Childminder

Childminder

Unique reference number (URN): EY475750 Registered with Ofsted: 03/03/2014 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 thrive as they gain the knowledge and skills needed for their eventual transition to school. The childminder's focus on communication has a consistently positive impact. Children have progressed from using single words to becoming active storytellers who predict what might happen next. They apply their learning to solve practical problems. For example, children show increasing physical control as they move from simple scooping to using tools, such as using scissors to carefully snip chives to add to their 'potions'.

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Achievement Strong standard

In mathematics, children have moved beyond simple counting to using comparative language, such as 'taller' or 'shorter', to measure their building projects. Children with special educational needs and/or disabilities and those facing barriers make progress and achieve well. Children show independence as they manage their own hygiene and explain which foods help their bodies stay healthy.

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Behaviour, attitudes and establishing routines Strong standard

Children settle into a positive environment where they understand what is expected of them. Their curiosity and interest in learning are evident throughout their play. Close bonds with the childminder create a culture of kindness where every child feels valued. Children frequently share their achievements or seek out comfort, reflecting their secure emotional attachments. They learn to show consideration for others and play well together. For example, they use their peers' names to invite them into activities and wait patiently for popular toys.

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Behaviour, attitudes and establishing routines Strong standard

The childminder considers children's ages and individual needs when supporting them to follow routines. For instance, she provides photograph reminders to support new routines until children no longer require them. This helps children develop independence as they confidently identify which coloured towel belongs to them while managing their own hygiene.

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Behaviour, attitudes and establishing routines Strong standard

Children follow healthy habits by independently lining up to wash their hands before meals, singing a familiar song to ensure they are thorough. The childminder works closely with families to promote the importance of attendance. She makes necessary adjustments to routines for children with special educational needs and/or disabilities. This approach ensures all children establish the consistent habits and positive attitudes needed for their next stage of learning.

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Children's welfare and wellbeing Strong standard

Children's emotional wellbeing is supported through secure and responsive attachments. The childminder provides a safe space where children learn to recognise, express and manage their emotions. For instance, she talks to children about how their peers are feeling by encouraging them to observe facial expressions. She asks questions such as 'How can we help them?' which supports children to develop empathy. Age- and stage-appropriate strategies teach children about personal safety. For example, children learn to use knives safely during snack time to prepare their own food. Physical health and safety are woven into the setting's daily life. The childminder implements safe sleep practices that respect children's individual needs. During active play, she encourages children to feel their heartbeats, providing a practical explanation of how exercise benefits their bodies. Children understand the importance of privacy during

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Children's welfare and wellbeing Strong standard

toileting, such as by closing the door as they manage their own self-care. Lunchtimes are learning opportunities where children identify the nutritional benefits of their food, such as calcium for healthy bones. This inclusive environment supports all children, including those with special educational needs and/or disabilities, to manage their own wellbeing.

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Curriculum and teaching Strong standard

The childminder provides an ambitious curriculum that covers all areas of learning, using assessment to identify starting points and tailor teaching to individual needs. She prioritises children's personal, social and emotional development. During water play, she encourages children to take turns and ensures everyone joins in as they learn to pour and fill containers. The childminder adapts her teaching for children with special educational needs and/or disabilities or those who face barriers to learning. For example, she gently encourages children to start again when activities become frustrating, helping them build the persistence they need to succeed.

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Curriculum and teaching Strong standard

The childminder follows children's curiosity to build physical skills. For instance, she introduced washing lines and pegs to develop fine motor skills. Children use spatulas to scoop and carry coloured balls to matching boxes. To increase the challenge, she encourages moving from walking to running, which strengthens children's balance.

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Curriculum and teaching Strong standard

The childminder helps children to become confident talkers. During familiar stories, she purposefully pauses for them to finish sentences, helping them recall and use new words. She uses pictures to help children describe their feelings, supporting their emotional wellbeing. Mathematics is woven into play. Children count spots on dice and compare these to dots on paper, strengthening their understanding of quantity.

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Inclusion Strong standard

The childminder establishes an inclusive culture where the individual needs of children, including those with special educational needs and/or disabilities, are identified and assessed. She takes action to reduce barriers to learning by adapting the environment. For example, she uses sensory resources and visual timers to support children to manage their emotions and negotiate play alongside their peers. Following training, she uses a step-by- step approach to adapt her teaching and ensure all children can participate fully.

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Inclusion Strong standard

The childminder ensures that progress checks at age 2 are a shared process. By carrying out these checks alongside families and other settings the children attend, she maintains a complete and accurate picture of each child's development. She celebrates what makes children unique by making sure their family backgrounds and physical needs are part of their daily play. By using toys and books that reflect the different lives of people in the community, she helps children learn to be kind and respect others.

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Inclusion Strong standard

While no children currently receive early years pupil premium funding, the childminder is aware of how to use it to target potential gaps in learning. She understands how to invest in resources that increase engagement, ensuring all children have the same opportunities to flourish.

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Leadership and governance Strong standard

The childminder consistently focuses on professional development to improve the education and care provided. She works with a co-childminder and manages assistants' workload through weekly reflection, which supports staff wellbeing. Daily discussions are used to share children's next steps with the co-childminder, ensuring they work together to implement the curriculum. The childminder stays informed on safeguarding topics to ensure safety procedures, such as evacuations and lockdowns, are embedded in practice.

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Leadership and governance Strong standard

The childminder holds a key role within the community and collaborates with the local authority and other childminders to help improve the quality of care available to local families. Her focus on safety extends to families by providing first-aid training for parents and installing a community defibrillator. She helps keep children safe beyond the setting.

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Leadership and governance Strong standard

Parents value the continuity of care provided and appreciate how the childminder mirrors routines from home to help children feel secure. The childminder's approach ensures the educational offer is tailored to meet the diverse needs of children, including those with special educational needs and/or disabilities. By maintaining high expectations for every child, the childminder ensures those who face barriers to their learning make secure and sustained progress.

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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 inquisitive learners who flourish as they see their own ideas come to life. For example, they take ownership of outdoor allotment projects, investigating how seeds grow and building their knowledge of life cycles. Children recall details with excitement, explaining how carrots have grown from 'tiny' to 'big'. They understand that food is not just shop-bought and are keen to show adults the results of their efforts. The childminder highlights to parents the importance of regular attendance, ensuring children participate in activities and feel a sense of belonging with their peers.

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

Relationships are a key feature of the setting. Children feel safe in the care of the patient childminder, who knows them well and supports their individual needs. They are welcomed each morning with a song, which provides emotional security. Children show kindness and look out for one another, developing ways of playing together that ensure everyone feels heard. For example, they notice when peers need help and offer encouragement during group discussions. This atmosphere helps children, especially those who may lack confidence, feel settled.

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

Children lead their own learning, exploring a playroom where accessible resources spark curiosity. They build communication and social skills through storytelling sessions. During these times, children learn to recognise different feelings by spotting clues in characters' faces, such as identifying when a character in a book looks 'mad'. Children develop an understanding of how to stay healthy. They participate in mealtimes where they identify the nutritional benefits of food. Children manage their own handwashing and understand why they must wash away germs to stay well. These consistent experiences ensure children are independent and well prepared for school.

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About this setting

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

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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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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 learners, those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, her co-childminder, 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's learning, development and care, known as the early years foundation stage. This data is from 9 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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