Childminder

Childminder

Unique reference number (URN): EY320948 Registered with Ofsted: 23/02/2006 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 Strong standard

Children, including those who face barriers to their learning, make excellent progress in their learning and development through a rich and broad curriculum. The childminder skilfully creates opportunities for children to engage in their play, based on their interests. For example, children explore cardboard and bricks, designing and building their own creations. This promotes children's thinking and problem-solving skills effectively, allowing them to take a lead in their learning and make meaningful choices. Children are very well prepared for the next stage of their learning.

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Achievement Strong standard

Children benefit from their achievements being consistently celebrated. They refer to a 'learning journey wall', which documents their previous learning and experiences. Children eagerly look at pictures and recall activities, such as trips to woodlands. This helps them to strengthen and consolidate their learning and enhance their language skills as they use descriptive words to recall their experiences.

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Children's welfare and wellbeing Strong standard

The childminder places children's emotional wellbeing at the heart of her practice. She establishes highly secure relationships from the outset through robust settling-in procedures. This ensures that children feel safe, confident and comfortable. The childminder takes time to understand each child's individual needs and routines. She carefully introduces all aspects of the day, such as mealtimes and sleep, before children start. This ensures that children are highly familiar with routines and settle smoothly.

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Children's welfare and wellbeing Strong standard

Children are well supported to recognise and manage their emotions. The childminder uses books and discussion effectively to help children identify feelings, such as recognising a 'sad face'. This supports children's understanding of their feelings and supports them to regulate their emotions.

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Children's welfare and wellbeing Strong standard

Children's welfare is an absolute priority. The childminder works closely with parents and carers and external professionals to implement precise feeding, weaning and care routines, particularly for children with physical delays. She provides detailed updates about children's progress. This enables children to make sustained progress and thrive as a result of this highly personalised care.

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Children's welfare and wellbeing Strong standard

Children develop positive attitudes towards healthy lifestyles. They enjoy a varied and nutritious diet and learn the importance of hydration. The childminder models healthy choices herself, encouraging children to try fresh foods. Children benefit from regular outdoor experiences, including visits to parks and woodlands, supporting their physical development. The childminder manages allergies, sleep routines and medication safely and effectively. Children learn to reduce risks by tidying resources and keeping their environment safe.

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Curriculum and teaching Strong standard

The childminder's extensive experience and knowledge of child development enable her to deliver an exceptionally rich and ambitious curriculum. Teaching is precisely tailored to meet the needs of each child, including those who face barriers to learning. This ensures that all children make sustained progress. For example, during ice play, younger children strengthen their facial muscles by blowing ice with straws, while older children make predictions as they add salt to ice. This highly effective approach ensures that all children are successfully prepared for the next stage of learning.

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Curriculum and teaching Strong standard

The childminder supports children's communication and language exceptionally well through the effective use of books and songs. Children become deeply engaged as they listen to familiar stories read with expression. For example, during the story 'Stick Man', children confidently recall repeated phrases. They use their fingers to count to 3 as the childminder skilfully weaves early mathematics into storytelling. This supports children's language and early number skills.

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Curriculum and teaching Strong standard

Children's personal and emotional development is given high priority. Children receive support to communicate their needs from an early age. The childminder encourages them to say 'help me' when they encounter difficulties. This enables children to develop confidence and supports valuable skills to help them communicate the support they need.

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Curriculum and teaching Strong standard

Children benefit from an abundance of opportunities to develop physical skills. They build strength and coordination as they use climbing equipment, with the childminder offering sensitive support while promoting independence. Older children are encouraged to jump from platforms, while younger early walkers quickly gain confidence. They proudly asking for 'one more' as they succeed in navigating over the equipment.

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Inclusion Strong standard

The childminder has a highly effective understanding of her responsibility to ensure that children with developmental delays are exceptionally well supported and fully included. She identifies children's emerging needs promptly and carefully assesses the level of support required. The childminder works closely with a wide range of external professionals, including speech therapists, to provide bespoke support for children. She refers families to appropriate services, ensuring that children receive timely intervention and the best possible start in life.

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Inclusion Strong standard

High expectations are evident for all children. The curriculum is thoughtfully adapted and closely monitored to implement clear and targeted strategies that support children's learning. For example, where children have speech delays, the childminder prioritises their communication through highly focused activities, including the use of song bags. Children choose toys from the bag, and they sing a song about the object, such as a 'wiggly worm'. Children recall songs with familiarity and put actions to the words, helping them to build on their language even further. These approaches have a sustained and meaningful impact, enabling children, particularly those who face barriers to their learning, to make exceptional progress.

