Childminder

Childminder

Unique reference number (URN): EY278796 Registered with Ofsted: 02/02/2004 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 play with freedom and confidence, showing consistently high levels of engagement as they explore the rich learning environment. Early mathematical concepts are woven naturally into daily routines, so children learn to count, compare quantities and recognise patterns. Resources such as torches help children explore and learn about cause and effect. They push buttons, developing their hand–eye coordination and strengthening their hand muscles. They learn how shadows and reflections are created, promoting language development and increasing vocabulary.

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Achievement Strong standard

Children enjoy spending time looking at their personalised picture books, turning the pages and spotting familiar faces and places. As they look through the photos, they begin to remember special moments. They join in conversations with the adults at the setting and talk excitedly about the things they have done. Children recall past experiences and make links in their learning. This boosts their confidence and gives them a strong sense of pride in their achievements.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the adults at the setting and children are highly secure. Warm, welcoming greetings on arrival set a positive tone for the day and reinforce the trusting bonds that underpin children's confidence and wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

Children know routines extremely well and move through the day with confidence because expectations are clear and consistently upheld. The calm, highly interesting environment captures their imagination and engages children, enabling them to feel secure and ready to learn. Behaviour is managed highly effectively. Adults respond with warmth and sensitivity, supporting children to develop meaningful self-regulation strategies. For example, when a child becomes upset, adults help them recognise how they are feeling and gently remind them of choices, such as selecting a favourite toy that can help them feel happy again. Children respond very well to this approach, calming quickly and rejoining routines with ease.

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Behaviour, attitudes and establishing routines Strong standard

Adults model expected behaviours consistently, using polite language such as 'please' and 'thank you,' demonstrating turn-taking and showing kindness in their interactions. As a result, children consistently demonstrate patience, cooperation and empathy towards their peers, contributing to a calm, positive and highly inclusive atmosphere. The childminder promotes regular attendance well and works closely with parents to highlight the importance of consistency and punctuality for children's learning and development.

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Children's welfare and wellbeing Strong standard

Emotional security is prioritised. When children become upset, adults respond with sensitivity, offering reassurance and comfort. Their attuned approach helps children settle quickly and feel safe. Adults and children share joyful moments together, such as when they all dance to music with clear enjoyment. These shared experiences create a strong sense of connection and contribute to the warm, positive atmosphere of the setting.

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Children's welfare and wellbeing Strong standard

Children demonstrate confidence as they move through daily routines. On arrival, older children independently hang up their belongings, building important self-help skills. Younger children are gently supported by adults who model expectations. The childminder places a strong focus on hygiene and cleanliness. Children are supported to wash their hands and use the toilet independently, promoting personal care skills. With support and encouragement, children learn to use tissues to blow their nose and cover their mouth when they cough. Care routines are sensitive and respectful. Adults use visual clues that help children to understand what is happening. They talk to children about what they are doing, helping them to be a part of the process.

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Children's welfare and wellbeing Strong standard

Throughout the day, children learn why eating healthy foods matters and understand that too many sugary treats can harm their teeth. The childminder provides children with resources and activities to help them understand the importance of brushing their teeth. This helps them develop positive habits that support their long-term health.

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Curriculum and teaching Strong standard

The childminder has a clear, well-informed understanding of the skills and knowledge she wants children to develop, and she uses this to shape a thoughtfully planned and purposeful curriculum. The adults consistently follow children's lead, joining their play and extending learning through purposeful, well-chosen language. When children build towers, the adults introduce descriptive vocabulary, such as 'big' and 'little' and colour names, helping children broaden their understanding and communication skills. The extremely well-resourced role- play area enables children to act out real-life experiences, while cause-and-effect toys strengthen their problem-solving abilities.

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Curriculum and teaching Strong standard

Children independently select books, snuggle in with adults and talk about the pictures, linking animals in stories to those they see in their environment. Adults sensitively support pronunciation and model new vocabulary, strengthening children's communication and language. Children who are learning to walk receive plentiful praise and encouragement, building resilience and a strong 'can-do' attitude.

