Childminder

Childminder

Unique reference number (URN): EY410305 Registered with Ofsted: 23/03/2011 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Typically, children gain confidence and independence in preparation for the next stage of their learning. Children demonstrate a love of books. They show an understanding of favourite stories as they answer the childminder's questions. This helps to develop their language skills and widen their vocabulary. They are confident to communicate their particular needs, for example, when toilet training, which will help them with their eventual move to school. Children start conversations with trusted adults about their toys and play activities. For example, they select shells from a 'fairy garden' and chat with the childminder about where these come from. Children enjoy playing with their friends and develop their social skills, including sharing and taking turns. They willingly offer their thoughts and ideas about what they like to do at the childminder's home. Children show that they can count accurately as they add 1 more brick to a tower.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder establishes solid relationships with parents based on an effective and frequent exchange of information about children. She monitors patterns of attendance so that she identifies and addresses any concerns with parents quickly. Children follow daily routines set by the childminder. The childminder gently reminds children about what is acceptable behaviour, such as sharing and taking turns, when required, which helps children to understand what is expected of them. She explains why certain rules are needed, such as sitting down rather than standing on chairs, to help them learn to keep themselves safe from harm. The childminder models kindness and respect consistently for children and encourages them to cooperate effectively with others. Children talk about their friends enthusiastically and celebrate what they enjoy doing together.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder focuses on providing the appropriate support for children to understand their changing feelings and those of others and how to manage their emotions. She reassures children, offering praise and encouragement as they play. For example, she talks about their parents being at work and when they will return. This supports children to thrive and develop their social skills. Children are keen to attend the childminder's home.

p.2

Children's welfare and wellbeing Expected standard

The childminder prioritises children's wellbeing. She knows about children's routines and addresses any barriers to development. The childminder collects information about food allergies, sensitivities or requirements. She finds out how to support children with naps.

p.2

Children's welfare and wellbeing Expected standard

The childminder helps children feel confident to try new experiences by providing a secure, welcoming environment. She follows children's interests and responds sensitively to their ideas. She provides reassurance for children when needed. She supports children to recognise their emotions and understand how to express themselves. The childminder uses books to illustrate how to manage their feelings. This helps them to learn to respond calmly so that they can return to play after any minor disagreements. The childminder teaches children to wash their hands thoroughly before eating and after using the toilet. Each child has a hand towel to avoid cross-contamination. The childminder explains to families about balanced and nutritious meals. Children talk about favourite foods, naming water melon, which the childminder offers them for snack. She talks with children about healthy choices and what foods are best eaten more frequently and which to have as

p.2

Children's welfare and wellbeing Expected standard

'treats'. Children benefit from fresh air and exercise in the garden and local parks.

p.3

Curriculum and teaching Expected standard

The childminder plans her curriculum to promote children's confidence and independence. She identifies next steps to improve children's outcomes. For example, to support language skills development, she encourages quieter children to talk about home and family members. Children enjoy walks, visiting parks and farms. This provides opportunities for conversations and to explore the local community. The childminder responds to children's curiosity. For instance, when children are puzzled that a crayon does not show up on the same colour of paper, she demonstrates why this happens. The childminder uses songs to help them to understand numbers, counting down from 5.

p.3

Curriculum and teaching Expected standard

The childminder encourages children to practise gross motor skills as they throw balls, climb steps and run vigorously. Children make marks in sand and with paint. This supports their early literacy skills overall. However, on occasions, the childminder introduces activities, such as writing names and letters, before children have developed fine motor control and listening skills. Nevertheless, the childminder generally adapts teaching to support children's development. For instance, she provides props to help children concentrate on listening to stories. The childminder typically reviews her curriculum to identify improvements that support children for the eventual move on to school.

p.3

Inclusion Expected standard

The childminder generally knows how to support children with special educational needs and/or disabilities. She uses observations to assess and monitor individual children's needs. She understands how to use additional funding to enhance children's experiences. She recognises the importance of making prompt referrals and working with agencies to reduce barriers to children's learning and wellbeing.

p.3

Inclusion Expected standard

The childminder carries out research to help her understand how to address barriers to children's learning and wellbeing. This, and her awareness of the graduated approach, broaden her range of strategies to meet the needs of individual children. She works with professionals, such as health visitors, and knows where to secure further advice when required. The childminder works in partnership with parents to identify children's starting points and ongoing needs. She looks at the impact of ongoing support on children's outcomes so that she can adapt her practice appropriately. Parents value the broad support for children and the whole family that the childminder provides and the difference this makes to children's achievements. The childminder creates tailored plans for each child in her care. Her ongoing communication with parents ensures that they are informed about children's achievements and how to continue learning at home.

p.3

Leadership and governance Expected standard

Overall, the childminder reflects on the strengths of her setting and identifies any new areas for improvement. She takes account of the views of parents and children, captured in written and verbal feedback, in making decisions about changes. This helps families to feel heard and valued. Her professional development programme generally identifies mandatory and some other training that meets her interests. For example, the childminder has contact with other childminders, including her co-childminder, to exchange ideas. On occasion, she reads about relevant topics to update some knowledge. However, the programme is not yet targeted sharply to enhance her skills to support the further needs of individual children and babies.

p.4

Leadership and governance Expected standard

Parents value the daily discussions with the childminder about children's experiences and achievements. They say that children love to come to the childminder's home and do not want to leave. They feel informed about children's progress and appreciate the advice and guidance she can provide for families, especially during times of change and transition. The childminder knows the importance of working with other settings that children attend and with professionals, such as health visitors, to secure a consistent approach to promoting children's learning and development.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children show they enjoy playing at the childminder's homely setting as they quickly settle and 'have a go' at activities. The childminder provides a warm, friendly, 'family' environment. She shows care and kindness towards children, which nurtures their trust and confidence. The childminder models politeness, saying 'please' and 'thank you' for children to repeat during routines. Children approach adults to share their thoughts and feelings, demonstrating that they feel secure and settled. They practise their social skills at the childminder's home and when they are out and about in the wider community. The childminder gets to know children and families from the start. She embraces an inclusive approach that takes account of each child's unique qualities and experiences, including any changes at home that may result in barriers to learning. The childminder supports families to access advice and practical support.

p.5

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

Children show a sense of belonging as they explore inside and outdoors. Daily routines are established so that children develop their independence. For instance, they use cutlery confidently. Another example of this growing independence is that older children know how to put their shoes onto the right feet and put on their coats. Children benefit from a consistent approach to their learning and development, for instance, when toilet training so that they swiftly gain the skills they need. Parents understand the importance of punctuality and regular attendance in preparing children for their future learning. Children make progress from their starting points and develop meaningful skills in readiness for the next stage of their learning, including school. Children have fun while learning. For example, the childminder provides a range of story boxes containing soft toys, puppets and toys to stimulate children's engagement with books from an early age.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:30 - 18:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Next steps

The childminder should strengthen curriculum planning to promote next steps, such as in early literacy, that build precisely on what children already know and can do. The childminder should target professional development to support the specific needs of babies and children.

p.6

About this inspection

The inspector spoke with the childminder and her assistant and with children during the inspection.

p.6

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 3 February 2026

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8