Childminder

Childminder

Unique reference number (URN): EY450342 Registered with Ofsted: 12/10/2012 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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Achievement Strong standard

All children make excellent progress. Their learning is well sequenced across all areas of development and planned with precision. Children develop into confident communicators from a young age. They are able to express their own needs and what they would like to do. For example, the children ask if they can go on a walk and talk about what they can see and hear. Children are eager and excited about their learning. They join in and listen to stories with great enthusiasm. They act out the story and guess what comes next, promoting their creativity, imagination and physical skills.

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Achievement Strong standard

When children face barriers to their learning, the childminder implements small, achievable targets to help children close any gaps in their learning. This means that they make consistent and continued development from their starting points. Children have time to acquire skills to prepare them for the next stage in their learning. For example, children develop their finger strength through planned activities so that they are ready to hold a pencil with the correct grip. Children are confident learners who stay deeply engaged in their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder and the assistants that she works with promote a harmonious environment. They work together seamlessly so that children's needs are met. For example, when younger children tire, they prepare a calm and soothing area for them to rest. Other children have time for quiet and reflection after a busy morning of fun. Routines are well established around the age and stage of the children to promote their wellbeing. Parents are aware of the importance of good attendance and punctuality so that children can take part in the educational experiences on offer.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds close and trusting relationships with the children. They enjoy the time that they spend together. When children arrive, they hang up their belongings and add their photograph to the register board. They talk about their friends who are also in. The children join in morning welcome time where the childminder talks to them about how they are feeling. Children explain the setting's rules and sing a song about respecting others' space. This provides children with a secure sense of belonging. The childminder adapts her approach so that all children, including those who need extra help, join in alongside their peers. Children thrive within the boundaries set and learn respect for others.

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Children's welfare and wellbeing Strong standard

The childminder creates a truly nurturing environment where children can flourish. She puts the children's welfare and wellbeing at the heart of everything that she does. The support for children who face barriers to their learning is excellent. The childminder is sensitive and adaptive to meet their individual needs. For example, the childminder is flexible with her sessions so that children can always access an environment in which they feel safe and secure. Parents feed back that this support is invaluable for their children's emotional wellbeing. The morning starts with a reflection about how the children are feeling. They express their emotions with confidence. Throughout the day, the childminder and the assistants that she works with respond to children's individual needs with calm reassurance. This means that children feel safe to explore and learn. Children are confident to speak about their needs.

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Children's welfare and wellbeing Strong standard

They are proud to celebrate their achievements. For example, outdoors, children test their growing physical skills to navigate tricky terrain. The childminder is aware of the need to give children support while also promoting their independence. Sleep and mealtimes meet each child's changing needs. Children are relaxed and thrive because they receive responsive care that is consistent with their home routines. Children benefit from daily physical play. They climb, run and explore the outdoor space with enthusiasm. The childminder teaches children how to care for their bodies and develop positive, healthy routines.

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Curriculum and teaching Strong standard

The childminder provides a curriculum that is challenging and ambitious. It is inclusive for all children. She has an accurate and secure understanding about what children can do and what they need to learn next. The childminder shares her passion for providing children with a high-quality education with her assistants. This means that everyone has a clear and sustained focus on making sure that children make high rates of progress and thrive in the environment.

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Curriculum and teaching Strong standard

The childminder places high priority on children's physical development. They spend time outside every day and love to explore the exciting outside space she has created. Children search the fairy garden with their friends and count how many flowers they have picked. The childminder adapts activities for those who need extra support so they can take part alongside their peers. For example, during morning circle time, she ensures that shyer children go first so that they can express their ideas and grow in confidence. The childminder uses facial expression boards so children can explore how they are feeling and recognise their emotions. She uses every opportunity for children to practise their communication skills. This has a positive impact on children as they can communicate with confidence.

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Inclusion Strong standard

Inclusion is at the heart of everything that the childminder does. She has undertaken extensive training to ensure that children with special educational needs and/or disabilities receive exceptional care. The childminder has rigorous systems to observe and monitor children's progress. This means that she can identify when children need more support. When concerns arise, she collaborates with the families and other professionals to create support plans. These are implemented so that any gaps identified are swiftly closed. Alongside this, she has excellent knowledge of the local services to support children and signposts families to these when required. For example, she recommends walk-in speech and language therapists to give advice about communication and language delays.

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Inclusion Strong standard

The childminder makes excellent use of additional funding that children receive. For example, she increases the number of outings that children take part in so that they receive a wide range of educational experiences that they may miss out on. Trips to zoos and exploring local castles help remove barriers and enhance children's learning and development. The support for children known to children's social care is excellent. The childminder works with safeguarding professionals and early help to make sure that children achieve the best possible outcomes.

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Leadership and governance Strong standard

The childminder is passionate about her role and is highly reflective. She strives to give children the best possible care. There is a clear focus on sustained, ongoing improvement. The childminder undertakes professional development that is meaningful and purposeful. For instance, she has accessed enhanced training on how to support children with special educational needs and/or disabilities. This has had a demonstrable impact on children who face barriers to their learning. She ensures that her assistants also reflect on their own professional learning. They all share the same aims to provide every child with high-quality care and education.

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Leadership and governance Strong standard

The childminder shares her extensive knowledge with other local childminders. She welcomes them into her home to discuss any areas that they can see for improvement. The childminder invites feedback so that she can make positive changes to her environment for children. She consults with parents so that they can contribute to this feedback and shape the experiences that their children receive. This collaborative approach means that children receive the best possible care in which they are happy and thrive.

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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 flourish in the care of the warm and friendly childminder and her assistants. She creates a home-from-home environment in which children build a deep sense of belonging. They arrive with excitement and separate from their parents with ease. This is due to the close attachments that the childminder creates with every child. They feel safe, secure and welcome. The childminder thinks carefully about how to plan and deliver a challenging curriculum that is fun and engaging for the children. She is skilled at building daily activities around each child's interests and starting points. For instance, children hunt for dinosaurs in the large and exciting garden. Her house is filled with children laughing and giggling. They enjoy the time that they spend at the childminder's home.

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

The childminder places a sharp focus on promoting children's health and independence. Children start their morning with welcome time. All children brush their teeth and learn about the importance of good oral health. They look in the mirror and talk about their feelings and emotions. Children make faces to show they are happy, sad or excited. Each child joins in with the well-embedded routines before they choose what they would like to do. Children learn about what makes them unique. The childminder provides a wide range of resources to value children's heritage and family structures. For example, they read books about children who have two mums. Children develop an excellent sense of self, and this promotes their confidence and growing self-esteem. Barriers are reduced and effective support is put in place early. Teaching is adapted and personalised for each child. Children are curious and inquisitive learners. They develop a love of learning, which prepares them

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

exceptionally well for when they start school.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30

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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 sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, and children who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, assistants, children and parents 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 learning, development and care, knows 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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