Childminder

Childminder

Unique reference number (URN): 255009 Registered with Ofsted: 18/06/1997 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 steady progress from their starting points, particularly in communication and language. For example, children from families who speak 2 languages show increasing fluency in English, demonstrating clear progress in their communication skills. Children demonstrate their growing confidence. They benefit from the childminder networking with other childminders and their children, where resources are shared and joint outings are arranged. These experiences give children opportunities to interact with a wider group of peers, helping them to develop their social skills and confidence. This supports children's preparation for the next stage of learning and development, including starting school. However, they do not have consistent opportunities to make choices in their learning. Children do not consistently engage with activities that reflect their interests, which limits their progress in some areas.

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Behaviour, attitudes and establishing routines Expected standard

The childminder informs parents and carers about the available funding options and explains the importance of good attendance. This helps children to settle quickly and build positive relationships with others. There are secure routines in place, which are understood by children. For example, the childminder encourages children to tidy up their toys at the end of an activity and help to set up the next activity. She fully supports younger children to do this, using the opportunity to extend their learning in other ways.

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Behaviour, attitudes and establishing routines Expected standard

The childminder praises children positively for their efforts. For instance, when young children let go of her hand while on a balancing beam, she cheers and says, 'Well done,' helping to build their confidence. When there is a minor disagreement over a toy, the childminder encourages children to share resources and take turns. She models positive interactions, helping children to develop their social skills. The childminder explains that, 'Hands are for clapping, not hitting.' Occasionally, the childminder packs away resources of interest before children have finished exploring them, and while she does offer children choices in their learning, these opportunities are not consistent, which can limit children's engagement in their learning.

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Children's welfare and wellbeing Expected standard

The childminder finds out about children's backgrounds, home routines and experiences from their parents and carers when they first start. She uses this information to help children to settle. The childminder provides children with opportunities to learn about similarities and differences. For example, they visit the local opticians to learn about people who need to wear glasses. Children celebrate community festivals and socialise with other children, helping them form new friendships. The childminder builds responsive relationships and attachments with children, which positively contributes to them feeling safe and secure. However, occasionally, activities do not fully reflect children's interests or offer them choice, which can affect their wellbeing. The childminder ensures children's privacy during nappy changes and offers reassurance when they feel unsure. She engages with children playfully, such as lifting them off the

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Children's welfare and wellbeing Expected standard

nappy mat while saying, '1, 2, 3, jump,' which makes children respond excitedly. The childminder promotes children's personal safety. For example, she encourages children to sit at the table while eating, helping them to learn important rules. She has identified risks in her garden, which is currently not in use. The childminder provides alternative ways for children to enjoy daily fresh air, supporting their health and wellbeing.

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Curriculum and teaching Expected standard

The childminder understands what she wants children to learn and uses observation and assessment to find out what they already know. The childminder supports children's communication development by narrating on their play, repeating key words and modelling language for children to copy. She introduces shapes, numbers and counting to support their early mathematical learning. The childminder promotes children's physical development through a range of daily activities, such as encouraging children to dance to music and walk on a low-level balancing beam. Children enjoy throwing cotton balls in the air to create a pretend snowstorm, as well as ripping and scrunching paper.

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Curriculum and teaching Expected standard

The childminder plans activities linked to familiar stories so that children hear and learn repeated language, such as 'swishy swashy' and 'squelch'. Overtime, children learn to listen and follow instructions, building on their personal development. However, the childminder does not consistently organise the learning environment in a way that fully supports children to make their own independent choices, and some planned activities limit children's opportunities to lead their own ideas. Furthermore, the childminder does not always take account of children's interests to extend their learning even further, which can sometimes result in children losing focus and engagement.

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Inclusion Expected standard

The childminder recognises that there is more to learn to strengthen her practice within this area. For example, she plans to complete autism training to help her to recognise early indicators, so that timely support can be put in place for children. The childminder uses observation and assessment to monitor all children's progress. For example, she uses communication screening tools to assess children's language and communication skills, helping her to quickly identify areas where support may be needed.

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Inclusion Expected standard

When children have difficulty participating in activities, the childminder supports them face to face to ensure that they can hear and understand instructions. She observes children to assess their involvement and encourages positive interactions. The childminder values partnership working, seeking guidance from parents and carers, external professionals and other childminders. This ensures that she is well prepared to meet the needs of all children in her care. The childminder understands how to use funding to ensure that any children in receipt of early years pupil premium can fully benefit from targeted resources and equipment. She knows to measure the impact funding has on children's learning and development.

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Leadership and governance Expected standard

The childminder is highly regarded within the local community. For instance, other childminders report that she has supported them in gaining confidence in their own practice, and library staff praise the support she provides to families in the community. The childminder benefits from networking with other local childminders. They share resources and knowledge, and organise joint outings with children.

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Leadership and governance Expected standard

The childminder completes mandatory training, such as safeguarding and paediatric first aid, to ensure that children are safe and well cared for. She is committed to improving her practice and has identified training to deepen her understanding of autism and its early indicators to further enhance her inclusive approach. Parents and carers express high levels of satisfaction with the care and support their children receive, noting that the childminder maintains open and effective communication with them.

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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 benefit from the childminder who is supportive and caring towards their personal needs. For instance, she builds secure partnerships with parents and carers and the schools that children attend. The childminder attends special school events, such as award assemblies and Christian ceremonies, to celebrate children's achievements. When older children are absent, she speaks with their parents to understand the reasons. The childminder responds sensitively, such as putting measures in place that support children's confidence and wellbeing. This helps to reduce absences and encourages children to develop positive habits for their future learning.

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

Children enjoy their time at the setting. They go on daily outings to a variety of places, including the local wooded area, library and playgroups. The childminder's teaching promotes all areas of learning. Children engage in imaginative play throughout the day, supported by the childminder, who makes learning fun. For example, she looks at children through circle tubes pretending they are her eyes, places a paper plate on her face while roaring like a lion behind it and places flashing sensory wands on her nose while making elephant noises. These playful interactions make children laugh and encourage them to copy her actions. This enhances children's communication skills while building positive relationships with others.

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

When children first start at the setting, the childminder finds out about their backgrounds, routines and any additional support they may need. This helps her to put plans in place to help them to settle and succeed in their future learning. For example, for children whose families speak two languages, she gathers some key words to ensure that she can understand children and support their needs, knowledge and skills effectively. This is something parents positively reflect on. They have noted that English has become their children's dominant language.

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About this setting

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

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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 offer children more opportunities to make independent choices throughout the day to further support their learning and development. The childminder should take greater account of children's interests to extend their learning.

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About this inspection

The inspector spoke with the childminder, parents and carers 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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