Childminder

Childminder

Unique reference number (URN): EY436237 Registered with Ofsted: 18/11/2011 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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Leadership and governance Strong standard

The childminder provides clear and effective leadership. She has a very good understanding of her setting and the needs of children and families. She monitors practice closely and reflects on her provision, using feedback effectively to identify areas for improvement. She takes prompt action to strengthen any aspects of the setting where needed and shows a full commitment to ongoing development. She uses any additional funding thoughtfully to support children's welfare, learning and access to experiences. Decision-making is precisely focused on the needs of children, including those who are disadvantaged or have special educational needs and/or disabilities. This has a very positive impact on children's experiences.

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Leadership and governance Strong standard

The childminder manages her workload effectively to maintain high-quality care. She deploys assistants thoughtfully and provides regular supervision. She identifies individual training needs and supports assistants to access professional development. Where minor inconsistencies in practice arise, she addresses these promptly, helping ensure that improvements are rapid.

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Leadership and governance Strong standard

The childminder works closely with parents and other professionals, such as health visitors, to support children's care and development. She communicates regularly through daily conversations, written updates and meetings. She shares ideas to support continuity between home and the setting, including strategies to support behaviour and development. This very successfully helps children experience consistent care.

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Achievement Expected standard

Children show growing independence, motivation and enjoyment in their learning. They make choices about activities, remain engaged and persist when tasks become challenging. Children show pride in their achievements. For example, they sustain focus on self-chosen activities and celebrate their successes. This supports their confidence and resilience.

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Achievement Expected standard

Children communicate confidently during play. They describe what they can see, predict what might happen next and explain their ideas. They use an increasing range of vocabulary as they engage in conversations with others. Furthermore, children develop early mathematical understanding through play. For example, they fill and empty containers in the sand and compare quantities as they explore 'more' and 'less'. They use what they know in practical ways, helping to secure early concepts.

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Achievement Expected standard

Children with special educational needs and/or disabilities typically participate alongside their peers and engage in activities with increasing confidence. Children who speak English as an additional language also join in with play and communicate their needs and ideas. Consequently, overall, children develop independence, physical skills and positive attitudes to learning. They are prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes to learning. The childminder generally has high expectations of their behaviour and promotes respect for others. Children respond calmly to her guidance. This helps them form secure, trusting relationships and feel comfortable and confident in the setting. Children are encouraged to express themselves, make choices and take responsibility for small tasks, which supports their self-confidence and sense of belonging.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to play cooperatively and get along with others. The childminder provides opportunities for shared play, such as play dough activities where children share tools, take turns and talk about what they are making. When they attend local groups, children practise social skills, build confidence and interact with a wider group of peers. Through these experiences, children learn that families may have different cultural traditions and ways of doing things. As a result, they begin to understand and respect their wider community.

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Behaviour, attitudes and establishing routines Expected standard

Routines are established and support children to feel secure. For example, children independently remove their shoes on arrival and remind each other to do the same. This demonstrates awareness of agreed rules and consideration for others. When children find it difficult to manage their behaviour, the childminder provides calm, individual support. She helps children to understand how their actions affect others and guides them to develop self- regulation skills. This helps to ensure they are ready for future learning and social situations.

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Children's welfare and wellbeing Expected standard

The childminder knows children well and responds quickly to their physical and emotional needs. Personal care, including sleep, feeding and other daily tasks, reflect children's individual needs. These tasks are carried out sensitively and respectfully, which helps children feel secure and comfortable. For example, younger babies are fed earlier when needed so they can settle to sleep, supporting rest and overall wellbeing. Older children confidently seek reassurance when needed, and this demonstrates a strong sense of belonging.

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Children's welfare and wellbeing Expected standard

The childminder notices when children become unsettled and responds calmly. This helps them feel understood and supported. Children are encouraged to express their feelings in ways appropriate to their age and stage of development, supporting emotional security and confidence.

