Childminder

Childminder

Unique reference number (URN): 500452 Registered with Ofsted: 19/01/1998 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children make sustained and secure progress from their starting points. They grow in confidence as they become familiar with routines and the environment. Children show increasing curiosity as they explore resources and engage in play. Communication develops steadily. Children become more responsive during interactions and engage more consistently with adults. They respond to familiar songs and routines and begin to anticipate what will happen next.

p.2

Achievement Expected standard

Physical development progresses as children gain greater control over their movements. They explore their surroundings with increasing assurance and attempt new movements as their coordination develops. Children demonstrate growing independence as they attempt new experiences and respond positively to familiar routines. Over time, they show greater confidence in exploring their environment and engaging in play, reflecting steady progress in their learning and development.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder provides clear structure within the day and adapts routines to meet children's needs. For example, she prepares children for transitions by talking through what will happen next and maintaining consistent patterns in the day. This helps children understand what to expect and supports positive attitudes from the outset.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder demonstrates a secure understanding of behaviour management. She describes how she adapts behaviour management strategies as children learn and develop. For example, she introduces simple expectations, such as putting toys away before moving on to another activity, and reinforces these consistently. She models appropriate behaviour and uses clear explanations so children understand boundaries. This supports children to learn what is expected of them and develop increasing self-control over time.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder recognises that consistent attendance supports children to build secure relationships and develop positive attitudes towards learning. She monitors attendance patterns and would work with parents promptly if concerns arose. This helps to ensure that children benefit from continuity and maintain steady progress over time.

p.2

Children's welfare and wellbeing Expected standard

The childminder takes a thoughtful and individual approach to supporting children's welfare and wellbeing. She works with parents to understand children's routines, dietary needs and stage of development. She promotes healthy choices, including guidance about providing healthy and nutritious food in children's lunch boxes, so they develop positive habits from an early age. This helps to ensure care is consistent and suited to each child.

p.2

Children's welfare and wellbeing Expected standard

Daily routines support children's health and comfort. For example, babies are supported to wipe their hands after eating and are gently encouraged to begin managing simple personal care tasks. Safer sleep arrangements are followed appropriately, helping children rest safely and comfortably. Furthermore, healthy lifestyles are further encouraged through daily walks, such as collecting older children from school, providing regular opportunities for fresh air and physical activity. Supervised interaction with the family dogs helps children learn how to behave safely around animals and develop care and respect for living things.

p.2

Children's welfare and wellbeing Expected standard

The childminder provides an environment where children's health, safety and wellbeing are a priority, enabling them to feel comfortable and well supported. However, opportunities for children to develop their social skills with a wider group of children are currently limited. This means children have fewer chances to practise interacting with others and build confidence in different social skills.

p.3

Curriculum and teaching Expected standard

The childminder has a clear intent to support children to become confident and independent learners who are prepared for the next stage in their education. She plans experiences that reflect children's interests and ensures learning across the areas of development is considered within daily routines and play. The childminder supports personal, social and emotional development effectively through purposeful interaction. She talks through routines and describes what is happening during play, helping babies understand their experiences. During shared play, she rolls a ball back after it has been pushed towards her and waits expectantly for a response, changing the speed or direction to maintain interest. This helps babies remain engaged and begin to understand the back-and-forth nature of interaction.

p.3

Curriculum and teaching Expected standard

Communication and language are woven throughout the childminder's teaching. The childminder introduces new words during play, repeats key language and uses songs such as 'Clap Hands' to encourage babies to join in with simple actions. This supports babies to copy movements, experiment with sounds and develop early communication skills.

p.3

Curriculum and teaching Expected standard

The childminder plans interesting experiences for children to develop their physical skills. The childminder skilfully places favourite toys slightly beyond children's immediate reach and encourages them to pull up to stand at low furniture. This helps babies to strengthen their core muscles and develop stability in preparation for walking. Outdoor visits to the park and canal provide opportunities to move across grass and slopes. The childminder encourages children to steady themselves on uneven ground, further developing their coordination and confidence in movement.

