Childminder

Childminder

Unique reference number (URN): EY436005 Registered with Ofsted: 29/09/2011 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

Behaviour, attitudes and establishing routines Strong standard

Children are very independent. They need little support from the childminder. For example, children chop their fruit for snacks, put on their own aprons for craft activities and use the toilet independently. Children contribute to keeping their environment tidy. They put toys away and independently put their own coats on for outdoor play. Routines are very well established. Children are developing good cooperation skills. They willingly share resources with their peers. The childminder praises children's achievements, promoting their self- esteem very well. The childminder and her assistants are positive role models. They regularly praise children and reinforce children's good behaviour. The childminder ensures that children are aware of safety and being careful. For example, she helps younger children safely navigate their way down a step, and she models how to carefully open tubs to see what is inside. Children demonstrate a positive attitude towards learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder highlights the importance of regular attendance and punctuality and supports families to keep consistent routines. She monitors if there are patterns of non- attendance and works in very close partnership with parents to promote this.

p.2

Achievement Expected standard

Children are well prepared for the next stage of their learning. They are provided with opportunities to build on their existing skills. For example, children learn about sizes and learn to count. Their mathematics skills are developing well. All children, including those who may face barriers to their learning, make progress from their starting points.

p.2

Achievement Expected standard

A well-sequenced curriculum supports children to become enthusiastic learners who have a desire to continue their learning. Children benefit from frequent interactions with the childminder during their play, helping their communication and language development. For instance, as the childminder reads stories, she asks them questions. Children socialise in larger groups and learn to become confident in unfamiliar situations. They learn skills to prepare them for their future transitions to school.

p.2

Children's welfare and wellbeing Expected standard

The environment is inviting and calm. The childminder supports children's health and wellbeing effectively. She works closely with parents from the beginning. The childminder gathers dietary information from parents when children first start and ensures that requirements are followed closely. The childminder provides children with a nutritious menu. Children learn about healthy eating habits and are supported to make healthy choices with their food. They enjoy using the garden daily for fresh air and to help to develop their physical skills. Children quickly develop their toileting skills with consistent support from the childminder. This helps to support children to have the confidence to manage tasks by themselves effectively.

p.2

Children's welfare and wellbeing Expected standard

The childminder has introduced a mascot for the setting, 'Pirate Pete', who helps to support children with their emotions and wellbeing. 'Pirate Pete' also provides children with opportunities to learn about the importance of oral health. For example, he is sent home with children, where he models the importance of toothbrushing, with the help of parents.

p.3

Curriculum and teaching Expected standard

The childminder has organised an environment to help motivate children to engage in the learning opportunities available. Along with her assistants, she provides a curriculum that is ambitious for all children. The childminder gathers information about children's development from the moment they start at the setting. She uses this information to inform her planning to help children feel comfortable and safe.

p.3

Curriculum and teaching Expected standard

The childminder knows children very well, and she offers a range of exploratory activities that interest them. For example, children of all ages engage in play dough activities and painting. The childminder plans activities such as these to help children to achieve their next steps in learning across all areas of learning. Older children develop their mathematics skills as they count, learn to differentiate colours and discuss shapes. Younger children develop their physical skills as they enjoy squeezing dough into pots. Overall, children are creative learners. However, very occasionally, children are unable to fully express and use their imagination during creative activities. For example, the childminder provides activities that are adult-led and over-directed. Nonetheless, children make good progress overall.

p.3

Inclusion Expected standard

The childminder is skilled at identifying gaps in children's learning at the earliest opportunity. She is quick to take action to put support in place that helps them to overcome barriers to learning. For example, the childminder clears spaces to enable children to confidently manoeuvre around furniture in the room as they begin to develop their walking skills.

p.3

Inclusion Expected standard

The childminder and her assistants build strong relationships with other settings that children attend. This helps them to work collaboratively together to provide effective support and guidance. The childminder works closely with parents, building positive and trusting relationships with them to help ensure that families are very well supported. The childminder shares ideas with parents to help continue children's learning and development at home. For example, she shares home learning resources, such as books, puppets and colour matching games. This supports children to continue to make further progress outside of the setting.

p.3

Inclusion Expected standard

The childminder shares information with parents about funding available in the local area. She makes adaptations to activities to ensure that all children are fully included and have access to the same opportunities as their peers.

p.3

Leadership and governance Expected standard

The childminder is keen to continue to develop her teaching skills. She completes online research and reads articles to help her develop her knowledge and understanding of how to produce an ambitious curriculum. The childminder applies this learning effectively to strengthen her practice and improve the overall quality of her setting. She monitors assistants' practice and provides positive role modelling to help improvements in their practice overall. However, the childminder does not consistently explore opportunities for her assistants to help raise their practice and knowledge to a higher level. This can limit children's learning at times. Robust recruitment procedures are in place to help ensure that assistants are thoroughly checked and vetted.

p.4

Leadership and governance Expected standard

The childminder works closely with parents to gain an understanding of children's individual needs and interests. She keeps them informed of children's learning in the setting. Parents' feedback is very complimentary. They say that their children develop in a safe and very welcoming learning environment. The childminder understands the importance of establishing relationships with other professionals, particularly to implement agreed interventions and support children to make good progress, where this is needed.

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 have consistently positive attitudes to their learning. They fully understand what is expected of them during the day and confidently follow well-established routines. For example, children know when it is time to get their coats for outdoor play. Children are very respectful of each other during activities. For instance, they patiently wait their turn to choose which song to sing next. The childminder and her assistants support children's communication and speech development effectively. They engage children in meaningful conversations during play and share familiar stories and rhymes with them.

p.5

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

The childminder demonstrates genuine enjoyment in her work with the children. She is kind, responsive and nurturing to the children's needs. Children are happy and settled. They form strong bonds with the childminder, her assistants and their peers. Children feel safe and secure. They learn to be kind, share and take turns. Children's behaviour is appropriate for their age and stage of development. The childminder helps children to develop skills for school, such as social skills and resilience. She has a good understanding of strategies to use to meet the needs of all children, including those with special educational needs and/or disabilities.

p.5

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

The childminder provides good opportunities for children to learn about the wider world and develop their confidence in new situations. She plans purposeful outings, such as walks into the local community. The childminder extends children's communication and language skills skilfully during interactions. Children respond to the childminder when she asks, 'Can you tell me?' and 'What do you think?' This ignites children's curiosity, extends their thinking and helps them solve problems for themselves. The childminder weaves mathematics into everyday activities. Children learn about counting, colours, sizes and shapes and mathematical language, such as 'more' and 'less'. They use their knowledge accurately when playing. For example, they spontaneously count as they play a 'four in a row' game.

p.5

About this setting

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

p.6

Facts and figures used on inspection

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

p.6

Next steps

The childminder should extend systems to monitor staff's practice and knowledge, and provide them with even more targeted guidance. The childminder should enhance opportunities for children to use their ideas and imagination during creative activities.

p.6

About this inspection

The inspector spoke with the childminder, one of her assistants and children 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 is from 11 February 2026

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. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

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 .

p.8

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