Childminder

Childminder

Unique reference number (URN): 2746379 Registered with Ofsted: 29/08/2023 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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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well. This is because the childminder sets high expectations of children's behaviour and attitudes to learning, consistently implementing routines and setting clear boundaries. Children demonstrate kindness towards one another. They have established secure, positive friendships. For instance, older children remind each other to be kind, share toys and take turns. They repeat the childminder's advice to use 'kind hands and kind words' independently. Children listen to the childminder and respond to her requests, such as putting toys away and following hygiene routines before snack time. They relish helping to deliver flowers to neighbours and visiting a nursing home to talk to residents. Consequently, children are learning how to be caring members of their community.

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Behaviour, attitudes and establishing routines Strong standard

Children flourish in response to the childminder's consistent encouragement and positive reinforcement. They enjoy learning and sustain their attention during activities. Children show high levels of engagement, try hard and take pride in their achievements. For example, children remain focused for extended periods as they carefully select materials to decorate their 'princess-dress pictures'. They work independently, seeking support from the childminder when needed. They persevere to complete their work and show their completed designs proudly to the childminder. The childminder encourages prompt and regular attendance and understands the need to follow up promptly if this is not the case.

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Children's welfare and wellbeing Strong standard

The childminder provides a stimulating and very well-organised environment, which allows children the freedom to explore in safety. They thrive in the care of a dedicated and knowledgeable childminder. Children settle quickly and are happy and confident as a result. They navigate the space confidently, independently finding what they need to play. The childminder adapts her environment to provide high-quality and individualised support for each child. For example, she has a cosy tented area where children can go to read or have quiet time.

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Children's welfare and wellbeing Strong standard

The childminder is very aware of children who may face barriers to learning. She effectively supports children to recognise, express and manage their emotions. The childminder's routines are well structured and predictable, helping children feel calm and confident. Children's mealtimes are rigorously monitored, and regular checks on sleeping babies are in place.

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Children's welfare and wellbeing Strong standard

The childminder promotes healthy eating and oral health extremely well. Every morning after their breakfast, children brush their teeth and learn about the importance of keeping their teeth clean. The childminder talks to children about how foods help them to grow. She ensures that lunch boxes provided by parents are nutritious and balanced and she offers advice to parents if needed. Children enjoy healthy snacks and learn about good hygiene, safe play and healthy choices through everyday routines.

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Achievement Expected standard

Children make typically steady progress, particularly with their communication and language. Children develop new vocabulary, which they often use during role play as they engage in conversations. For example, they talk about what happens when a princess is turned into a dragon by a witch. They participate with enthusiasm as they sing confidently, developing their understanding of rhythm and rhyme. Children demonstrate competence in their early mathematical skills. For example, they count objects and identify shapes. Children generally maintain their focus and engagement, and confidently follow routines. They focus well on activities and are beginning to problem-solve and develop their own ideas. Children show a love of books and reading. They choose from a variety of books that reflect their interests and enjoy looking at books independently. The skills and knowledge children learn contribute effectively to them being ready for the next stage in their learning.

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Curriculum and teaching Expected standard

Children hear mathematical language all around them. For example, the childminder encourages children to name the shapes they can see on posters. Children learn to count with confidence and identify numbers. This helps them to develop early calculation skills. Children are confident communicators who delight at conversing with adults and their peers. The childminder encourages this by chatting to children throughout the day and showing genuine interest in their discussions. They develop a range of physical skills, for instance, when they balance on cushions as they make their way to the fairy castle. Children use scissors and glue when they decorate princess dresses, enthusiastically. This helps to improve children's fine motor skills and builds their confidence. Children learn about the community that they live in when they make regular visits to the local nursing home, go shopping or walk to the nearby parks.

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Curriculum and teaching Expected standard

The childminder assesses children's progress and determines what they need to learn next. This helps to ensure that all children, including those who need extra support, make steady progress. Most activities are well planned and reflect what children enjoy and motivates children to participate and remain interested. The childminder can explain what she wants children to learn from the activities that she offers. However, she recognises that sometimes these become overly complicated and, therefore, she does not focus enough on the skills she wants children to learn.

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Inclusion Expected standard

The childminder has a clear understanding of how to identify children who may need extra support to reach their full potential. She has effective observation and assessment procedures in place to identify gaps in children's learning and development. If the childminder has concerns about a child's learning or progress, she discusses them with parents and carers in a sensitive manner. She collaborates closely with parents to ensure that children receive consistent support both at home and while in her care. Additionally, when children show dislikes or lack confidence in certain situations, she sensitively manages this to promote their inclusion and emotional wellbeing. The childminder is knowledgeable about how to seek additional support for those children who may experience barriers to learning. She understands how to make timely referrals to other agencies, when needed, and is confident in using the local authority to apply for

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Inclusion Expected standard

additional assistance. This means that the early identification of children with special educational needs and/or disabilities (SEND) or those who require additional help is well supported. The childminder has identified the need for future training to further increase her awareness and understanding of children who have specific learning difficulties.

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Leadership and governance Expected standard

Parents and carers are highly positive about the childminder. They appreciate the thoughtful care and the interesting experiences that she provides. For example, she collaborates with parents to encourage children in their personal care and self-help skills. The childminder shares information with parents on a regular basis. For example, she uses an online application and daily communications. The childminder regularly shares ideas on how parents can continue children's learning at home. This helps provide a consistent approach to support children's development.

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Leadership and governance Expected standard

The childminder completes mandatory training, such as first aid and safeguarding. She demonstrates a commitment to professional development and knows how to access training, for example, online or through the local authority. The childminder is reflective in her practice and identifies opportunities to refine activities, routines and planning. This impacts positively on children's engagement in activities and their progress over time. The childminder has a secure knowledge of how to support children's learning and development but also identifies areas where she could improve. For example, although the childminder has a broad understanding of special educational needs and/or disabilities, she plans to complete training that will enhance her knowledge and strengthen her practice even further.

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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 share close and warm relationships with the childminder. Her calm and patient manner encourages children to settle quickly. The childminder teaches children to respect one another and play together from a very young age. As a result, children show care and consideration towards each other as they play. The childminder sets effective and consistent boundaries for children's behaviour. She praises and encourages children in their play. This increases their self-esteem and emotional wellbeing, and contributes to their very positive behaviour.

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

The childminder knows children well and quickly identifies any emerging needs. She ensures that all her planned experiences offer appropriate support for each child. She has planned a curriculum, which builds on children's interests and their stage of learning. The childminder models vocabulary and provides daily opportunities for children to practise their mathematical skills. Children build new knowledge and develop a love of books. They show positive attitudes to developing their skills. For example, they recall nursery rhymes and join in enthusiastically as they sing and dance along. This helps them to develop enjoyment for learning and has a positive impact on language development. Children show a confident and relaxed approach to conversation. For example, they chat to the childminder about food they like and how that makes them strong. The childminder encourages children to express their opinions and use their imaginations. For instance, children consider what might happen

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

next as they devise stories with the childminder in the fairy castle.

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

Active partnerships with parents and carers further support children to make progress through regular attendance. She helps ensure continuity between children's routines at home and when they are with her. This helps children settle well and feel safe and secure. The childminder makes sure that all children feel valued.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 17:00,Friday : 07:00 - 16:00

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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 refine planning to ensure activities focus precisely on children's most pertinent next steps, to help them make the best possible progress. The childminder should enhance professional development to build on knowledge and skills further and raise outcomes for all children, including those with special educational needs and/or disabilities, to an even higher level.

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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 26 February 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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