Childminder

Childminder

Unique reference number (URN): 219807 Registered with Ofsted: 01/07/1992 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 Expected standard

Children are confident communicators, who happily chat with adults, expressing their thoughts and needs. They explore their choice of activities and understand the routines of the setting, such as the need to tidy away after play.

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Achievement Expected standard

Children have a positive attitude to their learning and are keen to explore all activities and resources that the childminder provides. For example, children who struggle with messy play are happy to have a go, with the childminder making adaptations where appropriate.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, leave the setting with the skills and learning dispositions that allow them to settle well and thrive in their future learning environments.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to develop appropriate behaviours. She focuses on using manners during routines, such as mealtimes, and role models kind and empathetic behaviours that children are beginning to display in their play. For example, older children show concern when younger friends are tired and become upset.

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Behaviour, attitudes and establishing routines Expected standard

Children cooperate well in play regardless of their different ages. Older children show tolerance and understanding towards their younger friends who want to join in their play. The childminder and co-childminders are always on hand to offer support and help children navigate potential conflicts in play.

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Behaviour, attitudes and establishing routines Expected standard

Children's attendance and punctuality are a focus for the childminder. Strong and respectful relationships with families mean that parents are aware of the importance to children to establish these routines. They understand how this will prepare both children and families for the new experiences they will have at school.

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Children's welfare and wellbeing Expected standard

Mealtimes are safe and sociable. They provide children with the skills that they may require in school, such as good manners and an understanding of their personal safety. Older children explore their lunches with the childminder, discussing which foods are good for them, and those that should be limited to keep them healthy.

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Children's welfare and wellbeing Expected standard

Children demonstrate close attachments to the childminder. Babies find comfort in her arms and are soothed by her presence. Older children giggle affectionately at the jokes they share with their childminder.

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Children's welfare and wellbeing Expected standard

Children are beginning to recognise their emotions and express themselves appropriately. The childminder uses books, activities and discussions to support children in developing emotional fluency. She understands this is a vital skill for children to develop prior to starting school. Children who are new to the setting receive focused support from the childminder that enables them to join in activities that are adapted for their needs. Babies and new children are encouraged to familiarise themselves with the setting's mealtime routines. The childminder does this well while incorporating children's weaning routines from home. This knowledge is gathered through robust discussions with parents and promotes children's safety and wellbeing.

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Curriculum and teaching Expected standard

All children develop a love of books from an early age. Babies join in story sessions and have the opportunity to explore age-appropriate sensory books, independently and alongside their childminder.

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Curriculum and teaching Expected standard

The childminder incorporates teaching around language and communication during all activities and routines throughout the day. Sociable mealtimes allow children to discuss the foods they eat, such as the 'juicy' watermelon and 'squashy' pasta. The childminder provides narrative throughout children's play. This exposes them to a wide and varied vocabulary.

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Curriculum and teaching Expected standard

Children enjoy opportunities for outdoor play that promotes their physical development. They have continuous access to the large, secure garden area and enjoy trips to local farms and zoos, where they have space to develop their physical strength and coordination.

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Curriculum and teaching Expected standard

The childminder plans activities that focus on the specific needs and interests of children. For example, older children practise their fine motor skills peeling stickers and creating intricate collages. However, the childminder does not always embrace opportunities to extend her teaching and expand children's language and mathematical knowledge during planned activities.

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Curriculum and teaching Expected standard

The childminder adapts activities well to suit the needs of younger babies and those who are new to the setting. For example, in a craft activity she introduces sensory pouches. This introduces children to new textures, allowing them to explore them before exposing them to more messy play.

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Inclusion Expected standard

The childminder monitors children's progress closely. She uses her findings to plan a learning environment that promotes their individual needs and allows all children to join in. For example, children explore activities on low-level tables. This allows babies to develop core strength and access the exciting play opportunities the childminder provides.

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Inclusion Expected standard

The childminder identifies any gaps in children's learning and is swift to take decisive action to promote development. The childminder works closely with parents and other settings children attend to provide a collaborative and consistent approach to children's learning. Where appropriate, the childminder accesses support for children and families from other professionals. This ensures that every effort is made to bridge gaps in children's development in order to secure the firm foundations required for their future learning.

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Inclusion Expected standard

The childminder understands how to distribute any additional funding to support the specific needs of children. Additional resources and learning experiences allow all children to have access to a full and appropriate curriculum.

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Leadership and governance Expected standard

The childminder works hard to develop partnerships with parents that are respectful, professional and place children's interests as a priority. She ensures she adapts her methods of communication to meet the varied needs of all families. This ensures that parents engage well and are willing to share appropriate information that supports the wellbeing and learning of children. The childminder places sharp focus on these relationships, when supporting children who are new to the setting. She uses the robust information she gathers to create an exciting and safe environment that supports babies and young children to settle well.

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Leadership and governance Expected standard

The childminder evaluates the care and learning she provides. She reflects on discussions and feedback from parents as well as that from other childcare providers. These interactions allow her to adapt her teaching and focus on the ever-changing needs of children. For example, the childminder provides particular support currently for a cohort of children who will be starting school and nursery.

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Leadership and governance Expected standard

All essential training is completed in a timely manner. This ensures that the childminder is able to identify any concerns and safety issues swiftly and keep children safe in her care. However, she should consider accessing additional training programmes to enhance her knowledge and skills to promote the quality of teaching to an even higher level.

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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 feel safe and secure in the care of the childminder and co-childminders. They demonstrate affectionate and close bonds with their nurturing childminder, cuddling up with her and finding comfort when tired.

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

Children who are new to the setting settle swiftly and become part of the vibrant atmosphere. The childminder has a deep understanding of their individual needs and circumstances prior to starting. This collaborative approach between parents and the setting, means that children feel at home in her nurturing care.

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

Teaching is sequenced and builds on what children know and can do, and need to learn next. The childminder gathers this knowledge through thorough assessments that inform her planning. For example, babies investigate mark-making equipment, such as paint in clear pouches. Once they feel comfortable with this, they confidently use brushes and their hands to explore textures further.

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

Children are confident and independent. The childminder supports children to develop these skills in age-appropriate ways. For example, babies proudly feed themselves at mealtimes, delighting at the praise the childminder offers for their accomplishments.

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

The childminder carefully monitors children's attendance. She communicates with parents about when it may be appropriate to keep children at home. This ensures that children do not miss out on valuable learning and social interactions.

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

The childminder encourages children to recognise and value what makes them unique. Together, they explore cultural celebrations and national cuisines to gather a deeper understanding of ways of life beyond their own.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 16:30

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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 consistently embrace opportunities to extend children's learning and development during activities beyond that which is planned. The childminder should consider ways to enhance her professional development and expand her knowledge around the specific needs of children in her care.

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About this inspection

The inspector spoke with the childminder, co-childminders 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. 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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