Childminder

Childminder

Unique reference number (URN): EY549291 Registered with Ofsted: 18/08/2017 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 steady progress from their starting points. They confidently use mathematical language such as 'big', 'small', 'full' and 'empty' during activities. When sorting coloured objects, they compare the size of hearts and pom-poms and describe how they fill and empty jars. Outdoors, they run, climb and balance with increasing control in the garden. Younger children fill, tip and transport objects with purpose, while older children concentrate for longer and complete more complex tasks.

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Achievement Expected standard

Children develop independence during everyday routines. They put on their own shoes, manage aspects of their personal hygiene and help tidy away resources. They listen carefully, follow simple instructions and show satisfaction when they complete activities they have started. Children demonstrate the confidence and self-help skills that support their move on to pre-school and school.

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Achievement Expected standard

Children with special educational needs and/or disabilities participate in activities alongside their peers and develop their communication skills over time. The childminder monitors children's development and identifies next steps. Opportunities to deepen learning across the curriculum are still developing and not yet consistently embedded.

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Behaviour, attitudes and establishing routines Expected standard

The childminder places kindness, care and respect at the heart of her practice and models these values consistently. Children copy this behaviour in their interactions with one another. For example, they offer to help settle the youngest child to sleep and support each other during more challenging activities. Children play cooperatively and show consideration for others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands each child's individual needs and adapts the daily routine so that all children can take part successfully. Children move smoothly between activities, know what to expect and feel secure within the structure of the day. This helps them remain settled and engaged.

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Behaviour, attitudes and establishing routines Expected standard

The childminder uses clear, positive praise to reinforce the behaviours she wants to see. When children need support, she gives gentle reminders or redirects them calmly. Children respond well to guidance and learn how to manage their behaviour in age-appropriate ways.

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Behaviour, attitudes and establishing routines Expected standard

Children form warm, trusting relationships with the childminder and with one another. They seek comfort from her when needed and show that they feel safe and secure in her care. This strong sense of belonging supports their confidence and positive attitudes to learning.

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Children's welfare and wellbeing Expected standard

The childminder provides a safe and welcoming home where children feel secure and settled. Children show that they feel comfortable through their relaxed behaviour and willingness to explore and engage with others. They enjoy learning, take part in social activities together and access the outdoor space daily, where they develop their physical skills and benefit from fresh air and exercise.

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Children's welfare and wellbeing Expected standard

The childminder takes time to build strong relationships with children and their families. She learns about each child's background, routines and any factors that may affect their wellbeing or learning. This helps her provide care that meets children's individual needs and ensures continuity between home and the setting.

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Children's welfare and wellbeing Expected standard

Children learn how to express their emotions in ways that are appropriate for their age. The childminder supports them to talk about their feelings and helps them understand how their behaviour affects others. Children show good manners and treat one another with respect.

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Children's welfare and wellbeing Expected standard

The childminder maintains clear hygiene routines and respects children's privacy. She promotes healthy lifestyles by teaching children about nutritious food, exercise and the importance of rest. She encourages good oral health through regular discussions about brushing teeth, singing songs and practising together. Where needed, she supports parents in providing healthy food choices. These consistent routines help children develop healthy habits and independence.

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Curriculum and teaching Expected standard

The childminder provides a broad curriculum that supports children's learning across all areas of development. She plans activities carefully and is clear about what she wants children to learn and be able to do. Children build their knowledge and skills in a structured way.

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Curriculum and teaching Expected standard

The childminder places a strong focus on mathematics throughout the day. During activities, she introduces and repeats mathematical language naturally. For example, while children sort coloured objects, she talks about size, shape and quantity. When children fill and empty containers, she names these actions and encourages them to compare and describe what they see. This helps children develop confidence with early mathematical concepts.

