Childminder

Childminder

Unique reference number (URN): EY469500 Registered with Ofsted: 05/11/2013 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, including those from disadvantaged backgrounds, make swift progress from their individual starting points. They develop confidence, independence and communication skills. These support their readiness for school.

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Achievement Strong standard

Communication and language skills develop particularly well. Through storytelling, discussion and questioning, children learn to express ideas clearly. They listen to the views of others. They confidently predict what might happen next in a story and explain their thinking.

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Achievement Strong standard

Early mathematical understanding develops alongside language. When sequencing story events, children discuss what happens first and next. They count characters and talk about number with growing confidence.

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Achievement Strong standard

Children develop independence through daily routines. They take ownership of snack time, look after their belongings and help one another without being asked.

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Achievement Strong standard

Children who have faced barriers to learning receive sensitive, consistent support. Those with speech delays or challenging early experiences grow in confidence. They participate fully in learning alongside their peers.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well. They show positive attitudes to learning. The childminder establishes clear expectations. Children understand them and follow them with confidence.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and children are warm and respectful. Children feel confident expressing their ideas and sharing their experiences. The childminder models kindness and respect in every interaction.

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Behaviour, attitudes and establishing routines Strong standard

Children learn to listen carefully and value each other's contributions. When children become excited during discussions, the childminder calmly reminds them to wait their turn. Children respond well. They show growing patience and self-control.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate kindness and cooperation naturally. When a child struggles to fasten their coat zip, another offers help without being asked. These moments build empathy and a strong sense of community.

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Behaviour, attitudes and establishing routines Strong standard

The childminder actively promotes the importance of punctuality and attendance. This consistent approach helps families understand that attendance matters and establishes reliable routines from the start.

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Behaviour, attitudes and establishing routines Strong standard

Daily routines provide structure and consistency. Children move confidently between activities. They develop resilience and positive attitudes to learning.

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Children's welfare and wellbeing Strong standard

Children feel safe, secure and well cared for. They form secure attachments with the childminder. They confidently seek reassurance and support when needed.

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Children's welfare and wellbeing Strong standard

The childminder understands children's individual needs deeply. She adapts her care to ensure every child feels supported and included. Personal safety is part of daily life. Children learn to give friends privacy when using the bathroom. They are encouraged to recognise and name their own boundaries. They know who to speak to if they feel worried or unsafe.

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Children's welfare and wellbeing Strong standard

Physical development is actively promoted. Through daily movement, outdoor experiences and snack preparation, children develop coordination and physical confidence. They make healthy choices as a matter of routine. Children who previously relied on nappies or dummies make rapid progress in self-care and toileting. This is supported by the childminder's high expectations and the trusting relationships she builds.

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Children's welfare and wellbeing Strong standard

Children are supported to recognise, express and manage their emotions. On arrival, children independently select a feelings card to show how they are feeling. They talk openly about their emotions and interact eagerly with their friends. The atmosphere is calm, welcoming and purposeful. Planned moments of stillness and focused breathing help children settle and feel ready to learn.

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Curriculum and teaching Strong standard

The curriculum is thoughtfully designed. It reflects children's interests, experiences and developmental stages. The childminder has a secure understanding of child development. She uses this to plan meaningful learning opportunities across all areas of the early years foundation stage.

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Curriculum and teaching Strong standard

Language development is prioritised effectively. Through stories, discussion and skilful questioning, children are encouraged to express ideas, predict events and explain their thinking. During story activities, children sequence events and discuss characters. This strengthens both language and early mathematical understanding.

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Curriculum and teaching Strong standard

Children's personal, social and emotional development is woven through daily life. The childminder uses calm, consistent interactions to help children manage their feelings and build confidence. Mindfulness moments are used purposefully to support self-regulation before learning together.

