Childminder

Childminder

Unique reference number (URN): 2744965 Registered with Ofsted: 14/08/2023 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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Inclusion Strong standard

The childminder is very inclusive, consistently ensuring that she meets the needs of all children and families, including those with special educational needs and/or disabilities. She understands the importance of working closely with families and outside professionals to meet and exceed the needs of all children. This helps all children to make rapid progress and thrive. She uses her observation skills and knowledge of child development to assess children's development effectively. She quickly identifies any emerging concerns that may be barriers to children's learning or development. The childminder liaises with parents and carers and local authority advisers, putting effective measures in place to support swift progress from children's starting points. Interventions are well monitored and adapted effectively as children's needs change. Therefore, children achieve milestones and make secure progress.

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Inclusion Strong standard

The childminder is very knowledgeable about how to support all families, and swiftly removes any barriers they may face. For example, when families are facing challenging circumstances, she signposts them to services to support them. She has links with children's centres and food banks to support families to thrive. All children make secure progress.

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Achievement Expected standard

All children make typical progress, including those with special educational needs and/or disabilities. Children show a love of books and look through them independently. Younger children develop their coordination as they carefully thread coloured rings onto a pole. Children are interested to learn and excited to engage.

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Achievement Expected standard

All children develop a variety of skills. Babies start to develop core strength as they spend time on their tummies and pull themselves up to stand. Children generally learn mathematical skills, such as simple number and shape knowledge. Children gain independence as they cut up their fruit at snack time and choose if they want to play indoors or outside. Children typically gain the skills needed for the next stage of their education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has developed a culture and environment that encourage children to be kind and caring and behave well. She is a positive role model, promoting calm and respect. Children reflect this and are kind and respectful to each other. The childminder typically supports children to behave well. When needed, she helps children to manage frustrations and friendships in an appropriate manner. For example, when children struggle to share, she calmly talks about how this might make each child feel, and they discuss how they can all share resources successfully. Although the childminder adjusts how children learn to reflect their age and stage of development, at times, her language is above children's understanding and they do not fully understand her.

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Behaviour, attitudes and establishing routines Expected standard

The childminder implements familiar daily routines so that children are confident in knowing what comes next. She has positive relationship with families. She explains expectations around attendance when children start. Parents and carers understand that it is important for children to attend regularly.

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Children's welfare and wellbeing Expected standard

The childminder has created a warm, welcoming space where all children, including those with special educational needs and/or disabilities, feel safe and secure. Children have daily access to the outdoors, fresh air and exercise, supporting their wellbeing. They visit local parks, woods, walk to school and spend time in the garden. Children's care needs are met well. They have spaces where they can rest and reflect, and older children access the bathroom independently as they learn to manage their self-care needs. Children learn about hygiene practices, such as washing their hands before they eat and after they have their nappy changed. This helps them to establish positive habits and routines for life. Parents and carers are supported to provide healthy food in children's lunch boxes. The childminder gives them ideas to help with this.

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Children's welfare and wellbeing Expected standard

The childminder helps children learn to keep themselves safe. They hold onto the pushchair when out walking. They learn to stop at the curb and check both ways for cars, only crossing together when the road is clear. In the garden, the childminder reminds children that the steps on the climbing-frame may be slippery and to go slowly, allowing them to begin to manage risk. Children learn how to manage their emotions with support from the childminder. She is generally a good role model and supports children to manage different situations. However, occasionally, she uses language that is above their developmental level.

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Curriculum and teaching Expected standard

The childminder designs her broad curriculum to be inclusive for all children, including those with special educational needs and/or disabilities. She knows children well and evaluates her curriculum to ensure that it is meeting the needs of all children, making changes where needed. Children have opportunities to develop their language skills. The childminder uses books and sings throughout the day, giving children the opportunity to hear many words and learn new vocabulary. She captures children's interests through stories by bringing them to life using puppets and interactive books. However, at times, the childminder talks to children using language that is beyond their understanding.

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Curriculum and teaching Expected standard

Children have many opportunities to develop across all areas of the curriculum, including mathematics and physical, personal, social and emotional development. They spend time outdoors daily, walking to school and using local parks, where they climb and run together. The childminder counts as babies place rings on a pole, helping them start to understand number. Children play well alongside each other and together. They are encouraged to share and develop social skills in an age-appropriate manner. Children make progress in their development, learning the skills needed for life, including for school.

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Leadership and governance Expected standard

The childminder understands her areas of strength and for development. She evaluates provision and practice, making changes where needed. She holds regular discussions with any assistants that she may work with to review their role and practice. She checks on assistants' wellbeing and that their workload is manageable. This helps to ensure that she meets the needs of families and children, including those with special educational needs and/or disabilities. For example, where young children and those with developmental delays are learning to walk, she reviews and adapts furniture and activities to support them to reach this developmental goal.

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Leadership and governance Expected standard

The childminder attends some training to ensure that she stays up to date with current guidance. However, she recognises that she, and any assistants that she works with, would benefit from further professional development to strengthen their knowledge. The childminder engages well with parents and carers. She works closely with families and is flexible in her approach to supporting their needs and work patterns. She has links with local schools that help her to support older children well. She is keen to do her best for the families and children in her care.

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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 are happy in this warm, welcoming setting. The childminder provides a safe space for all children, where they feel relaxed and secure. The childminder knows families well and is flexible in her approach to ensure that she meets their differing needs. Children enjoy having familiar daily routines, which give them a sense of security as they know what will happen next. Children form secure relationships with the childminder and other children. They are kind to each other and get along well. Children are sociable, keen to show off their toys and involve others in their play. All children, including those with special educational needs and/or disabilities, make appropriate progress from their starting points.

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

The childminder monitors children's development closely. She shares this with parents and carers, discussing any concerns they may have and how they can work together to support children. For example, the childminder speaks with parents about concerns that she may have about children's development. She works with other professionals, such as health visitors, seeking advice and ideas to support children's development. The childminder is inclusive, identifying barriers to learning and working with families to overcome them where possible.

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

Children feel safe in the childminder's care. She teaches children how to keep themselves safe when walking around the local area and when using outdoor equipment. She allows children to take some risks with support, such as navigating slippery steps carefully, giving them a sense of pride when they succeed. She ensures that parents and carers understand the importance of children's regular attendance and discusses this with them when children first start at the setting.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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 ensure that she matches the language she uses to children's age and stage of development to support their communication skills further. The childminder should focus professional development for herself and any assistants she works with, to strengthen delivery of the curriculum and promote the best outcomes for children even further.

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About this inspection

The inspector spoke with the childminder, children and assistants 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 3 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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