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Expected standard

The childminder places a high emphasis on ensuring every child feels a sense of belonging. She displays family photos to encourage discussion. The childminder uses key words from children's home languages to support communication and inclusion. Children also learn about different cultures in meaningful ways. For example, they learn about Diwali and decorate lanterns. This helps them to develop respect for diversity and a deep sense of belonging.

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Leadership and governance Strong standard

The childminder demonstrates an ambitious commitment to delivering high-quality education for all children. She fulfils her statutory responsibilities with confidence and takes a highly reflective approach. The childminder continually evaluates and refines practice to improve outcomes for children.

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Leadership and governance Strong standard

The childminder engages in extensive professional development, carefully targeted to the specific needs of the children, including those who face barriers to learning. For example, following training on physical development, she introduced yoga sessions that significantly strengthen children's coordination, balance and muscle control. Further training, including speech and language development and local authority programmes, ensures the childminder's practice remains current and highly effective.

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Leadership and governance Strong standard

Staff wellbeing sits at the heart of the childminder's leadership. She manages workloads thoughtfully and provides monthly supervision sessions. These are focused on reviewing children's progress and planning precise next steps with any assistants she works with. Rigorous monitoring of practice and the effective sharing of training ensure consistent high- quality teaching. Staff feel valued and motivated, which directly supports children's learning and care.

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Leadership and governance Strong standard

Partnerships with parents and carers and schools are a clear strength. The childminder provides regular and meaningful updates. She supports families with routines and behaviour at home and prepares detailed transition reports, including information about children's rest and care needs. Parents describe the setting as 'warm', 'nurturing' and 'supportive', viewing it as an extension of their family. Continuous improvements, such as enhancing the outdoor area with natural resources, further enrich children's experiences and learning.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes towards their learning and show excellent listening skills, which help them remain focused and engaged. They form warm and trusting relationships with the childminder, and confidently involve her in their play. For example, children make pretend meals with sand or ask for their favourite stories to be shared.

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Behaviour, attitudes and establishing routines Expected standard

The childminder acts as an excellent positive role model. She holds high and consistent expectations for children's behaviour. The childminder adapts her approach skilfully to reflect children's ages and stages of development. For example, before free play, she reminds children of the 'golden rules', reinforcing the use of 'kind hands' and encouraging children to ask permission to share toys. Older children learn to say 'excuse me' when joining play. This supports the development of respectful and positive peer relationships.

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Behaviour, attitudes and establishing routines Expected standard

Teaching is underpinned by clear routines and boundaries. Children show strong familiarity with daily expectations and develop increasing independence in self-care, such as putting on their coats and shoes and washing their hands before lunch. However, on occasion, the childminder's preparation for lunchtime is less effective. This results in children waiting and becoming less engaged.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a clear and effective absence policy. She works closely with families to promote punctuality and regular attendance. The childminder recognises the importance of consistent attendance, particularly for disadvantaged children. She supports families to ensure that children benefit fully from the provision.

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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 thrive at this warm and inclusive setting. They build very secure relationships with the childminder. Children access a rich and engaging curriculum that helps them, including those who face barriers to their learning, to build secure foundations for the next stage of their education.

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

The childminder uses her extensive knowledge to provide engaging and hands-on experiences that help children to develop key skills and confidence. Children build independence as they learn to peel satsumas. They receive encouragement, praise and high fives from the childminder and any assistants she works with. This supports their self- esteem and sense of achievement. Children become immersed in open-ended learning opportunities that promote curiosity, exploration and imagination. For example, they explore loose parts and create tea parties using real china plates and cups. The childminder uses these experiences to help children to learn to handle resources with care, while developing their creativity and social skills.

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

Children make sustained progress in all areas of their learning and development with outdoor learning being an integral part of their daily experiences. Children learn about the world around them. They benefit from regular trips to woodlands and local parks, where the childminder brings additional resources to enhance children's learning. For example, children read books linked to their environment, supporting their love for literacy. They carry out activities such as leaf rubbing in the woods. Children enjoy mud play and collect natural resources to use for making marks, such as painting with sticks.

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

Children's social skills are very well developed. The childminder organises regular social meet-ups with other childminders and their children. Children learn to form positive relationships with peers, and share resources with each other at playgroups. This supports

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:15 - 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. children to build high levels of confidence in social situations and abilities to communicate effectively.

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Next steps

The childminder should develop the organisation of lunchtime routines to reduce waiting times and support children to remain positively engaged.

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About this inspection

The inspector spoke with the childminder, her assistants, parents and carers 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 4 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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