Childminder

Childminder

Unique reference number (URN): EY319587 Registered with Ofsted: 24/01/2006 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 achievements and progress in early literacy are particularly strong. They listen to familiar stories with excitement, bring books to share and retell events using expressive language. With gentle support, they make meaningful connections between stories and real life, such as searching for caterpillars in the bug tray or discussing how to promote effective oral health after reading about sugar and plaque. Children learn that an electric toothbrush makes a buzzing sound, linking new knowledge to real-life contexts.

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Achievement Strong standard

Children learn to take turns, share resources and use good manners. They talk about their families, building a sense of identity and belonging. Every success is celebrated, from trying new words to managing emotions, ensuring children feel proud, capable and eager to learn.

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Achievement Strong standard

Teaching is adapted effectively for children who require additional support and for those who face barriers to learning, so they can participate fully and make sustained progress in their development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a warm, positive environment where consistent, predictable routines and clear boundaries help children feel safe, secure and ready to learn. Children demonstrate strong social skills, sharing resources, taking turns and using polite language as part of their daily interactions. Transitions are smooth and predictable. For example, simple cues, such as a tidy-up song, help children move calmly between activities and understand what is happening next. Children who are still learning these routines receive patient and consistent guidance, with clear expectations and warm encouragement.

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Behaviour, attitudes and establishing routines Strong standard

Behaviour is managed remarkably well. The childminder models positive communication, empathy and respectful behaviour, teaching children how to manage their emotions and follow boundaries. For example, when children go to hug a friend, she reminds them to ask permission first, helping them understand consent and that others may not always want physical contact. She names feelings for children, offers choices and uses her skills and knowledge to expertly support emotional intelligence and resilience.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with families to establish strong routines at home and in the setting. She promotes regular attendance to highlight the importance of consistency for children's development.

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Children's welfare and wellbeing Strong standard

Relationships between the children and the childminder are highly secure. They are greeted warmly at the start of their day, helping them to separate confidently from their parents. Children show confidence in daily routines. They are encouraged to hang up their belongings as they arrive in the morning, supporting them to develop independence and self-help skills. Children interact kindly with one another, forming friendships that enhance their social skills and promote a sense of belonging. Emotional security is very highly prioritised. When children become upset, the childminder responds with sensitivity, offering reassurance and comfort that helps them resettle quickly. Children learn about personal safety so they begin to develop age-appropriate understanding of how to stay safe and make sensible choices.

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Children's welfare and wellbeing Strong standard

Care routines are calm and respectful, with visual cues helping children understand what is happening, enabling them to feel included and secure. Hygiene and cleanliness are given strong emphasis. Children are supported to wash their hands and use the toilet independently, promoting personal care and self-help skills.

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Children's welfare and wellbeing Strong standard

Throughout the day, children learn why healthy eating matters and understand the impact of their food choices on their bodies, helping them develop positive habits that support their long-term health and wellbeing.

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Curriculum and teaching Strong standard

The childminder has a clear understanding of what she wants children to learn, which she uses to shape a thoughtfully designed curriculum. Children are offered meaningful choices that promote independence and decision-making, while high-quality interactions underpin their developing communication skills. The childminder skilfully weaves mathematical concepts into everyday activities. For example, when exploring ladybirds, children count spots, compare quantities and talk about patterns, helping them develop early mathematical skills.

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Curriculum and teaching Strong standard

The childminder creates a language-rich environment where children learn to express themselves confidently. She uses introduces new vocabulary during play, talking about bees collecting 'nectar' or planets 'floating' in space, to help children expand their creative thinking and imagination. Children are highly attentive to this, listening to the words and repeating them. When tasks become tricky, she gently encourages persistence, asking, 'Shall we see what would make it easier?', helping children develop a positive attitude to learning.

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Curriculum and teaching Strong standard

The childminder explains that she adapts her teaching by breaking activities into smaller, manageable steps for children who need additional support. By modelling tasks and using visual prompts, she ensures every child feels valued, cared for and confident to engage fully in their learning.

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Inclusion Strong standard

The childminder demonstrates a deeply embedded commitment to inclusion and has extremely high expectations of every child, providing individualised care and support so all children make excellent progress in her care. She celebrates achievements, supports behaviour calmly and consistently and ensures every child feels heard and valued. This strong focus on emotional wellbeing underpins children's growing confidence, curiosity and joy in learning.

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Inclusion Strong standard

The childminder knows each child extremely well and adapts learning to meet their individual needs. She monitors children's development closely, completing statutory progress checks and using this information to plan next steps. For example, for children who are learning to walk, she encourages them to take short, supported steps while using low furniture for balance, helping them strengthen coordination, stability and confidence. For older children, the childminder supports them to develop their self-help skills, such as putting on their coat. She guides them patiently, helping them to think through each step and celebrating their achievements with praise.

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Inclusion Strong standard

Her reflective practice and commitment to ongoing training enable her to continually strengthen her work. She explains how she would use additional funding to access further training and enhance the quality of her provision.

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Leadership and governance Strong standard

The childminder demonstrates highly effective leadership and a secure understanding of early years practice. She places strong emphasis on the importance of play and provides a well-balanced mix of free-flow opportunities and purposeful adult-led activities. This thoughtful approach is used consistently well to promote children's overall development. She skilfully judges when to step back and when to sensitively intervene, ensuring children remain engaged and enjoy their learning. For example, when a child accidentally spills water from a container and gets upset, she offers calm reassurance and encourages them to try again without taking over.

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Leadership and governance Strong standard

The childminder works closely with the local authority, accessing training, guidance and professional support to strengthen her practice. This approach ensures the learning environment continually evolves in response to children's needs, enabling them to make sustained progress.

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Leadership and governance Strong standard

She reflects carefully on her areas for development, recognising the importance of ongoing professional learning to meet the needs of all children, including those with emerging or additional needs and those who face barriers to their learning. She explains how she would request support from external agencies for children as needed.

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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 show consistently positive attitudes to learning in this highly stimulating and engaging setting. The childminder creates an environment where children are always busy, curious and motivated. She skilfully seizes every moment as a learning opportunity, encouraging children to experiment and test out new ideas.

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

Children are respectful, share resources and use polite language as they learn to wait their turn and develop patience. The childminder offers meaningful choices throughout the day, helping children take ownership of their play and understand how their actions influence what happens next. These consistent routines and high expectations support children to feel secure, confident and ready to learn. Activities are thoughtfully planned to reflect children's needs, interests and developmental stages. Creative opportunities, outdoor learning, and hands-on exploration are woven throughout the week, ensuring children experience a balanced and stimulating curriculum. Communication and language are at the heart of children's daily experiences. They enjoy stories, songs and conversations that build vocabulary and strong early reading skills.

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

Thoughtfully planned and inspiring extra-curricular learning experiences broaden children's understanding of the world. Joining story sessions in the local library builds their early literacy and social skills, while soft-play sessions strengthen physical development. Trips to museums and the zoo spark curiosity in children about the world around them.

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

The childminder consistently promotes children's emotional development, helping them to recognise feelings and manage their behaviour. Children develop confidence, self-control and secure relationships, which supports their wellbeing and readiness to learn. Older children recall new experiences, such as using an escalator, reflecting on how they felt scared at first but became confident when the childminder held their hand.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

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Facts and figures used on inspection

The childminder encourages regular attendance, working closely with parents to help them recognise the importance of consistent attendance and punctuality for their children's learning and development.

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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 and those who may face other barriers to their learning.

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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 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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