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Curriculum and teaching Strong standard

Teaching is responsive. It builds on what children already know and can do. The childminder uses ongoing observation and assessment to adapt experiences and meet each child's individual needs. For children with special educational needs and/or disabilities, she makes reasonable adjustments. These include adapting routines, modifying expectations and working with external professionals such as educational psychologists. Daily routines reinforce learning well. Children develop independence through snack preparation and taking responsibility for their belongings.

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Inclusion Strong standard

The childminder creates a highly inclusive environment. Every child is welcomed and supported to succeed. She knows children and their families especially well. She uses this knowledge to shape the care and learning she provides.

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Inclusion Strong standard

Children who face barriers to their learning or wellbeing receive consistent, thoughtful support. The childminder works closely with families, schools and other professionals. She supports children who have experienced trauma, speech delays, or social and emotional challenges. Routines and expectations are adapted so these children feel safe. They participate fully in learning alongside their peers.

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Inclusion Strong standard

Partnerships with parents are a defining feature of the setting. The childminder shares advice and information to help families understand children's development and behaviour. She organises online sessions, delivered with fellow professionals, on topics such as behaviour, emotional development and identifying additional needs. Some families have gone on to engage with further professional support as a result.

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Inclusion Strong standard

The childminder uses additional funding with clear purpose. She funds enrichment experiences, such as trips to the zoo for current and former children, and provides additional sessions for those who need them. The impact of this funding is reviewed regularly to ensure it makes a meaningful difference to the children who need it most.

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Leadership and governance Strong standard

The childminder demonstrates strong professional knowledge and a clear commitment to improving outcomes for children and families. Her extensive training and professional learning inform the thoughtful care and education she provides.

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Leadership and governance Strong standard

The childminder understands the needs of the community she serves and adapts her provision accordingly. The childminder works closely with parents to build trusting relationships and ensure children's needs are well understood.

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Leadership and governance Strong standard

Partnerships with families are a particular strength. The childminder actively supports parents to understand children's development and behaviour. For example, she organises online sessions for parents on topics such as behaviour management, emotional development and identifying additional needs. These sessions help parents develop confidence in supporting their children and have encouraged some families to seek additional professional support when required.

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Leadership and governance Strong standard

The childminder also works collaboratively with schools, health professionals and other agencies to ensure continuity of care and learning for children.

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Leadership and governance Strong standard

The childminder reflects carefully on her practice and continues to extend her knowledge through professional learning. This commitment to development helps ensure that children benefit from a well-informed and responsive learning environment. The childminder considers the impact of her decisions on workload, ensuring practice remains sustainable while maintaining high-quality care. She evaluates her provision carefully and adapts her practice to further strengthen outcomes for children.

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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 arrive happily and greet the childminder with confidence. They settle quickly and show that they feel safe and valued. Children select a card to show how they feel at the start of the day and talk confidently about their emotions. This routine helps children recognise their feelings and contributes to a calm and positive start to the day.

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

Children enjoy learning together. They play cooperatively outdoors and confidently develop their own ideas during play. The childminder provides simple and thoughtfully organised resources that encourage children to explore and think creatively. Children remain deeply engaged and show positive attitudes to learning.

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

Story time is a rich learning experience. Children listen closely and eagerly share their ideas. The childminder asks thoughtful questions that extend children's thinking. Children predict what might happen next and talk about how characters may feel. They later sequence the story using picture cards and count how many members are in the bear's family. These experiences strengthen children's language, memory and early mathematical thinking.

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

Children develop independence and responsibility through daily routines. They confidently prepare snacks, serve themselves food and drinks and help tidy away resources. Children show kindness and respect towards one another. For example, when one child struggles to fasten a zip, another child offers help without being asked.

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

Children thrive because the childminder knows them exceptionally well. She holds high expectations for behaviour and independence. Children learn to listen respectfully and wait for their turn to speak. When children become excited, the childminder calmly reminds them to wait while their friend finishes speaking. Children also learn to respect each other's privacy, such as giving friends space when using the bathroom.

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

As a result, children develop confidence, independence and empathy. They are happy, secure learners who are well prepared for their next stage of learning.

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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 children 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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