Childminder

Childminder

Unique reference number (URN): EY543747 Registered with Ofsted: 16/03/2017 Registers: EYR, CCR

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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 achieve consistently well across all areas of learning. They demonstrate high levels of confidence, independence and motivation, showing a secure understanding of routines and expectations. Children communicate with clarity and increasing maturity. They use ambitious vocabulary, recall previous experiences with detail and engage enthusiastically during stories and songs. Their listening and attention skills are highly developed for their age.

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Achievement Strong standard

Children's mathematical knowledge is particularly well developed. They use precise vocabulary, such as 'pentagon' and 'octopus', and can group items that have similar characteristics. Children apply this understanding in practical contexts. They know that an octopus and a spider both have 8 legs, for example. They count accurately, compare shapes and sizes and use mathematical language with confidence and enjoyment. Children show creativity and curiosity. During focused activities, they experiment eagerly, test ideas and adapt their thinking as they learn. They use tools with control, talk about colours and textures, and show secure physical development.

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Achievement Strong standard

Children collaborate sensitively with their peers, take turns, share resources and encourage one another with genuine warmth. Children demonstrate advanced emotional literacy. They articulate feelings, show empathy and display resilience when encountering new or challenging experiences. They understand how to keep themselves safe and healthy and make responsible choices in their play. As a result, children leave the setting highly confident, articulate and extremely well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate consistently positive attitudes to learning. They arrive calm, settled and ready to engage, responding immediately to the well-established routines that shape the start of the day. The childminder creates nurturing bonds and a predictable environment where expectations are clear and consistently reinforced. As a result, children show high levels of cooperation, independence and emotional security.

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Behaviour, attitudes and establishing routines Strong standard

Behaviour is exemplary. Children show genuine kindness towards one another, offering praise, taking turns and sharing resources with ease. They develop a secure awareness of how their actions affect others. During activities and free-play, children listen attentively, follow instructions and move between routines with confidence. When challenges arise, adults respond with skilled guidance, helping children recognise emotions, apply coping strategies and make thoughtful choices. This supports children to manage feelings such as fear or uncertainty, building notable resilience.

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Behaviour, attitudes and establishing routines Strong standard

The carefully structured daily routine of stories, songs and purposeful activities maximises learning time and fosters sustained engagement. Consequently, children display high levels of concentration, self-control and readiness for the next stage of learning. The childminder works with families to help support children's regular attendance and punctuality in preparation for starting school. She is alert to changes in families' circumstances that may require further support.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are promoted incredibly well. Children form warm, trusting relationships with the childminder, who knows them deeply as individuals. This secure emotional base enables children to separate confidently from parents and carers and engage positively throughout the day. Children demonstrate high levels of emotional security, responding calmly to routines and seeking comfort, reassurance or support when needed.

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Children's welfare and wellbeing Strong standard

The childminder has a secure understanding of children's unique needs, health requirements and personal circumstances. She maintains robust systems for gathering and updating information, including dietary needs, allergies and medical plans, ensuring that children remain safe at all times. Snack and mealtime routines are carefully managed. Staff model safe eating practices and encourage children to develop independence in preparing food, cutting fruit and understanding why chewing and taking small bites matter.

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Children's welfare and wellbeing Strong standard

Children are supported to recognise and manage their feelings, including those with learning barriers. Adults skilfully help them express emotions and adopt coping strategies when they feel unsure or scared, such as during some discussions about fish or spiders. This fosters resilience, empathy and emotional literacy. Children show notable awareness of personal safety, practising handwashing and helping to tidy up and care for their environment. The calm, nurturing atmosphere, consistent expectations and secure routines ensure that children feel valued, confident and deeply connected to the setting.

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Inclusion Strong standard

The childminder demonstrates a deeply embedded commitment to inclusion, ensuring that every child is understood, valued and incredibly well supported. She has a secure grasp of child development and uses this effectively to identify emerging needs at the earliest stage. Her approach is proactive, tenacious and rooted in high expectations for all children, including those with special educational needs and/or disabilities or who may be vulnerable. She carefully monitors children's progress, acts swiftly on concerns and works closely with parents and carers to explore possible causes and next steps.

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Inclusion Strong standard

The childminder pursues external support with determination. Her timely referrals, detailed monitoring of support and ongoing communication with other professionals ensure that children receive the specialist input they need. Her highly effective partnerships with parents strengthen and support timely assessment and professional advice. This results in significant improvements for children who require additional support, including developments in communication, confidence and overall engagement. The childminder tailors aspects such as learning about personal safety and self-care routines to individual developmental needs to ensure that every child can participate fully and make the progress they are capable of.

