Childminder

Childminder

Unique reference number (URN): EY450157 Registered with Ofsted: 19/12/2012 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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a key strength. The childminder provides a safe, secure and nurturing environment, where children are happy, confident and motivated to engage in play and learning. Younger children develop trust and emotional security through predictable routines and responsive care, including reassurance and attention to their cues. Sleep arrangements are managed safely, with appropriate bedding and regular checks to ensure comfort and safety.

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Children's welfare and wellbeing Strong standard

Healthy, home-cooked meals are prepared before children arrive, allowing the childminder to focus fully on their care. Food is carefully planned to meet the needs of all children, including different ages and dietary requirements, ensuring meals are nutritious and suitable for everyone. Mealtimes are carefully supervised, with children encouraged to wash their hands and manage their own snacks where appropriate.

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Children's welfare and wellbeing Strong standard

Children freely access resources, supporting independence and choice, while social skills are promoted through cooperative play and positive interactions. Older children show consideration for younger ones, encouraging and supporting them during activities, reflecting kindness and empathy.

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Children's welfare and wellbeing Strong standard

The childminder observes children closely, adapting care to meet individual needs. Children feel valued and well cared for, and their wellbeing is consistently prioritised. Safe environments and attentive supervision ensure that children's physical, social and emotional development are supported.

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Achievement Expected standard

The childminder typically ensures that all children, including those who may face barriers to learning and/or wellbeing, make appropriate progress from their starting points. She has high expectations for each child and encourages progress based on individual need. For example, younger children who are at the early stages of physical development are supported to build confidence, with encouragement to take steps and practise emerging walking skills at their own pace.

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Achievement Expected standard

Children's communication and language development are supported well. Younger children use eye contact, gestures and early words to express their needs, while older children use developing language and confidently interact during conversations.

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Achievement Expected standard

Children who need additional support receive help that builds their confidence and understanding. Children show curiosity and enjoyment in their play and learning. Older children show increasing independence and readiness for school, while younger children are developing secure early skills that support their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive behaviour and respond well to the consistent routines established by the childminder. Clear expectations around mealtimes, nap time and play help children understand what is expected of them and provide a secure framework for their day. Younger children are developing confidence and trust through predictable routines, while older children are increasingly independent and able to manage tasks such as using the toilet without help and preparing for activities. For example, when the childminder said that it was time for their planned activity, the children immediately began preparing the table and chair to set up for the activity.

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Behaviour, attitudes and establishing routines Expected standard

Children build secure attachments with the childminder, who is kind and caring towards them. The childminder acts as a positive role model, encouraging cooperation, sharing and respect. Children play well together, showing kindness and consideration for one another. Older children sometimes take on a supportive role, helping younger children engage in activities and gently guiding them.

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Behaviour, attitudes and establishing routines Expected standard

Children are motivated and settle quickly to activities, demonstrating curiosity and perseverance. She provides reassurance when needed, helping children develop self- regulation and confidence in their abilities. As a result, children are confident, cooperative and able to engage meaningfully in play and learning experiences.

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Curriculum and teaching Expected standard

The childminder plans and delivers activities that support children's development across the 7 areas of learning. She adapts experiences to suit different age groups, ensuring all children participate and make progress. For example, she prepares a maths activity to encourage number recognition for older children, modelling the task before allowing them to continue independently, while younger children engage in mark making alongside this.

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Curriculum and teaching Expected standard

Younger children's personal, social and emotional development is supported through daily interactions and routines. They are encouraged to explore resources at their own pace, seeking reassurance when needed, which promotes trust and social understanding.

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Curriculum and teaching Expected standard

Communication and language and literacy are prioritised throughout the day. Children join in with nursery rhymes, with the youngest mimicking actions, such as placing hands on their heads, prompting the childminder to sing 'Head, Shoulders, Knees and Toes'. During story time, older children recognise characters from previously read books and repeat key words, which the childminder reinforces with praise.