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Children's welfare and wellbeing Expected standard

Children's physical wellbeing is promoted through daily care and activities. They have access to drinking water throughout the day and are encouraged to make healthy choices. Oral health is supported through discussion about brushing teeth and healthy eating. As a result, children begin to understand how these habits contribute to overall health. Children develop awareness of personal safety. For example, when out in the local community, the childminder explains how to stay safe around animals such as horses. However, some hygiene practices are not consistently reinforced. Children are not always reminded to wash their hands after everyday situations, such as coughing or wiping their noses. This does not help strengthen their awareness of the importance of reducing germs, to further support their understanding of how to look after their bodies and manage their personal needs.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of what children learn and experience during their time at the setting. The curriculum typically reflects children's ages, stages of development and interests. Children benefit from planned activities that build on their interests and provide hands-on experiences. For example, outings to local shops are linked to children's role play, such as playing shops. This helps children make connections between real-life experiences and their play.

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Curriculum and teaching Expected standard

The childminder supports communication and language through her interactions. She narrates what children are doing, models language and asks open-ended questions such as 'What can you see?' and 'What do you think will happen next?' This encourages children to think, respond and use language during play. Furthermore, the childminder supports early mathematical understanding through everyday experiences. During outdoor play in the sandpit, she encourages children to scoop, fill and pour using different containers and introduces language such as 'full', 'empty', 'more' and 'less'. This helps children begin to use mathematical language during their play.

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Curriculum and teaching Expected standard

The childminder supports children's personal, social and emotional development through daily interactions. Children are encouraged to take turns, make choices and develop independence during play. The childminder adapts activities to meet children's individual needs so they can take part in learning experiences.

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Inclusion Expected standard

The childminder provides an inclusive setting overall where children's individual needs are recognised and supported. She identifies emerging needs through observation and regular communication with parents. For example, when children show changes in confidence or communication, she discusses this with parents and considers whether additional support is needed. This helps to reduce barriers to learning and wellbeing.

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Inclusion Expected standard

Children with special educational needs and/or disabilities are supported through a graduated approach. The childminder seeks advice and support from other professionals on how to support children to make progress. Furthermore, she assesses children's needs, puts support in place and reviews this regularly. For example, she adapts routines by breaking activities into smaller steps and uses consistent language. She gives children extra time and reassurance to help them participate confidently. Children who speak English as an additional language are supported through clear modelling of conversations and repetition of words. Where appropriate, the childminder uses familiar words from their home language.

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Inclusion Expected standard

Where children share care with other childminders, the childminder shares relevant information to ensure consistent approaches across settings. In addition, targeted funding is used to reduce disadvantage. This includes support for children's health, nutrition and access to community experiences. As a result, continuity of care is promoted, and this helps children feel secure.

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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 enjoy a calm and welcoming environment where they feel comfortable, secure and included. The childminder and assistants know children well and overall respond promptly to their emotional and physical needs. For example, at arrival times, children are greeted by

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Inspector:

name and their feelings are acknowledged. Activities are adapted when needed, such as offering reassurance or quieter tasks to support those who need more time to settle. As a result, children quickly demonstrate emotional security, build trust and engage positively in play and learning from the start of the day.

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Inspector:

Children develop confidence, independence and a sense of responsibility through play and everyday learning experiences. Staff follow children's interests and interact with them as they play, encouraging curiosity, problem-solving and creative thinking. For example, during outdoor play, children are prompted to describe what they are doing, explore how equipment works and try new physical challenges. Babies benefit from warm, responsive interactions that encourage early movement and exploration. This helps them develop coordination and confidence. Older children are supported to take responsibility for small tasks, such as setting out resources or helping peers, which reinforces independence and leadership skills.

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Inspector:

Children behave well and respond positively to clear expectations. They move calmly between activities and follow routines with confidence. For example, when asked to tidy away resources before the next activity, children respond promptly and work together, guided by clear instructions. Younger children receive reassurance and close support during transitions, while older children are encouraged to manage these independently. These approaches help children develop self-regulation, resilience and readiness for the next stage of learning.

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Inspector:

Children benefit from a range of social and collaborative opportunities. They learn to share, take turns and engage respectfully with peers, building empathy and a sense of community. Through planned and spontaneous activities, children develop their communication skills, teamwork and confidence in expressing their ideas. This helps to prepare them well for school and other group settings.

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Next steps

The childminder should strengthen support for children to learn about good hygiene routines and further develop their understanding of healthy habits.

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About this inspection

The inspector spoke with 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. Kelly Little

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 02:45

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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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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.

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Urgent improvement

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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