p.3

Inclusion Expected standard

The childminder shows a clear understanding of inclusive practice. There are currently no children with special educational needs and/or disabilities on roll. She explains how she would identify emerging needs through careful observation and open discussion with parents. For example, if a child showed delayed speech or limited engagement, she would introduce targeted strategies such as modelling simple language, increasing repetition and using clear cues to strengthen understanding. She would share these strategies with parents to support learning at home and ensure consistency. Progress would be reviewed regularly and support adapted where required. In addition, she would seek advice from external professionals if necessary. This demonstrates a secure understanding of the graduated approach and how to reduce any barriers to learning early. The childminder provides individualised support. She adapts routines and interactions

p.3

Inclusion Expected standard

responsively to meet each child's stage of development. For example, when caring for children who speak English as an additional language, she would work closely with families to learn key words in their home language. She would use objects of reference, such as showing cups and plates at snack time, to help children understand what is coming next in daily routines. This supports children to anticipate transitions, feel secure and take part confidently. However, although the childminder has systems in place to share information such as eligibility for funding with parents, these are informal. This means opportunities to reduce barriers to learning are not consistently maximised.

p.4

Leadership and governance Expected standard

The childminder shows a clear commitment to providing safe and consistent care. She understands her responsibilities and keeps required training and documentation up to date. She reflects on her practice to ensure the provision continues to meet children's needs and takes practical steps to strengthen her provision where needed. For example, she refreshed her knowledge of baby development when caring for younger children to ensure her approach remained appropriate. Professional development opportunities are used thoughtfully and have a clear purpose. Recent training has strengthened the childminder's understanding of observation and assessment and supports her monitoring of children's progress effectively. She reviews her practice regularly and considers how routines and experiences can be adapted as children grow and develop.

p.4

Leadership and governance Expected standard

Relationships with parents are positive and supportive. The childminder shares information daily about routines and children's development, so parents remain informed. Communication is largely informal, which means opportunities to share more detailed information or wider guidance are not always consistently embedded. As a result, children do not always benefit from a shared and structured approach between home and the setting.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children experience calm, responsive care in a home-from-home environment. They seek reassurance confidently and receive warm, consistent interaction from the childminder. When children appear tired or unsettled, the childminder adjusts expectations and prioritises comfort. This helps children feel safe, valued and emotionally secure. As a result, children settle quickly into familiar routines and show increasing confidence to explore their surroundings independently.

p.5

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

Children benefit from highly individual attention in the childminder's care. The childminder adapts teaching thoughtfully and explains how she adapts children's experiences as they develop their understanding and skills. Secure routines and consistent care ensure children thrive in a setting where their needs are understood and met. Learning reflects children's emerging interests. The childminder introduces age-appropriate resources, including sensory balls and textured books, to encourage exploration. She models language clearly, repeats key words and sings familiar rhymes to strengthen early communication. Children respond with smiles, vocalisation and sustained shared attention. The childminder names colours and textures to build vocabulary and early understanding of the world. She builds on children's responses in the moment, reinforcing new words and encouraging further interaction, which supports sustained engagement.

p.5

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

Physical development is supported through daily opportunities to strengthen balance and coordination. Children practise standing, reaching and moving safely within the environment. Outdoor experiences at the park and canal encourage exploration and curiosity. These outings widen children's experiences beyond the home and introduce new sights and

p.5

About this setting

Operating hours: Monday,Wednesday,Friday : 07:00 - 18:00

p.6

Facts and figures used on inspection

sounds. Children develop early independence as they attempt new movements and gain confidence in their physical abilities.

p.6

Next steps

The childminder should consider ways to provide children with more opportunities to develop their social skills and confidence when interacting with others. The childminder should enhance communication with parents to ensure key information, guidance and support are shared in a more consistent and structured way.

p.6

About this inspection

The inspector spoke with the childminder during the inspection.

p.6

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 was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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. 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 .

p.7

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8