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Curriculum and teaching Expected standard

Independence is encouraged through routines, including washing hands and managing snacks. Activities focus on preparing older children for school, supporting their confidence and social skills. Assessment is used informally to observe engagement and understanding, and the childminder is developing a more consistent approach to track children's progress.

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Inclusion Expected standard

The childminder recognises the importance of understanding children's individual needs. She is consistent in gathering information from parents about children's routines, care requirements and development, which she uses to support children and help them participate fully in daily routines and activities. The childminder observes children during play and uses her knowledge of their development to adapt learning experiences so that children of different ages and stages can engage alongside one another. Activities and levels of support are often adjusted to reduce barriers and help children access learning in ways that are appropriate to their needs. For example, the childminder encouraged language development through nursery rhymes and simple sentences with younger children, but she engaged in dialogue using advanced vocabulary with the older child.

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Inclusion Expected standard

The childminder works with parents to ensure continuity of care and learning. She shares information about children's routines, activities and wellbeing through daily diaries, a messaging app and regular discussions. The childminder also seeks advice from relevant professionals when required. She is aware of the importance of making reasonable adjustments to support children's participation and development. She promotes inclusive practice through familiar routines, clear expectations and positive interactions, helping all children to feel valued, included and supported in the setting.

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Leadership and governance Expected standard

The childminder demonstrates effective leadership, ensuring the setting runs smoothly and children's needs are consistently met. She engages in ongoing professional development, including weekly webinars and local authority training, to maintain and enhance her knowledge and skills. This helps her respond appropriately to children's needs and reflect on ways to improve her practice.

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Leadership and governance Expected standard

She shares a strong rapport with each family, taking time to understand their circumstances and preferences. For example, she supports families by being flexible with pick-up and drop- off arrangements to accommodate their individual needs. Parents report positively about the care and support their children receive, with some noting that their child has flourished in the setting.

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Leadership and governance Expected standard

The childminder ensures that all statutory requirements of the early years foundation stage framework are fully met. She works collaboratively with other professionals when additional guidance or support is required. For example, she contacted a child's previous childcare provider when they joined to gain a better understanding of their learning and development. She also regularly consults the local authority's early years liaison officer for guidance in supporting the individual needs of children when needed.

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Leadership and governance Expected standard

The childminder's leadership ensures that children are cared for safely, families are confident in the provision and the setting operates efficiently.

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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

The childminder warmly welcomes each child and encourages them to explore the play environment freely. Children confidently interact with visitors and approach the childminder for reassurance when needed, showing they feel safe and comfortable in the setting. The childminder is attentive and quickly identifies and meets individual needs, such as support for language development and personal, social and emotional development and care routines for younger children.

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Inspector:

Sunbul Munir Learning experiences are planned to be age-appropriate and adapted to suit different stages of development. For example, the childminder prepared a maths activity to encourage number recognition for older children, modelling the task before allowing them to continue independently. At the same time, younger children engaged in mark-making activities alongside this, ensuring all children participate meaningfully according to their own abilities.

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Inspector:

The childminder places a clear focus on school readiness, structuring activities and daily routines to help children develop the skills and independence needed for future learning and a smooth transition to school.

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Inspector:

Independence is promoted throughout the day, with children encouraged to wash their hands and manage their own snacks. Communication and language and early literacy are supported through nursery rhymes, with the youngest children recognising rhymes and independently mimicking actions. Story time and discussions around books further develop vocabulary and listening skills.

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Inspector:

Children engage in cooperative play. Older children demonstrate care and consideration towards younger children, supporting them in activities and demonstrating positive role modelling during play. The day follows clear and consistent routines, which children understand and follow. The childminder maintains close supervision during play, mealtimes and rest periods, adapting her interactions as needed to support children's engagement. She responds promptly to children's cues, adjusting activities or interactions when interest changes. Parents are kept well informed through daily diaries and regular social media updates, which provide information about children's meals, rest and activities.

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Next steps

The childminder should strengthen and embed a consistent approach to tracking and reviewing children's progress so that assessment information is used systematically to support next steps in learning.

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About this inspection

The inspector spoke with the childminder 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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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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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