Childminder

Childminder

Unique reference number (URN): EY411728 Registered with Ofsted: 08/07/2010 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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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model for children. She demonstrates how to treat each other with kindness and respect. The childminder also plans purposefully to teach children the language of feelings and emotions. She recognises how to respond to children individually by identifying the different support that they may need when upset, for example. As a result, relationships between the childminder and children are highly positive and help children learn the skills they need for life.

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Behaviour, attitudes and establishing routines Strong standard

The childminder implements behavioural expectations clearly and consistently, taking account of children's age and level of understanding. She works closely with older children to help them establish clear boundaries with one another. For example, she promotes children's understanding of the value of other people's views, such as when children have a disagreement over a toy. As a result, children regulate their feelings well and respond very positively to support when conflicts arise.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has robust support in place to promote consistent attendance. She recognises the importance of working with families to understand any barriers to attendance they might face. The childminder uses her knowledge to support parents and carers to understand the importance of punctuality and attendance to embed children's understanding of consistent routines. This is highly effective, and children attend consistently well.

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Achievement Expected standard

Children are prepared for the next stage of their education. They demonstrate confidence and respect for those around them. Children are kind and caring and recognise the importance of listening to others and considering their boundaries. Children's social skills are well developed.

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Achievement Expected standard

Children have a secure understanding of mathematics and begin to easily recognise number beyond 10. They have a sound understanding of how to count and compare quantities. Children are confident communicators. They enjoy interacting with adults and their peers. For example, children ask interesting questions about animals they have recently learned about. They confidently reflect on their own knowledge and excitedly tell their friends about the zoo they are going to visit.

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Achievement Expected standard

Children typically learn to be creative. However, age-appropriate opportunities for children to further develop their expressive arts and design skills could be strengthened.

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Children's welfare and wellbeing Expected standard

Children build meaningful relationships with the childminder. They are keen to share their interests and to play games. Babies enjoy cuddles as they settle into their surroundings. The childminder nurtures these relationships by engaging in conversations about children's favourite toys and outings they have been on at the weekend. Children feel safe and comforted.

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Children's welfare and wellbeing Expected standard

The childminder uses opportunities to teach children about their emotions. They engage in thoughtful conversations that allow children to think about how they are feeling.

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Children's welfare and wellbeing Expected standard

The childminder ensures that children's care needs are met promptly and respectfully. For example, babies experience respectful care routines and are calmly settled for a sleep when they are tired.

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Children's welfare and wellbeing Expected standard

The childminder has begun to implement teaching that supports children to learn about different elements of personal safety. For example, they talk about being safe near roads while on outings. The childminder typically supports children to learn about their own health and hygiene. For example, they talk about different foods and a balanced diet. However, the childminder's teaching is not consistently embedded so that older children begin to learn how to make decisions about good health for themselves.

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Curriculum and teaching Expected standard

The childminder designs an ambitious curriculum and typically delivers it well so that children gain effective skills across different areas of learning. The curriculum is focused on following children's interests while teaching specific skills to prepare them for the next stage of education.

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Curriculum and teaching Expected standard

The childminder adapts her curriculum to support the children attending. She has an inclusive approach and recognises children's different ages and stages of development. For example, she provides all children with age-appropriate opportunities to develop their independence skills. The youngest children try hard to put their boots on to go outside. The childminder offers praise and encouragement to support children's motivation and perseverance. The childminder focuses on children's physical development outside and provides lots of opportunities for children to explore how their bodies move.

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Curriculum and teaching Expected standard

The childminder uses story and singing time to support children's developing language and mathematical skills. Children learn to use and understand numbers during counting songs. The childminder also uses group activities to develop children's conversational skills. Older children confidently talk about their weekend activities, and younger children begin to combine words to deliver clear phrases.

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Curriculum and teaching Expected standard

Children generally have exciting experiences that support them to develop creativity, such as through art and craft activities. However, the curriculum for expressive arts and design is not yet clearly sequenced so that all children consistently benefit from activities that allow them to practise and develop skills even further in this area of learning.

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Inclusion Expected standard

The childminder is inclusive in her approach to children's education and care. She works with parents and carers to carefully identify children's starting points and any individual needs when they first start. The childminder recognises how to identify any gaps in children's learning and has effective processes to monitor and assess ongoing achievement. She maintains high expectations for all children and generally understands how to support children with special educational needs and/or disabilities (SEND). She has not targeted her own professional development, or that of any assistants she works with, to strengthen knowledge around support for children with SEND even further.

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Inclusion Expected standard

The childminder recognises that families have varied circumstances and that children may face barriers to their learning, such as those who are at a disadvantage. She liaises closely with parents and recognises how to provide signposting to local services to support those who might need it. The childminder also understands how to implement effective strategies and how to use any additional funding to reduce these barriers and close any gaps in children's learning.

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Leadership and governance Expected standard

The childminder is knowledgeable and experienced. She has a sound understanding of elements of her provision that are unique and values the importance of engaging with the local community. For example, she builds children's awareness of different occupations and takes children on outings in the local area.

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Leadership and governance Expected standard

Generally, the childminder uses reflection well to review her provision and works with parents and carers to implement and review any changes. She also considers how to adapt her provision through following the interests of the children currently in her care. The childminder is aware of the importance of her own wellbeing and that of any assistants she works with. She manages workloads appropriately and collaboratively, offering appropriate feedback and support.

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Leadership and governance Expected standard

The childminder provides some coaching and mandatory training to assistants that she works with. However, she has not implemented a consistent programme of professional development to continually raise the standard of teaching and provide them with further knowledge.

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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 arrive happy and excited to see their friends. They demonstrate that they have well-established friendships as they joyously greet one another. Children have close bonds with the childminder and offer her a friendly invite into their games, such as racing cars and small-world toys. They initiate conversations about their weekends, speaking freely and confidently. Children feel valued and comfortable in the childminder's welcoming home.

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

The childminder has an inclusive approach to the provision. She has a secure understanding of children's different needs and generally recognises how to adapt her provision and curriculum when appropriate. For example, she makes appropriate adjustments for children with special educational needs and/or disabilities. The childminder understands how to support children and families who may face barriers to learning and wellbeing, such as those who are disadvantaged. She promotes attendance and punctuality well with parents to support children to attend regularly and embed routines.

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

The childminder develops routines that are well understood by children so that they know what comes next in their day. This supports them to feel safe and settled. Children become confident and resilient. They recognise the needs of others and how to regulate their emotions. This learning supports children to gain key skills in preparation for the next stage of learning. Children play calmly and harmoniously with one another, demonstrating respect for the different abilities of other children.

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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 target professional development more precisely for herself and assistants she works with to develop understanding of how to support children with special educational needs and/or disabilities even further. The childminder should develop sequencing of the expressive arts and design curriculum to promote children's learning in this area even further. The childminder should develop support for children to make their own decisions to form healthy habits for life.

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About this inspection

The inspector spoke to the childminder, assistants 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 26 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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