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Curriculum and teaching Expected standard

The childminder adapts activities so that all children can take part successfully. Younger children explore materials in simple ways, while older children are given additional challenge to extend their thinking. She also adapts how she communicates and teaches children with special educational needs and/or disabilities, for example by simplifying language, modelling words clearly and using signs so that children developing their speech and language can understand instructions and participate confidently in activities. Physical development is a regular part of the day. Children use the garden daily to run, climb, balance and practise coordination, helping them build strength and control.

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Inclusion Expected standard

The childminder has high expectations for all children and supports them to achieve well from their starting points. She knows the children and their families closely and understands the experiences that may affect children's learning and emotional wellbeing. For example, she recognises when changes or difficulties at home may influence a child's behaviour or communication, and responds with sensitivity and care. This helps children feel understood and supported. The childminder identifies children's needs and takes appropriate action to reduce any barriers to learning. She has begun to work with external professionals to support children's speech and language development and follows guidance to strengthen communication skills during daily interactions. She adapts how she speaks, models new vocabulary and uses signs to ensure children can express themselves and take part fully.

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Inclusion Expected standard

The childminder values children's backgrounds and incorporates their home languages, traditions and family experiences into everyday practice. This helps children feel respected and confident in who they are. The childminder understands each child's strengths, needs and next steps, and provides support that helps them make steady progress across all areas of learning.

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Leadership and governance Expected standard

The childminder understands and meets her statutory responsibilities. She places children's welfare and development at the centre of her work and makes decisions that support their individual needs. For example, she has worked with parents and external professionals to support a child with emerging speech and language needs. She has begun to implement strategies such as modelling language clearly and using signs so that the child can participate in daily activities alongside their peers.

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Leadership and governance Expected standard

The childminder reflects on her practice and undertakes professional development to strengthen the support she provides. She adapts routines and activities so that all children, including those with special educational needs and/or disabilities, are included and able to take part in experiences appropriate to their stage of development.

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Leadership and governance Expected standard

Parents speak positively about the care their children receive. They value the open communication and feel well informed about their children's experiences and wellbeing. The childminder works closely with families to support children through changes in their lives and to maintain consistency between home and the setting.

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Leadership and governance Expected standard

However, the childminder does not yet review and evaluate her curriculum and teaching sharply enough to ensure that improvements are fully embedded. For example, opportunities for sustained child-initiated play and regular access to books are not yet consistently developed across the day. This means that some opportunities to deepen children's learning are still emerging.

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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 spend their days in a warm, welcoming home where the childminder knows them well as individuals. From the youngest baby to the oldest toddler, she greets them warmly and helps them settle into familiar routines. The childminder cuddles babies, speaks to them gently and follows their home routines, helping them feel safe and secure. Older children wash their hands, tidy away toys and help prepare for snack, building independence and confidence as they grow.

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Inspector:

Jodi Butchers Children take part in a wide range of experiences each day. Outdoors, they run, hop and balance, counting their jumps and naming colours as they play. Indoors, they sort, fill and empty containers, strengthening their coordination and control. The childminder talks with children throughout the day, introducing new words naturally. She uses signs alongside speech so that all children, including those developing their language, can join in and be understood. Children become confident communicators and make steady progress from their starting points.

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Inspector:

Children feel that they belong. They sing together, celebrate birthdays and follow routines that reflect family life. The childminder values children's home languages and cultures, using familiar words and celebrating what makes each child unique. She works closely with parents, especially when children face challenges or need extra support, so that she identifies concerns early and responds promptly.

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Inspector:

Children thrive because the childminder keeps them safe, supervises them carefully and helps them understand their feelings. She teaches kindness through her own example. Children learn to use gentle hands, take turns and talk about how they feel. Consistent routines, strong relationships and close partnership with families help children feel secure, valued and ready for their next steps.

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Next steps

The childminder should provide children with daily time to follow their own interests in play so they can explore their ideas, build confidence and become more involved in their learning. The childminder should make sure a wide range of books is available for children to easily choose from throughout the day, helping them to enjoy stories and develop a love of reading.

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About this inspection

The inspector spoke with the childminder 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.

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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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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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