Childminder

Childminder

Unique reference number (URN): EY318230 Registered with Ofsted: 29/11/2005 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 from their starting points, developing confidence, independence and the knowledge and skills they need for their move to school or nursery. The childminder monitors learning closely, using observations, daily diaries, next step assessments and discussions with parents to ensure children's learning is suitably supported and extended. For example, during a cooking activity, children measure ingredients, follow instructions and explore textures in a way that supports the development of early mathematical, language and fine motor skills, showing practical application of learning.

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Achievement Strong standard

Through activities such as role play, group story time and collaborative tasks, children also develop personal, social and emotional skills. They learn to take turns, manage emotions, express ideas confidently and work alongside others respectfully.

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Achievement Strong standard

Children with special educational needs and/or disabilities, those who speak English as an additional language, and children who face barriers to their learning or wellbeing receive targeted support. This allows them to achieve alongside their peers. As a result, they are well prepared for the next stage of education, showing secure development across all areas of learning and high levels of engagement and confidence.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from a calm and well-organised environment where expectations for behaviour are clear and consistently reinforced. The childminder establishes predictable routines that reflect children's ages, stages of development and individual needs, enabling children to feel secure, confident and ready to engage in learning. The childminder builds positive relationships through warm, respectful interactions, modelling patience and calmness while giving children time to express themselves and helping them recognise and manage their emotions effectively. For example, before going out for a walk, children independently explain the steps they must follow, reciting that they need to use the toilet, wash their hands and put on coats and boots. This demonstrates a secure understanding of routines, developing responsibility, and increasing independence.

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Behaviour, attitudes and establishing routines Strong standard

Attendance and punctuality are promoted effectively through close communication with families and clear expectations, ensuring children attend regularly. The childminder adapts strategies to support children who require additional guidance, ensuring all children can participate successfully and understand expectations. Families are supported to reinforce positive routines at home, including sleep, hygiene, screen time and healthy habits, creating consistency and reducing barriers to learning. As a result, children demonstrate strong self- confidence, positive attitudes to learning, and a growing capacity to manage their own behaviour and daily tasks with minimal adult support.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are promoted through attentive care practices and strong, nurturing relationships. The childminder builds secure attachments that help children feel safe, understood and emotionally supported. Daily routines are carefully planned to support children's physical health, independence and self-care skills. For example, at mealtimes, children confidently clean their own faces after eating using wipes provided, reinforcing hygiene routines while developing their independence.

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Children's welfare and wellbeing Strong standard

Children are encouraged to recognise and express their emotions through conversation and visual supports, and they receive calm reassurance when they are unsettled. The childminder is alert to changes in children's behaviour or development and works closely with families and professionals to ensure barriers to children's learning and/or wellbeing are addressed promptly. Healthy lifestyles are promoted through guidance on nutrition, physical activity and rest, supporting children who may face barriers to wellbeing. As a result, children develop emotional security, healthy routines and the confidence needed to engage fully in learning and play.

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Curriculum and teaching Strong standard

The childminder provides a thoughtfully planned and sequenced curriculum that combines children's interests with the skills and knowledge they need to progress. Activities are designed to promote independence, communication, early numeracy and literacy, and social-emotional development while offering practical, hands-on experiences. For example, children plan and build a structure using magnetic shapes. They identify triangles, squares and rectangles. They also name colours while problem-solving and counting, demonstrating how the curriculum encourages exploration, reasoning and vocabulary development.

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Curriculum and teaching Strong standard

The childminder extends learning by linking stories, books and everyday experiences, such as incorporating a favourite book into role play or following up a library visit with a related activity. Outdoor and community-based learning, including visits to farms, museums, local libraries and nature-based learning in their outdoor classroom, provide rich, real-world opportunities that deepen understanding and engagement. Activities are adapted to children's individual needs, ensuring all children access the full curriculum and build essential skills for the next stage in learning.

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Curriculum and teaching Strong standard

Children's progress is assessed regularly, and the childminder shares ideas with parents about what their child can learn next, helping to support learning at home and in the setting.

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Inclusion Strong standard

The childminder has created an inclusive environment where children's needs are recognised early and addressed with care and precision. The childminder knows children and families well and uses a combination of observation, ongoing assessment and close partnership with parents to identify barriers to learning or wellbeing.

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Inclusion Strong standard

Practical and well-judged adaptations are made to reduce barriers. For example, during a cooking activity, children who are reluctant to engage with particular textures are encouraged to participate using a spoon rather than their hands, ensuring access to the same learning while building confidence and reducing anxiety.

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Inclusion Strong standard

The childminder works proactively with parents and external professionals to shape appropriate support and ensure consistent use of strategies. Additional funding is used purposefully to broaden experiences and provide practical resources that reduce disadvantage. These actions ensure that children are not marginalised by their circumstances. As a result, children feel included, develop confidence and communication skills, and make sustained progress from their starting points.

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Leadership and governance Strong standard

The childminder demonstrates a strong commitment to continuous improvement and to securing positive outcomes for all children. Clear self-evaluation enables the childminder to identify strengths and prioritise development, including undertaking targeted professional learning to enhance practice. Decisions are consistently made with children's best interests at the centre, particularly for those who are disadvantaged or face additional challenges. The childminder works closely with parents, schools and external professionals to ensure children's needs are understood and supported consistently. For example, regular communication with local schools supports children in managing their feelings and preparing for their move into the Reception class. This helps to reduce anxiety for children and families.

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Leadership and governance Strong standard

Engagement with professional networks supports reflection, shared learning and manageable workloads. Parents' views are welcomed and acted upon, contributing to a strong partnership approach. As a result, leadership actions lead to well-established practice, effective collaboration and consistently positive experiences that support children's learning, development and wellbeing.

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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 experience a nurturing and welcoming setting where they feel safe, valued and eager to learn. They form trusting relationships with the childminder and build positive friendships. The childminder supports children to develop their personal, social and emotional skills by modelling respectful interactions, encouraging empathy, and helping children to recognise and manage their feelings. Children are motivated to explore their interests and are supported to develop independence, curiosity, resilience and confidence in trying new experiences.

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

A broad range of learning opportunities, including visits into the local community, to farms, museums and libraries, extends children's understanding of the world, broadens their experiences and enriches their vocabulary. Children regularly walk to their 'Secret Garden', a piece of land rented by the childminder that is set up as an outdoor classroom. In this space, children immerse themselves in imaginative play, mixing soil, sand and water to create potions, describing and explaining their ideas for extended periods. They demonstrate sustained focus, creativity, problem-solving and social negotiation with their friends. Children make strong progress from their starting points, particularly those with special educational needs and/or disabilities, those who speak English as an additional language, and children who face barriers to their learning or wellbeing.

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

The childminder carefully observes children's learning, scaffolds their development, and adapts activities to ensure all children are included and challenged at the right level. Clear routines, combined with the promotion of good attendance and punctuality, ensure children settle quickly, feel secure and are able to make the most of every learning opportunity.

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

Families are welcomed as partners in their children's development, receiving regular feedback and guidance to reinforce learning at home, which strengthens continuity between home and the setting. As a result, children feel a strong sense of belonging and thrive

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About this setting

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

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Facts and figures used on inspection

emotionally, socially and intellectually. They develop the independence, confidence and skills needed to succeed in the next stage of their education.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing.

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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 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. 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 .

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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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