Childminder

Childminder

Unique reference number (URN): 2717985 Registered with Ofsted: 24/07/2023 Registers: EYR

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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 are making secure progress in their learning from their starting points. They are highly skilled in recalling what they have been taught and using these newly learned skills in their play. For example, children remember how to use shape sorters and recall how to turn the shapes around to fit in the holes. This greatly supports their emerging problem-solving skills.

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Achievement Strong standard

Children learn new skills while using scoops and spoons. For example, babies develop their small muscles as they move jelly between trays. They imitate words and sounds they hear. This further supports their early language development. Toddlers thoroughly enjoy story time. They respond well to questions and anticipate what is coming next in their favourite books. This consistently supports their emerging literacy skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. There is a clear culture of respect and kindness in the childminder's home. The childminder explains to children the importance of turn taking and sharing in a way that all age groups can understand and learn. She highly praises children for waiting patiently when they want a toy another child is playing with. Children respond extremely well and smile with pride when it is their turn.

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Behaviour, attitudes and establishing routines Strong standard

Children clap their own achievements for accomplishing tasks, such as using stacking toys and getting animal sounds correct. The childminder claps in recognition and praises the children with high levels of enthusiasm. Children beam with pride at their achievements.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to establish routines and attendance. Parents regularly share any absences, allowing the childminder to plan children's learning around these. The childminder has well-established routines in place that children recall and follow with ease. She is highly mindful of children's individual needs and adapts routines accordingly. The childminder and children have a strong bond, which is evident through the trust they have with each other.

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Children's welfare and wellbeing Strong standard

The children have a secure bond with the childminder. Children benefit from cuddles and reassurance from the childminder throughout the day. She soothes them and talks to them about their feelings. When they are ready, they eagerly go off to explore. During activities, if children are unsure or anxious, the childminder anticipates this and gives them soothing words of encouragement. For example, when toddlers look for reassurance during messy play, the childminder encourages them with praise and cheering. Toddlers beam with pride at their achievements.

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Children's welfare and wellbeing Strong standard

The childminder is highly sensitive to children's individual needs and routines. For example, during mealtimes when babies appear sleepy, she makes sure they have finished their mouthful of food and gently puts them to bed to rest. The childminder works in partnership with parents to support children's meal routines. Together, they review the types of foods that are suitable for individual children and adjust these to meet their needs. The childminder works closely with parents to ensure that children's medical needs are met, especially during mealtimes, in order for children to get the right nutrients to support their health and development.

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Curriculum and teaching Strong standard

The childminder provides a broad range of activities tailored to meet children's individual developmental needs. The childminder is highly skilled in adapting each activity, enabling children of all abilities to be able to participate and learn. The childminder fully understands children's stages of development and provides high-quality activities to meet children's next steps of learning. The childminder understands the importance of evaluating and adapting activities to support and further enhance children's learning and development. The childminder has a key focus on supporting children's prime areas of learning. She teaches children the importance of turn taking and sharing. Children are highly responsive to the childminder's consistent approach to behaviour management.

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Curriculum and teaching Strong standard

The childminder fully takes into account children's likes and dislikes when planning the well- thought-out activities. For example, children thoroughly enjoy sensory play with jelly. The childminder adapts the activity as she introduces spoons and scoops so children who do not like getting their hands messy are able to take part and learn. The childminder provides a language-rich learning environment that supports children's emerging communication and language development. She fully understands the need to use simple sentence structures to support babies' and toddlers' emerging language. The childminder repeats words after children have babbled to her so they can hear how to correctly pronounce the words. She introduces mathematical language as children play to teach them concepts such as 'big' and 'on top of'.

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Leadership and governance Strong standard

The childminder has a strong understanding of her strengths and areas to work on. She regularly reviews her practice and identifies any training that would benefit the learning and development of the children. For example, following observations of children during play, she has undertaken training that has helped her identify the different ways in which children learn. This has allowed her to adapt her practice and resources in order to further support children's learning.

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Leadership and governance Strong standard

The childminder works closely with parents to assess children's starting points and to review next steps in their learning. She encourages parents to share what they would like their children to learn and work on next and implements this into her planning. This greatly helps children to make secure progress with their learning and development.

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Inclusion Expected standard

The childminder gathers relevant information in partnership with parents when the children first start in her care. However, at times, the information gathered is not as detailed as it could be. For example, she does not obtain information regarding any potential barriers that may impact children's learning and development. The childminder works with parents to ensure that she is aware of children's medical and dietary requirements and adjusts meals and the types of food she provides to meet their individual needs.

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Inclusion Expected standard

Although the childminder does not currently receive any form of funding for children, she is aware of evaluating the progress they are making to help her identify any areas where they may require additional support. Overall, the childminder works closely with parents to assess children's starting points, and she regularly shares next steps of learning. This helps parents to support children's learning and development at home. The childminder adapts activities in order to meet the different abilities of children in her care.

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

Children are extremely happy and settled in the care of the childminder. They arrive eager and ready to start their day. The childminder is highly skilled in adapting activities to meet the different learning abilities of children attending. When babies do not want to join in activities the childminder has planned, she quickly adapts the next steps for their learning to other activities. Children thoroughly enjoy different types of sensory play. They sit engrossed as they play with sensory boards, mastering small-muscle development as they touch and feel different textures and lift flaps.

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

Toddlers thoroughly enjoy story and music time. The childminder makes excellent use of props, helping the children to make their own choices for songs. Children eagerly join in making animal sounds and carrying out actions. This further supports their language and physical development. Children thrive in a caring and nurturing learning environment. They are well prepared for their next stage of learning. They gain valuable independence skills, aiding their future learning. For example, they learn to manage their own self-care needs.

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

Children learn how to keep themselves and others safe through well-planned activities and expert teaching from the childminder. For example, older children are mindful of where they are walking and playing to ensure the safety of younger babies. Children enjoy trying new foods, and the childminder sits with them, offering words of encouragement and praise. She

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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. talks with them about taste and texture and asks their views, helping to extend further their emerging language development. The childminder provides support to parents to promote children's regular attendance.

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Next steps

The childminder should extend on existing partnerships with parents to gather detailed information to support assessing barriers children may face to their learning.

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About this inspection

The inspector spoke with the provider 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 15 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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