safe. As a result, children flourish emotionally, socially and academically, developing the confidence and skills they need for the next stage of their learning.

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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 children who speak English as an additional language, younger children at earlier stages of communication development, and those who may require additional support to develop language, independence and emotional regulation.

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About this inspection

The inspector spoke with the childminder, children and 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,Friday : 07:30 - 17:30

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About this setting

Local authority: London Borough of Waltham Forest

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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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