Childminder

Childminder

Unique reference number (URN): EY454344 Registered with Ofsted: 09/11/2012 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 secure progress across all areas of learning. They develop curiosity, problem-solving skills and sustained interest as they explore, experiment and engage in hands-on activities. For example, during a polar bear activity, children investigated how ice changed when warm water was added. They used tools to free the toy from the ice, discussed what was happening and worked together to solve the problem, demonstrating a growing understanding of cause and effect.

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Achievement Strong standard

Children grow in confidence as they tackle new challenges and test their ideas independently and alongside others. Through repeated opportunities to explore and revisit experiences, children consolidate knowledge and skills and apply what they have learned in different situations. They persist with tasks that require effort and show pride in what they achieve.

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Achievement Strong standard

Children enjoy learning and are motivated to explore, ask questions and solve problems. They show positive attitudes to learning and make secure progress in practical skills, understanding and social development, supporting their readiness for the next stage of learning.

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Curriculum and teaching Strong standard

The childminder has a clear and well-considered curriculum that is rooted in her strong understanding of child development and the learning needs of the children in her care. She knows what she wants children to learn and sequences experiences so that knowledge and skills build over time. Activities are purposeful and reflect children's interests, helping them remain motivated and engaged in their learning. The childminder places clear emphasis on children's personal, social and emotional development. She prioritises building secure relationships, confidence and independence, recognising these as foundations for effective learning.

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Curriculum and teaching Strong standard

Teaching is consistently responsive and effective. The childminder interacts consistently with children, using well-timed prompts, questioning and modelling to extend learning during play and routines. She naturally builds learning into everyday experiences, supporting children to develop communication, early mathematical understanding, physical skills and independence. For example, children use words to describe colours, shapes and what is happening in their play, explaining their ideas and responding to questions. This helps children to organise their thinking and express ideas clearly.

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Curriculum and teaching Strong standard

The childminder uses her ongoing knowledge of children's development to adapt activities and expectations appropriately. She provides support where needed and encourages children to try things for themselves, enabling them to make progress from their starting points. As a result, children develop a secure foundation across the areas of learning and are well prepared for their next stage of education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive behaviour through calm, consistent interactions and clear expectations. She models kind words, sharing and respectful behaviour throughout the day, helping children to understand boundaries and what is expected of them. This supports children to behave appropriately within the setting.

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Behaviour, attitudes and establishing routines Expected standard

Children respond well to this approach and take part confidently in daily routines and activities. They make choices, follow familiar expectations and respond positively to reminders when needed. During play, children share space and resources with support and are developing the ability to take turns and cooperate with others.

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Behaviour, attitudes and establishing routines Expected standard

Support is adapted to meet children's differing ages and stages of development. Younger children receive gentle prompts and reassurance, while older children are encouraged to manage routines and interactions with increasing independence. This helps children to feel secure and supported as they learn to manage their behaviour and interactions with others. The childminder promotes the importance of regular attendance and punctuality. She works closely with parents to reinforce consistent routines and explains how regular attendance supports children's learning, development and sense of security.

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Behaviour, attitudes and establishing routines Expected standard

As a result, children show positive attitudes towards play and learning. They approach activities willingly and interact positively with those around them. Children develop the skills needed to manage their behaviour and interactions with others during daily routines and activities within the setting.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's welfare effectively through attentive supervision and responsive care. Children's individual needs are recognised and met promptly, helping to ensure they are comfortable, protected, and well cared for throughout the day. This provides a secure foundation for children's physical and emotional well-being.

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Children's welfare and wellbeing Expected standard

Children's well-being is supported through calm, consistent routines. Mealtimes are relaxed and sociable, and children are offered healthy food choices that support their nutritional needs. The childminder encourages children to make choices and supports them sensitively during routines, helping children to feel comfortable and cared for.

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Children's welfare and wellbeing Expected standard

The childminder supports children to recognise, express and manage their emotions. She uses calm language, reassurance e and discussion to help children name feelings and understand how to respond appropriately. This supports children to develop a secure sense of emotional well-being. Personal care routines are managed appropriately. Children's dignity is respected during nappy changing through the use of privacy screens, while effective supervision of other children is maintained. Sleeping arrangements are well organised, with individual sleep spaces provided and regular checks carried out to ensure children's safety and comfort during rest times. The childminder promotes positive approaches to healthy lifestyles through daily conversations, including talking with children about food choices and oral health. These approaches help children begin to develop an awareness of oral health and could be further

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Children's welfare and wellbeing Expected standard

strengthened through planned activities. Overall, children feel safe, comfortable, and well supported, which supports their well-being and enables them to engage positively in daily experiences.

