Price Christine

Childminder

Unique reference number (URN): 250423 Registered with Ofsted: 21/01/1999 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 secure progress over time from their starting points across the areas of learning, particularly in communication and language. Babies and young children develop increased confidence, independence and physical skills through warm, responsive interactions and well-matched learning experiences. Children demonstrate growing curiosity, early number awareness and positive attitudes towards learning.

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Achievement Strong standard

Children who face barriers to learning, including those with additional needs, communication delays or medical requirements, make secure progress, and the childminder identifies needs early and adapts teaching and routines effectively. Support is reviewed carefully to ensure that it continues to have high impact.

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Achievement Strong standard

Children are very well prepared for their next stage of learning. They establish secure foundations for communication, self-regulation, independence and early learning skills. Effective partnership working with families and other settings ensures continuity of learning and supports children in moving confidently on to nursery or school, ready to thrive.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a calm, positive and nurturing environment with clear, age- appropriate expectations for behaviour. Warm, respectful relationships underpin children's secure sense of emotional security and confidence. Children demonstrate kindness, cooperation and empathy through mixed-age play, where positive behaviours are consistently modelled and reinforced.

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Behaviour, attitudes and establishing routines Strong standard

Routines are highly effective in supporting children's wellbeing and engagement. Transitions are calm and predictable, helping children manage change confidently and develop self- regulation. Children show highly positive attitudes towards learning, sustaining attention, showing curiosity and persevering with challenges. The childminder supports children sensitively, taking careful account of their age, stage of development and individual needs when guiding their behaviour and engagement.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes the importance of regular attendance and punctuality through clear communication with families and consistent daily routines. Inclusive approaches to behaviour ensure that children with additional needs receive tailored support, enabling all children to fully participate and develop positive attitudes towards learning in a calm, purposeful environment.

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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the centre of her practice. She provides consistently warm, responsive care that meets children's individual needs and helps them form secure attachments, particularly babies and younger children. Children feel safe, cared for and emotionally secure, which enables them to explore confidently and engage deeply in learning. Daily care practices promote children's physical health and personal safety effectively. The childminder provides nutritious meals, maintains effective hygiene routines and closely supervises children so that they develop healthy habits and remain safe. Routines for feeding, rest and transitions are highly responsive to individual needs, ensuring that babies and young children are supported sensitively and confidently.

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Children's welfare and wellbeing Strong standard

The childminder helps children recognise and express their emotions through warm interactions and sensitive guidance. This helps them develop emotional security and early self-regulation. Children with medical needs or allergies are supported through robust care planning and vigilant practice, enabling them to participate fully and safely in all aspects of the childminding provision.

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Curriculum and teaching Strong standard

The childminder has a clear and accurate understanding of her curriculum and the quality of teaching she provides. She has designed a broad, ambitious and well-sequenced curriculum that meets the requirements of the early years foundation stage and reflects children's ages, stages of development and interests. The curriculum is implemented with flexibility, ensuring that learning is shaped around each child and builds securely on what they already know and can do.

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Curriculum and teaching Strong standard

Teaching is consistently high quality. The childminder's secure knowledge of child development enables her to provide well-timed support that extends children's learning without interrupting their independence. Communication and language development is prioritised through rich interactions, stories, songs and purposeful conversation across the day. Mathematical thinking is embedded naturally into play and routines, helping children develop early number awareness and problem-solving skills. Clear emphasis is placed on children's physical development and personal, social and emotional development, particularly for babies and younger children.

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Curriculum and teaching Strong standard

Assessment is used precisely to shape teaching and ensure that learning experiences are closely matched to children's starting points, interests and developmental stages. Teaching is skilfully adapted to remove barriers for children with additional needs so that all children can access learning and make secure progress.

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Inclusion Strong standard

The childminder demonstrates a secure and embedded inclusive culture. She identifies children's individual needs swiftly and accurately, using close knowledge of children and families to spot emerging needs and act early. The childminder works proactively with parents, health professionals and early years partners to secure timely support, ensuring that barriers to learning and wellbeing are reduced effectively. The childminder undertakes relevant training in inclusive practice and uses this knowledge to inform provision and respond appropriately to children's differing needs.

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Inclusion Strong standard

The childminder adapts routines, environments and teaching approaches skilfully so that all children can participate fully in daily experiences. Thoughtful adjustments enable children with additional needs, communication differences or medical requirements to access play, learning and routines alongside their peers. Children with allergies or health needs are included confidently in mealtimes and outings through robust care planning and vigilant practice, ensuring that inclusion is meaningful and safe.

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Inclusion Strong standard

Children's progress is monitored closely, and support is reviewed systematically to ensure that it has a clear positive impact. The childminder engages positively with families and external agencies to shape children's support and transitions. These inclusive practices are well embedded and have a consistently positive impact on children's confidence, participation and progress.

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Leadership and governance Strong standard

Leadership and governance are secure and effective. The childminder clearly understands her strengths and areas for development and uses reflective self-evaluation to support continuous improvement. She takes purposeful action to refine her practice, making effective use of local authority guidance and professional networks to enhance the provision and respond to children's changing needs.

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Leadership and governance Strong standard

The childminder consistently makes decisions in children's best interests, particularly those who face barriers to learning or wellbeing. Safeguarding, health and safety, risk assessment and care planning are securely embedded in daily practice, providing a firm basis for children's welfare and learning.

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Leadership and governance Strong standard

Professional learning is prioritised, and it has a positive impact on practice. The childminder keeps statutory training up to date and engages in ongoing professional development to extend her knowledge, particularly in communication and inclusion. Partnerships with families and other early years settings are highly effective, helping promote continuity in children's care and learning.

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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 consistently warm, nurturing and highly inclusive home-from-home environment where they feel safe, emotionally secure and genuinely valued. Secure, trusting relationships with the childminder mean that children settle quickly and develop the confidence to explore, make choices, and seek comfort and support when needed. Children benefit from calm, predictable routines and sensitive transitions that support their emotional wellbeing and provide a secure foundation for learning.

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

Children greatly enjoy their learning. They engage in rich, meaningful experiences rooted in everyday life, such as growing and harvesting food, exploring nature and wildlife, and taking part in imaginative play indoors and outdoors. These experiences spark curiosity, promote sustained engagement and deepen children's understanding of the world around them. Babies and young children benefit from highly responsive interactions, stories, songs and playful experiences that build early communication, physical development and independence.

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

Children make remarkable progress over time from their individual starting points. The childminder knows children exceptionally well and uses careful, ongoing assessments to shape learning experiences that are precisely matched to children's interests, needs and stages of development. Children develop secure foundations in communication and language, early mathematical thinking, physical development, and personal, social and emotional development. Children who face barriers to learning, including those with additional needs or medical requirements, receive timely, personalised support that reduces barriers and enables them to thrive alongside their peers.

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

Children belong to an inclusive, respectful community. They develop positive social skills through mixed-age play, learning kindness, cooperation and empathy. Families are welcomed as valued partners in children's learning and care. Children thrive. Robust

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:45

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. safeguarding arrangements, attentive supervision, healthy routines and emotionally responsive care ensure that they are safe, supported and flourishing every day.

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Next steps

The childminder should sustain their work to ensure continued improvement, especially to help children, including those with special educational needs and/or disabilities and those who may face other barriers to their learning, reach an exceptionally high standard of achievement in order for there to be a transformational impact on their learning.

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About this inspection

The inspector spoke with the childminder during the 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 12 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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