Childminder

Childminder

Unique reference number (URN): 402728 Registered with Ofsted: 23/07/2001 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 typical progress across all areas of learning. Overall, they develop foundations for learning as a result of the curriculum and teaching. Children develop confidence in their growing language skills as they learn new words through activities. For example, children learn the names of the new colour 'brown' as they draw.

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Achievement Expected standard

Children enjoy times to sit together in shared play. They learn how to take turns to speak and readily share their ideas. For instance, children think about what noise the chickens make, and add them to the collage of the farmyard. Children are typically ready for their next stage in learning. However, due to some weakness in the organisation of some adult-led activities, children are not always enabled to deepen their learning to achieve at a higher level.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a positive environment for children. She is kind, caring and courteous with children she cares for. In turn, children learn the values and importance of the childminder's ethos around behaviour. Children respond well to times when the childminder asks them to tidy away toys or to move from outdoors to inside. The childminder gives children time to think through her requests, recognising the differing stages children are at with their emotional development. She adjusts her expectations based on each child's developmental stage, recognising and responding when children need more reassurance, more time or a simpler prompt.

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Behaviour, attitudes and establishing routines Expected standard

Children learn how to get along with their peers well. For instance, during group play, children learn to share pipettes and cups as they learn to understand and value the differing needs of their friends. The childminder praises these acts of kindness to help embed the positive behaviours children learn. Children's regular and prompt attendance is promoted from the outset through shared conversations the childminder has with families. She understands the importance of children attending regularly to then benefit from the relationships they establish with her and with their friends. This contributes to the progress children make in their development.

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Children's welfare and wellbeing Expected standard

The childminder uses her established relationships with children to help them to feel safe, secure and well cared for. Children enjoy a variety of activities that support their physical health and wellbeing. For example, as they play with ride-in cars in the garden, they practise opening the doors, climbing in, and repeating these actions as they develop coordination and core muscle strength.

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Children's welfare and wellbeing Expected standard

The childminder provides nutritious and home-cooked meals. Children learn to feed themselves with spoons and are encouraged to try new fruits and vegetables as part of her healthy-eating routines. The childminder tailors daily care routines, such as weaning and sleeping, to children's individual needs. She plans these in partnership with parents and carers. The childminder offers guidance and support, drawing on her experience to help families continue these routines at home.

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Children's welfare and wellbeing Expected standard

The childminder helps children to recognise, express and manage their emotions positively, which supports them to develop a secure sense of emotional wellbeing. Her calm, consistent approach helps children feel understood and confident as they express their feelings. The childminder helps children develop their growing independence, particularly during mealtimes when they feed themselves. However, the childminder has not fully considered how to extend opportunities for children to manage more age-appropriate tasks independently. At times, she steps in too quickly to complete tasks for them, rather than giving children the time they need to practise and master these skills.

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Curriculum and teaching Expected standard

The childminder designs a curriculum that reflects clear priorities for children's learning, including their personal development. Her focus on developing children's communication and language skills is a strength of her practice. The childminder uses everyday conversations to model new vocabulary. She regularly shares stories and songs to nurture children's enjoyment of books and familiar rhymes. As a result, children hear and practise new words, which they then use confidently in their play.

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Curriculum and teaching Expected standard

The childminder promotes children's physical development effectively through active play in the garden, outings in the community and daily opportunities that encourage movement. She supports children's early mathematical understanding by modelling positional and size language, such as up, under, big and small. The childminder helps children to count in ways that are appropriate for their stage of development.

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Curriculum and teaching Expected standard

The childminder uses her assessments to check what children know and can do. She takes account of the differing stages of children's learning, and teaching is tailored to children's differing starting points and needs. Children's learning is thoughtfully sequenced so that children can revisit and practise new skills and vocabulary. The childminder recognises the importance of repetition in helping children to embed what they have learned. However, on occasion, she brings activities to a close too quickly. This means that some children do not consistently have enough time to explore, engage deeply and fully focus on the intended learning.

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Inclusion Expected standard

The childminder knows children's individual needs well. She takes the time to understand the unique abilities of children from the outset. Partnerships with parents and carers enable the childminder to gain a wealth of information about children's care, their routines, likes and dislikes. This helps her to build a full knowledge of children from the beginning.

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Inclusion Expected standard

The childminder is not currently caring for any children who are are in receipt of additional funding, children with special educational needs and/or disabilities, or children who face any barriers to their learning. Through discussion, the childminder understands how to support and promote inclusivity. She knows how to reduce barriers that children may face in relation to their learning, including how to shape learning to offer children the support they may need. The childminder undertakes suitable training to deepen her knowledge of how she can best support every child. She knows how to use regular observations of children to help her plan for their next steps in learning and to check the progress children make. She understands how to use additional funding to support areas of children's progress that may need additional support. Through conversations, the childminder demonstrates her knowledge of

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Inclusion Expected standard

how to work with other agencies supporting children if this were to happen.

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Leadership and governance Expected standard

The childminder is committed to providing children with a high-quality care and learning environment. She regularly reviews the provision to ensure that toys and resources are age- appropriate and reflect children's current interests. The childminder seeks the views of parents and carers and children as part of her reflective practice. She adapts her working hours to accommodate parents' work patterns. This helps children to benefit from consistent attendance.

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Leadership and governance Expected standard

Parents speak highly of the childminder and the wide range of learning experiences she offers. They say that these experiences have supported their children's confidence in new social situations and strengthened their communication and language skills. The childminder is keen to continue developing her teaching practice. However, she has not yet identified the specific areas she wishes to focus on to further enhance her professional development in relation to the children she cares for.

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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 enjoy attending the safe and welcoming environment the childminder creates. Children attend regularly, which helps to support the warm and trusting relationships that are established. Children benefit from the childminder's sensitive approach to their needs. She recognises when children need extra comfort and support and readily offers this. The childminder's warm response to children helps them to feel secure and enables them to thrive in her care.

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

The childminder sets high expectations for all children. She actively promotes kindness and courtesy through everyday routines, using age-appropriate strategies. Children learn to use polite language, such as saying please and thank you as they ask for and share toys and resources with their friends. Children play confidently with their peers, enjoying their company. They understand expectations within their daily routines, such as independently tidying away toys in readiness for snack times. The childminder offers regular praise and encouragement, helping children to develop positive social skills and confidence. This helps to prepare children for their next steps in their learning journey.

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

The childminder is experienced in her role. She plans a wide range of activities, tailored to children's interests and her priorities for their learning. Children readily take part in planned activities, such as when they explore ice balls and notice how they melt in their warm hands. The childminder observes children as they play and uses opportunities to introduce new language. For instance, children learn the names of new colours and explore the marks they can make as they draw their parents. The childminder offers a wealth of opportunities for children to explore books and share favourite stories, including those sourced from visits to the local library. Children develop a love of literacy as a result of the childminder's focus in this area of the curriculum.

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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.

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Next steps

The childminder should consider how activities are planned and delivered so that children have sufficient time to explore, engage deeply and focus on the intended learning before the session draws to a close. The childminder should review opportunities to extend children's independence, supporting them to develop the skills needed to carry out age-appropriate tasks for themselves. The childminder should consider how self-evaluation can be used more effectively to identify and prioritise specific areas for improvement.

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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. This data is from 29 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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