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Inclusion Expected standard

The childminder has a secure understanding of inclusive practice and her responsibilities regarding special educational needs and/or disabilities. She explains how she would identify concerns about a child's development through ongoing observation and discussion with parents. The childminder understands the steps she would take to seek advice and work with other professionals if needed. This shows she is prepared to respond appropriately should children require additional support.

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Inclusion Expected standard

The childminder knows the children in her care well and takes account of their individual starting points, interests and routines. She explains how she would adapt activities and daily experiences so that all children can take part. For example, she describes how she would simplify instructions, use visual prompts and adapt resources to support children with different learning needs or abilities. This reflects her understanding of how to remove potential barriers to participation.

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Inclusion Expected standard

The childminder understands how available funding can be used effectively to support children with additional needs. She explains how funding would be used to access appropriate resources, adapt the environment or seek professional advice where necessary to remove barriers to learning and participation. The childminder has a clear understanding of how to support children's communication, including those who have English as an additional language. She explains how she would model language clearly, repeat key words and provide opportunities for children to practise communication through play and daily interactions. This helps to ensure that all children are supported to communicate and feel included.

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Inclusion Expected standard

The childminder reflects on her practice and considers how adjustments can be made to ensure that all children are able to take part in activities and routines. As a result, children feel included and develop a sense of belonging within the setting.

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Leadership and governance Expected standard

The childminder leads the setting with a clear focus on providing an organised, calm, and supportive environment for children. She reflects on her practice and reviews routines and activities to ensure they continue to meet children's needs. This helps to ensure that the provision remains consistent and responsive.

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Leadership and governance Expected standard

The childminder considers the well-being and workload of those working in the setting when making decisions about organisation and routines. She ensures responsibilities are manageable and provides regular opportunities for discussion and support. This contributes to a positive working environment and consistent practice. The childminder maintains an overview of children's learning and development. She uses her knowledge of children's starting points to inform planning and identify appropriate next steps. Activities and interactions are adapted to support children's progress over time, helping children to gain confidence and build skills appropriate to their age and stage of development. Partnership with parents is a clear strength of the setting. The childminder communicates regularly with families and shares information about children's care, routines, and development. Parents report that communication is clear and timely and that they feel well

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Leadership and governance Expected standard

informed about their child's experiences. Parents also describe the setting as warm, welcoming, and safe, and report that their children make meaningful progress. This ensures children experience consistency between home and the setting.

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Leadership and governance Expected standard

The childminder engages in ongoing professional development and ensures that those working in the setting have access to relevant training. Training strengthens knowledge of child development, safeguarding and inclusive practice and has a positive impact on the quality of interactions and support provided to children. Through ongoing reflection, the childminder considers how practice can continue to develop. This reflective approach supports continuous improvement and helps ensure that children benefit from a well-led, responsive setting.

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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 and are welcomed by the childminder into a familiar environment where they feel comfortable and ready to begin their day. They settle quickly and move into play with confidence. Relationships are secure and familiar, and children regularly approach the childminder to share experiences, ask questions and take part in everyday conversation.

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

Children choose from a range of activities and show interest in what is available. They explore resources, repeat actions and respond with enjoyment as they play. Younger children are supported closely, while older children describe what they are doing and respond to prompts. Children communicate well during play and daily routines, expressing ideas, responding to questions and engaging in exchanges with others. Children with special educational needs and/or disabilities learn alongside their peers and are supported to take part fully in activities and routines.

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

Shared stories and singing times are a regular part of children's experiences. Children listen attentively to stories and respond as events unfold. When singing familiar rhymes, such as 'Twinkle Twinkle Little Star' and 'Hop Little Bunny', children join in confidently with repeated words and actions. Children are also given opportunities to take turns individually. For example, one child sang the alphabet song independently, demonstrating confidence to communicate in front of others. These shared experiences support children's listening, attention and confidence in expressing themselves. Children interact positively with one another during play, sharing space and resources with support from the childminder. When children need help, they receive reassurance and guidance, which enables them to continue playing and taking part in activities.

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

Children have regular opportunities to be physically active, both indoors and outdoors. They practise climbing, balancing and using small equipment, which supports the development of their gross and fine motor skills. Children move confidently within the space available and

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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. enjoy being active throughout their day. Overall, children feel safe, valued and able to take part fully in play and everyday experiences.

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Next steps

The childminder should further strengthen activities to promote oral health, so children develop a more consistent understanding of self-care and healthy habits.

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About this inspection

The inspector spoke with the childminder and the assistant 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 2 February 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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