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Curriculum and teaching Strong standard

The childminder makes excellent use of the local area to enrich the curriculum. Purposeful outings help children understand their role in caring for their community. Litter-picking sessions, using child-sized pickers, are thoughtfully organised so children can take part safely and confidently. These experiences teach children the importance of looking after their environment and foster a strong sense of responsibility from an early age.

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Inclusion Strong standard

The childminder creates an inclusive environment where every child can thrive, regardless of age, stage or need. She identifies and assesses children's individual needs swiftly and effectively. The childminder adapts her provision to reduce barriers to learning so all children have access to resources to help them make progress. The childminder, her co-childminders and any assistants she works with access appropriate training to support emerging needs in children. For example, behaviour management training offers strategies to help children who require additional support in managing their feelings and emotions. The childminder works collaboratively with families and external agencies to plan for children, reducing barriers to learning. She explains how she would use funding to benefit disadvantaged children, improving access and participation.

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Inclusion Strong standard

Learning is accessible, engaging and full of fun for all children, with familiar books and rhymes helping children build confidence and communication. Children see themselves reflected in the environment through resources linked to their interests, creating awe and wonder. For example, those who enjoy vehicles see photos of themselves riding tractors, while children who have a fascination with superhero play, appear 'flying' with them in displays. This helps foster a strong sense of belonging and identity for children.

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Leadership and governance Strong standard

The childminder, her co-childminders and any assistants she works with work extremely well together, sharing ideas, strategies and reflections and creating a culture of continuous improvement. This contributes to a strong, well-led provision that ensures children are safe, nurtured and make excellent progress. Handovers are used effectively to exchange information about families, ensuring children's needs are understood in context. Diversity is valued and embedded across the provision, helping children learn about themselves and others.

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Leadership and governance Strong standard

The childminder values the importance of play in progressing children's development. A balance of free play and adult-led activities is used purposefully to promote curiosity, independence and enjoyment. Adults understand when to step back and when to sensitively extend learning, ensuring children have fun while developing key skills across the curriculum.

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Leadership and governance Strong standard

The childminder works proactively with external partners, including the local authority, to strengthen practice. This includes accessing training and taking part in trialling new initiatives in early years. The childminder provides strong, consistent support for any assistants she works with. She regularly checks in on their practice, ensuring they can access relevant training and actively promoting their wellbeing, which results in a confident and well-supported team.

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Leadership and governance Strong standard

Overall, leadership is strong and reflective. The childminder knows the strengths of the setting well and is committed to continuous improvement. The sustained focus on communication, emotional wellbeing and high-quality early learning ensures children 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

The childminder works highly efficiently with her co-childminders and any assistants to create a wonderfully warm, nurturing and stimulating environment where children thrive. The setting is beautifully organised, with thoughtfully selected resources that invite exploration and ensure children remain fully engaged and immersed in their learning. Carefully planned areas, such as the role-play area, enable children to act out familiar experiences, take on meaningful roles and develop their thinking and communication skills. Children independently choose books and eagerly take them to the adults, who create calm, cosy

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About this setting

Unique reference number (URN): EY278796 spaces for shared reading, promoting listening, attention and a love of stories. Throughout the day, children remain busy and active, confidently selecting from a wide range of high- quality resources that reflect their interests and developmental needs. A well-balanced mix of adult-led and child-initiated activities encourages curiosity, supports sustained engagement and enables children to follow their own ideas while being skilfully guided in their learning.

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About this setting

The childminder places strong emphasis on outdoor learning, using local outings to enrich children's understanding of the world. Visits to the garden centre help children learn about plant life cycles and what plants need to grow, deepening their scientific knowledge through real experiences. A trip to the local hardware store provides valuable opportunities to explore early mathematical concepts, compare quantities and learn about colours and paint mixing. These experiences extend children's learning beyond the setting and promote curiosity and confidence.

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About this setting

Communication and language are supported effectively. Children learn the importance of kindness, cooperation and respect. Unwanted behaviour is managed swiftly and sensitively, helping children understand expectations and care for resources.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, her co-childminders 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 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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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.

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Urgent improvement

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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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