Childminder

Childminder

Unique reference number (URN): EY396798 Registered with Ofsted: 19/08/2009 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 make strong progress across the 7 areas of learning, particularly in communication and language. They develop secure vocabulary, speak confidently and engage in sustained conversations. Mathematical understanding develops well, with older children confidently recognising numbers and applying early mathematical skills independently within their play.

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Achievement Strong standard

Assessment systems enable leaders to track progress accurately and identify next steps. Children with special educational needs and/or disabilities, and those who face additional barriers benefit from carefully adapted strategies and close partnership working with parents and professionals. This ensures they achieve well from their starting points. Children develop independence, resilience and early literacy and numeracy skills that prepare them well for their next stage of learning, including school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a calm, respectful environment with clear and consistent expectations. Children understand routines and respond positively to them. For example, they independently tidy resources when prompted by familiar cues and take pride in contributing to the shared environment.

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Behaviour, attitudes and establishing routines Strong standard

The relationship between the childminder and the children are warm and trusting. The childminder models kindness and reinforces expectations sensitively, supporting children to use 'kind hands' and resolve minor conflicts positively. Children collaborate well, share resources and show consideration for one another. The childminder adapts expectations thoughtfully according to children's age, stage of development and individual needs. This ensures all children experience success and develop confidence.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is monitored carefully. Registers are maintained accurately and any unexpected absence is followed up promptly. The childminder works closely with families to ensure routines are consistent and supportive. As a result, children display positive attitudes to learning, sustain concentration and demonstrate increasing self-regulation.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are central to daily practice. Secure attachments are evident, with children seeking reassurance confidently and responding positively to the childminder's care. Transitions, including settling-in arrangements, are handled sensitively and in partnership with parents.

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Children's welfare and wellbeing Strong standard

Care practices meet children's individual needs effectively. Mealtimes are calm and sociable, supporting both emotional wellbeing and communication. Children make healthy choices, practise good hygiene and develop independence in self-care routines. Children are supported to understand personal safety and physical wellbeing. They learn to assess risks appropriately, such as walking carefully on muddy ground, and are supervised closely during outings and rest periods. Emotional development is prioritised. The childminder helps children to recognise and manage feelings, supporting resilience and confidence. Adaptations are made where needed to ensure children with additional needs feel secure and included. Routines for meals, hygiene and rest are well organised and responsive to individual needs, enabling children to flourish physically and emotionally.

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Curriculum and teaching Strong standard

The childminder has designed a well-sequenced curriculum rooted in school readiness, independence and children's natural curiosity. For example, February's focus on school readiness includes strengthening early literacy, counting skills and independence in personal care. Community experiences, such as visits to the allotment where children grow and harvest vegetables, deepen children's understanding of healthy eating and the world around them. Planned activities, including colour-sorting teddy bears using chopsticks for National Chopstick Day, reflect children's interests while building fine motor control and problem-solving skills.

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Curriculum and teaching Strong standard

Communication and language are prioritised consistently. The childminder models and repeats vocabulary, such as 'more', 'less' and 'healthy', sensitively correcting children's grammar and encourage children to complete sentences during story time. Purposeful questioning in role play, such as discussing how pizza is made, extends thinking. Mathematical understanding is embedded naturally as children sort by colour, compare quantities and use positional language in play.

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Curriculum and teaching Strong standard

Assessment is used effectively to identify starting points, such as monitoring speech regression and introducing signs to support communication. Teaching is adapted thoughtfully, for example allowing children to use their hands instead of tools where developmentally appropriate. Practitioners demonstrate secure knowledge of child development, ensuring learning builds precisely on what children already know and can do.

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Inclusion Strong standard

The childminder has established an inclusive culture where children's individual needs are identified promptly and assessed carefully through regular observation and close partnership with parents. Where concerns arise, these are discussed swiftly and appropriate support is put in place. Progress is monitored consistently and reviewed in collaboration with families and, where relevant, external professionals.

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Inclusion Strong standard

Adaptations are thoughtfully made to reduce barriers to learning and wellbeing. For example, communication strategies, such as sign language are introduced where needed, and activities are adjusted to reflect children's sensory or developmental needs. This ensures children remain fully involved and confident in their learning.

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Inclusion Strong standard

The early years pupil premium is used purposefully to enhance children's experiences and widen access, including support for outdoor learning and physical development. The childminder demonstrates a secure understanding of the graduated approach and works closely with families to ensure support remains responsive and effective. As a result, disadvantaged children and those with special educational needs and/or disabilities make strong progress from their starting points and participate fully in all aspects of the setting.

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Leadership and governance Strong standard

Leadership is reflective, resilient and firmly focused on improving outcomes for children. Since the last inspection, the childminder has responded positively to feedback by strengthening children's independence within routines and refining interactions to extend learning more consistently.

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Leadership and governance Strong standard

The childminder demonstrates a clear understanding of the setting's strengths and areas for further development. Decisions are rooted in the best interests of children, including those who are disadvantaged or those with special educational needs and/or disabilities. Oversight of assistants is effective and safeguarding arrangements are secure. Professional development is ongoing and purposeful, ensuring practice remains current and informed by up-to-date guidance.

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Leadership and governance Strong standard

The childminder actively seeks parents' views and maintains strong community links, enhancing children's experiences beyond the setting. The childminder manages workload and wellbeing thoughtfully, drawing on professional networks for support. As a result, leadership capacity is strong and provision remains consistently high quality.

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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 warmly welcomed into a nurturing, home-from-home environment where they feel safe, valued and confident. Strong, responsive relationships mean children quickly form secure attachments and show high levels of trust in the adults who care for them. Younger children settle swiftly at drop-off and confidently explore their surroundings.

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

Children are curious and highly engaged in their learning. They concentrate for sustained periods, whether carefully using chopsticks to sort objects by colour, counting teddy bears into bowls, or becoming absorbed in imaginative role play. The childminder skilfully builds on what children know, introducing new vocabulary, such as 'squeeze', 'higher' and 'lower' and encouraging children to think deeply through purposeful questioning. As a result, children's communication and language skills develop particularly well.

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

Independence is a notable strength. Children confidently tidy away resources when they hear the familiar song, select their own fruit at snack time, cut it independently and access their water bottles without prompting. Older children confidently apply their early mathematical and literacy skills, recognising numbers and letters and using them independently in their play. This demonstrates that they are well prepared for school.

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

Children with special educational needs and/or disabilities, and those who may face barriers to learning are thoughtfully supported. Strategies are adapted sensitively, such as introducing sign language or adjusting tools to suit children's developmental stages. This ensures that all children participate fully and make strong progress from their starting points. Children behave kindly towards one another, learn to manage their emotions and understand how to keep themselves safe. They thrive in a setting where their individuality is celebrated and where meaningful experiences, such as growing vegetables at the allotment, deepen their understanding of the world.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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Next steps

The childminder should further refine activity organisation by increasing the availability of resources so that all children can participate simultaneously, reducing waiting times and maximising engagement during play and snack routines. The childminder should continue to refine the use of assessment to ensure next steps are consistently precise and further challenge children who are ready to deepen their learning.

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About this inspection

The inspector spoke with leaders, assistants and parents/carers 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 6 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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