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Inclusion Strong standard

The curriculum is accessible and responsive to the diverse needs, abilities and interests of all children. The childminder makes thoughtful adaptations, ensuring that each child can

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Expected standard

participate fully and make rapid progress. Children are confident, included and able to thrive because barriers to learning are identified early and addressed with precision, care and professional curiosity.

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Curriculum and teaching Expected standard

The curriculum is ambitious and well sequenced. It is firmly rooted in the childminder's secure knowledge of child development and her clear understanding of children's starting points. Learning is planned with purpose and precision, enabling children to revisit, consolidate and embed key knowledge. As a result, children engage deeply in stories, songs and thoughtfully chosen activities that build on their interests and previous learning.

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Curriculum and teaching Expected standard

Teaching is warm and responsive and promotes children's curiosity. The childminder introduces new vocabulary throughout the day and models language effectively. Children are encouraged to listen, follow increasingly complex instructions and participate with enthusiasm in group activities. At times, children do not have enough time to reflect and respond to questions or practise newly introduced vocabulary. This limits opportunities for deeper conversation. Strengthening this aspect would further enhance already effective teaching.

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Curriculum and teaching Expected standard

Well-considered resources and demonstrations support children to use tools confidently, strengthen their motor skills and explore colours and textures. Early mathematical concepts are introduced appropriately and are understood with growing confidence. Assessment is used well to identify emerging needs. Children who require additional help receive prompt and well-targeted support, ensuring that all children, including those with special educational needs and/or disabilities, make rapid progress from their individual starting points.

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Leadership and governance Expected standard

The childminder understands the need for even further focus on professional development for herself and any assistants she may work with. Training is undertaken regularly. However, it is not consistently targeted to specific aspects of practice to raise the quality of teaching even further, such as to support children to reflect, respond and use new vocabulary. The childminder is committed to strengthening the links between training attended, identifying gaps in children's learning and evaluating the impact of improvements made. She strives to secure excellence for all children.

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Leadership and governance Expected standard

The childminder has a secure understanding of her role and responsibilities to support children's learning, welfare and safety. She uses self-evaluation to identify strengths and areas requiring development, and she acts appropriately on feedback. The childminder is reflective, open to challenge and eager to improve her practice. She demonstrates an organised approach to leadership.

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Leadership and governance Expected standard

The childminder works positively with parents and carers and external professionals, pursuing referrals and advice where needed to support children with emerging needs. Partnerships with schools are developing to ensure that transition arrangements for all children are fully effective. She works closely alongside any assistants and recognises that reflective practise and monitoring of teaching can help to target professional development to further raise standards and improve the personal effectiveness of any assistants she works with.

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

Children experience a highly nurturing, calm and well-organised environment where they feel secure and confident. They arrive settled and ready to learn because routines are consistently applied and understood. Adults welcome children warmly and model positive relationships, which helps children form solid attachments and develop a clear sense of belonging. Children engage with enthusiasm in well-established routines. They listen intently to stories and rhymes and respond eagerly to the familiar language, actions and songs. They enjoy revisiting their learning journals and confidently talk about their previous experiences. Children demonstrate pride in what they know and can remember. These opportunities support children to make meaningful connections in their learning.

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

Children show sustained interest and curiosity throughout the day. They participate in activities that are thoughtfully planned and rich in sensory and exploratory opportunities. Children experiment with tools, colours and materials with confidence and delight. They follow instructions well, wait their turn patiently and demonstrate high levels of cooperation

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About this setting

Registration date: 16/03/2017 for their age. Their interactions with one another are consistently kind, respectful and encouraging.

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About this setting

Children's emotional wellbeing is incredibly well supported. They talk openly about their feelings, and adults help them understand and manage emotions such as fear or uncertainty. This promotes resilience and builds emotional literacy. Children also develop a secure understanding of how to keep themselves healthy and safe. They follow established routines for handwashing, hydration and safe eating, and contribute willingly to looking after their environment. Children's ideas, preferences and voices shape their day. They know that adults listen to them and value their contributions. As a result, children are confident, motivated and demonstrate positive attitudes to learning. They thrive in an environment where their wellbeing, individuality and experiences are prioritised consistently. The childminder works effectively with families to support regular attendance and punctuality. She remains alert to any signs that may indicate that families would benefit from additional

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Next steps

The childminder should focus professional development for herself and any assistants she works with to raise the quality of education in all areas to a consistently high level.

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About this inspection

The inspector spoke with the childminder, 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. Register(s): EYR, CCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 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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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

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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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