Childminder

Childminder

Unique reference number (URN): 138887 Registered with Ofsted: 29/11/1994 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's thinking and learning are extended through considering questions that help them make links in their learning. For example, during a favourite story, children consider whether they would have a stomach ache if they ate as much as the caterpillar. Children develop their understanding, use their imagination, and think about cause and effect. This helps strengthen their language and comprehension of stories, deepening their engagement in learning. All children, including those who may have special educational needs and/or disabilities or those who face other barriers to their learning, achieve well and develop securely across all areas of learning and make rapid progress from their starting points. All children are ready for the next stage of their learning, including moving on to nursery or school.

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Behaviour, attitudes and establishing routines Strong standard

Children have a close bond with the childminder because settling-in arrangements and regular attendance help them feel secure, safe and ready to learn. They are keen and eager to take part in activities because the childminder provides exciting and engaging learning experiences. She consistently teaches children how to behave well and how to treat others with kindness and respect.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently teaches and models positive behaviours. She uses effective strategies to manage minor disagreements or rivalry between children to help them understand how to treat their friends with kindness, and they respond positively to her calm, clear guidance. When children become over-excited, the childminder gently reminds them to consider their actions and how they may affect others. Her firm but nurturing approach helps children develop self-control, empathy and an understanding of acceptable behaviour. Older children are encouraged to act as positive role models, which supports younger children's social development. The childminder establishes highly effective daily routines that provide children with a strong sense of security and belonging. Children understand expectations well and follow transitions smoothly. For example, they move confidently from play to snack time using the familiar 'now and next' approach. This promotes a calm, purposeful learning

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Children's welfare and wellbeing Strong standard

The childminder knows children extremely well, and they form close, secure attachments to her. She builds highly trusting relationships with families and provides valuable support when needed, which enhances continuity of care and children's overall wellbeing. Children begin to understand their emotions and those of others because the childminder teaches them to recognise and discuss how they are feeling and to recognise the emotions of others, helping them build empathy and social awareness. The childminder supports children in developing important self-care skills, including toileting and hygiene routines, which enhances their independence. She carefully considers each child's individual needs, including those with special educational needs and/or disabilities, so that all children feel secure, successful and fully included. Children learn how to keep themselves safe when they go on outings in the local area. Before they go out, the childminder holds thoughtful,

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Children's welfare and wellbeing Strong standard

age-appropriate conversations with children, helping them understand risks and how to stay safe.

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Children's welfare and wellbeing Strong standard

The childminder uses highly engaging resources, such as a toy crocodile that snaps its mouth shut when the wrong tooth is pressed. She skilfully turns this activity into an opportunity to teach children about looking after their teeth and promote good oral hygiene in a fun and meaningful way. Children learn to sit together at the table to enjoy meals, practising social skills, such as saying 'please' and 'thank you'. They sleep or rest in the afternoon, ensuring that they feel refreshed, calm and ready to continue playing and learning for the rest of the day.

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Curriculum and teaching Strong standard

The childminder uses her observations and assessments of what children currently know and can do to plan purposeful next steps that build securely on their learning. She responds skilfully to children's interests through thoughtful adaptations and planning. Learning is meaningful, engaging and relevant. This flexible approach allows the childminder to adapt her teaching effectively for all children, so each child can participate and make rapid progress. For example, when children discover a fallen bird's nest while out on a walk, their curiosity sparks a spontaneous learning opportunity. The childminder expands learning further when they return to the setting by encouraging them to discuss birds, how they lay eggs and how many were in the nest. This thoughtful approach helps children deepen their understanding of the world around them while developing early mathematical and language skills. Children become confident communicators and begin to enjoy mathematics. Flexible

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Curriculum and teaching Strong standard

and responsive teaching ensures that all children remain engaged and continue to make excellent progress across all areas of learning. Attendance at local drop-in groups offers additional opportunities for children to learn and play in a different environment with their peers. These sessions enable children to engage in more expansive physical play, further develop their coordination, balance and confidence, as well as give them valuable opportunities to socialise.

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Curriculum and teaching Strong standard

The childminder actively celebrates diversity by incorporating books, toys and learning materials that reflect a wide range of cultures, languages, abilities and family structures. She has a range of resources that enable children to see themselves represented while also developing all children's knowledge and understanding of families who may be different from their own. Through these experiences, children develop positive attitudes towards diversity and an early understanding of respect, fairness and belonging.

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Inclusion Strong standard

The childminder is proactive in meeting the needs of children with special educational needs and/or disabilities. She uses her observations to assess and review, helping identify children's emerging interests, strengths and any areas where they may require additional support. The childminder is knowledgeable about how to seek additional support for 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 additional assistance when necessary. The childminder researches any identified needs thoroughly to gain a deeper understanding of how they may affect children's development and how best to support children and families. From the outset, she builds communication with parents and carers, discussing emerging concerns sensitively. The childminder sources additional resources to enhance children's learning, ensuring that funding is directed

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Inclusion Strong standard

towards strategies that meet their individual needs. This includes accessing training to extend her knowledge and providing targeted teaching to help children make rapid progress.

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Leadership and governance Strong standard

The childminder understands the importance of building secure, trusting relationships with parents and carers. She communicates effectively with them about children's learning, development and wellbeing. She regularly liaises with other early years providers when children attend more than one setting, ensuring that information is shared and that children experience continuity in their care and learning.

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Leadership and governance Strong standard

The childminder reflects carefully on her practice and shares ideas and best practices with other childminders, acting as a mentor to support their knowledge, confidence and understanding of how to strengthen their own provisions. She identifies her training needs well and sources courses to further develop her knowledge and skills. For example, she has undertaken training around supporting children with special educational needs and/or disabilities and those known to social care to ensure that she stays up to date with current guidance and thinking.

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Leadership and governance Strong standard

The childminder continually considers ways to enhance her practice, ensuring that she always strives to offer the very best care and learning opportunities for children and support for families. Her commitment to professional development and partnership working has a positive impact on the overall quality of education and care she provides.

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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 are greeted warmly by the childminder when they arrive at her home, helping them feel immediately welcomed and at ease. They confidently move straight into play, exploring the environment with enthusiasm. This demonstrates that they feel safe in their surroundings and have developed secure, trusting relationships with the childminder. The calm and positive atmosphere helps children settle quickly and begin their day ready to learn. Children play cooperatively with each other and demonstrate positive social skills. They are encouraged to share, take turns and resolve minor disagreements calmly.

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

Children listen with high levels of concentration as the childminder brings stories to life through her creative use of home-made resources. The childminder captures children's interest by encouraging them to handle the resources and participate in the storytelling. All children, including younger children who are not yet able to verbalise their thoughts clearly, are excited to join in and re-enact the sequence of events with enthusiasm. This demonstrates their growing confidence, emerging communication skills and enjoyment of books. The childminder's engaging approach deepens children's understanding of stories and helps foster a lasting love of reading. Children's attendance is promoted by working closely with parents and carers. The childminder discusses the importance of routines and offers support where needed. This helps families recognise how consistent attendance contributes to children's progress and sense of security in the setting.

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

Children are included in all areas of teaching and learning as the childminder carefully adapts her practice to suit each child's age, needs and stage of development. She thoughtfully adjusts activities, routines and resources so that every child can participate meaningfully and experience success. As a result, children remain engaged, supported and challenged appropriately, ensuring that they make excellent progress from their starting points.

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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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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, 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, children, parents and carers 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 17 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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