Childminder

Childminder

Unique reference number (URN): EY489750 Registered with Ofsted: 19/05/2015 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 Expected standard

Children make appropriate progress from their starting points in their learning and development. For example, children are able to focus for appropriate periods of time during story sessions, listen attentively to one another and share their thoughts and ideas during discussions. These routines and learning opportunities ensure all children develop a rich vocabulary and social skills they will require for school.

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Achievement Expected standard

Children form positive relationships with adults and other children and demonstrate kind and polite behaviours towards others. All children, including those who face barriers to their learning and disadvantaged children, develop self-care skills and independence with the targeted support that the childminder provides. These vital skills and behaviours prepare children well for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. Children learn to play cooperatively, share and take turns with their friends. They display good manners and know how to use 'please' and 'thank you' at appropriate times, such as when the childminder offers them fruit or toys. The childminder is kind and regularly praises children for their achievements. This helps to boost children's self-esteem and supports them to behave well. Children listen and participate well in daily routines, such as helping to tidy away toys when they finish playing. The childminder plans regular outings for children to mix with other children to widen their experiences and strengthen their social skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides children with a calm and stimulating environment. For example, children enjoy listening to relaxing music and participate in sensory activities, such as waving scarves in the air while dancing. This encourages children to use their imaginations and be creative. However, the childminder does not adapt some activities or daily routines to follow children's interests to help increase children's engagement, focus and curiosity in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Children arrive punctually in the morning, and the childminder is quick and decisive in following up on any absences, ensuring the wellbeing of children and their families.

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Children's welfare and wellbeing Expected standard

The childminder works with parents from the start to gather information about children's early experiences and promote their welfare and wellbeing. She quickly builds warm relationships with children and their families to help children settle in effectively. As a result, children demonstrate that they feel safe and content, approaching the childminder for cuddles and reassurance.

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Children's welfare and wellbeing Expected standard

Children enjoy a variety of healthy meals throughout the day that the childminder provides, and they freely access water to refresh themselves. The childminder teaches children about oral hygiene and healthy eating through activities and daily routines. For example, children use toothbrushes to learn to brush their teeth properly and enjoy chopping their own fruit. The childminder helps children to understand the benefits of physical play that are embedded in her activities. Children regularly access the outdoor garden area and enjoy trips out of the home. This enables them to practise their physical skills and develop strength, coordination and confidence.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop vital life skills. Children learn to use the toilet independently and follow good hygiene practices. They know when to wash their hands, such as before meals and after using the toilet. These routines mirror those that children will experience in their next stage of learning.

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Curriculum and teaching Expected standard

The childminder provides a broad curriculum and prioritises children's personal, social emotional and physical development, covering all areas of learning and based on children's individual interests and needs. She uses what she knows about children, alongside observations and assessments, to plan for children's next steps in learning. She identifies gaps in children's learning quickly, including disadvantaged children, to help all children make progress and achieve.

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Curriculum and teaching Expected standard

The childminder plans activities to help children with their vocabulary and language skills. For instance, she uses clear words and repeats key phrases to help children understand and develop language. Children show confidence in their communication skills as they share ideas and experiences during discussions.

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Curriculum and teaching Expected standard

The childminder weaves mathematics and early science into children's play and activities. For example, she encourages older children to solve simple additions and subtractions and gain an understanding as to which objects float or sink. However, at times, during adult-led activities, the childminder does not consider how to adapt younger children's learning to help them develop further confidence and interest in mathematics.

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Inclusion Expected standard

The childminder provides an inclusive and welcoming environment. She assesses children's progress effectively and identifies when children may need any additional support in their development. She works in partnership with parents to respond to any learning or wellbeing needs to help all children, including disadvantaged children. The childminder recognises how to use the additional funding to support the needs of individual children. For example, she allocates it appropriately for resources and trips within the community. The childminder demonstrates a commitment to supporting disadvantaged children and children with special educational needs and/or disabilities by identifying further training to strengthen her inclusive practice further.

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Inclusion Expected standard

The childminder prepares children for life in modern Britain well. For instance, she plans meaningful and interesting activities to help children learn about different people and communities. She ensures that children's own heritages and languages are valued and celebrated in her setting. This helps children to develop self-esteem, feel respected and show curiosity and confidence in their learning.

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Leadership and governance Expected standard

Parents express positive written comments about the childminder and the education she provides. The childminder gathers information from parents when children first start. She is clear about what she intends children to learn next and monitors their progress. She keeps parents well informed of their children's progress in a range of ways, such as daily discussions, and provides parents with ideas to extend children's learning at home.

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Leadership and governance Expected standard

The childminder meets up with other childminders in the area to share knowledge and good practice. She is committed to her professional development and actively engages in a wide range of training to implement new ideas. The childminder keeps her professional knowledge up to date through training and local authority childminding forums, as well as online research, to help her enhance her provision and strengthen her teaching. She keeps her mandatory training up to date, such as first aid and safeguarding.

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Leadership and governance Expected standard

The childminder reflects on her practice and gathers feedback from parents and children. However, processes for evaluating the provision are not yet sharply focused on achieving the highest possible standards across all areas of practice and teaching. Despite this, the childminder has identified that she needs further training to deepen her understanding of effective teaching strategies and practice.

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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 benefit from the care of the experienced and dedicated childminder who places them at the centre of everything she does. Children are happy, well settled and thrive in the childminder's care. They display positive and respectful relationships with the childminder and other children and demonstrate that they feel safe. The childminder has created a rich and stimulating learning environment, with a focus on preparing children for their next steps in learning. She promotes children's independence, such as by encouraging them to solve simple problems and take responsibility for small tasks. Children display a sense of pride when they complete tasks independently, such as washing their hands and helping to tidy up the books and toys. This builds on their confidence and self-esteem.

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

Children learn to identify their names and a wide range of shapes and numbers. For example, they match quantities of conkers to the corresponding numbers. The childminder extends children's thinking and deepens their understanding of mathematical concepts. The childminder prioritises children's speech and language skills to help them to increase their vocabulary and become confident talkers. She talks to children and models language in a way that encourages them to repeat and learn new words.

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

Children show kindness and respect and are consistently well mannered. For example, young children show high levels of patience and are kind to each other. They take turns appropriately throughout activities and learn to share the toys. All children are well behaved to help them to prepare in readiness for school. The childminder provides children with rich opportunities to engage with the local community. She regularly takes children, including disadvantaged children, to playgroups, libraries and soft-play areas to help them socialise within their community. The childminder teaches children on outings how to keep themselves safe. She understands the importance of supporting children's attendance and works well with parents to promote this.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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Next steps

The childminder should allow children to have more choice in their play and encourage them to express their own ideas. The childminder should adapt the implementation of activities to meet the learning needs of younger children more precisely.

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About this inspection

The inspector spoke with the childminder 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. This data is from 28 January 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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