Childminder

Childminder

Unique reference number (URN): EY475705 Registered with Ofsted: 25/03/2014 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 grow in confidence in their communication. They express their feelings more clearly and use a wider range of words within their play and shared experiences. Those who initially find separation difficult begin to seek support appropriately and re-engage with activities independently. Physical development is evident as children move from supported sitting to pulling to stand and taking early independent steps. As a result, children make clear progress from their starting points.

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Achievement Strong standard

Children who receive additional funding or require extra support are fully included and achieve well. They benefit from the strategies staff have in place to reduce barriers to their learning and enable them to participate confidently alongside others. Children move on to other settings with increasing independence and confidence in the new environments, and they receive consistent support due to the useful information that is shared. They are well prepared for school with secure foundations across all areas of learning.

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Behaviour, attitudes and establishing routines Strong standard

When children need support with their behaviour, the childminder responds calmly and appropriately. She explains what has happened and why, helping children understand the impact of their actions. For example, if a child pushes or tries to take a resource, she reminds them to wait. She explains the need to be gentle, particularly with younger children. Children respond well and adjust their behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children learn to play alongside one another and share resources with guidance that reflects their stage of development. At snack time, younger children are supported appropriately. In addition, older children prepare their own snack and manage small tasks. The childminder offers suggestions and then steps back when children manage independently. Furthermore, when minor conflict happens, the childminder gives children time to resolve it themselves and intervenes when required. She helps children understand why waiting and being gentle matters, supporting them to consider others.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is recorded daily and absences are discussed with parents. The childminder understands the importance of regular attendance in supporting consistency for children and secure relationships. Children settle quickly and show positive attitudes towards learning.

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Curriculum and teaching Strong standard

The childminder has a clear curriculum that sets out what she wants children to know and be able to do. She plans learning so children's knowledge builds securely rather than being delivered as one-off experiences. A focus on dinosaurs continues across different activities so children encounter the same ideas in more than one way. This helps children make connections and apply what they know within their play. Teaching is adapted carefully to reflect children's age and stage of development. For example, during story time, the childminder recognises when babies are engaged in other purposeful play. She encourages them to repeat key words at appropriate points rather than expecting them to sit for sustained periods. This ensures all children benefit from the intended learning and supports their next steps.

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Curriculum and teaching Strong standard

Physical development is carefully planned. Babies are encouraged to develop their core muscles as they are supported to pull themselves up on furniture to reach their favourite toys. This strengthens children's balance and stability. Older children use their hands to squeeze, roll and press play dough, strengthening the small muscles needed for later writing. The childminder extends this learning by introducing words such as 'squash' and 'push' as she demonstrates the action.

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Curriculum and teaching Strong standard

Mathematical understanding is embedded across the day. Younger children count their jumps as they move around. Older children identify eggs and count them into the nest during matching activities. The childminder pauses to allow time for children's thinking and builds on what children already know before extending further.

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Inclusion Strong standard

The childminder shows a secure understanding of inclusive practice. She identifies children's emerging needs through careful observation and takes early action when needed. She introduces targeted strategies and reviews their impact regularly. For example, she uses a visual timetable to strengthen children's understanding of routines and prepares preferred activities in advance. This helps children feel more settled during changes to routines. She monitors how well these approaches work and adjusts her practice where needed. This reflects a clear understanding of the graduated approach and helps reduce barriers to children's learning at an early stage.

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Inclusion Strong standard

Partnership working strengthens this provision. The childminder works closely with parents and seeks advice from professionals, such as health visitors, when needed. For example, she shares practical strategies to support turn-taking, including encouraging children to wait during mealtimes and modelling how to ask for a turn. She discusses how these approaches can be continued at home so expectations remain consistent. This shared understanding helps children feel secure across different environments.

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Inclusion Strong standard

Additional funding is used purposefully to provide targeted resources that reflect children's individual needs. The childminder considers carefully how this support will widen opportunities and remove barriers to children's learning and/or wellbeing. She reviews how well this provision is working and adapts where necessary. As a result, children who require extra support remain fully included in daily routines.

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Leadership and governance Strong standard

The childminder knows her setting well. She reviews her practice carefully and acts where improvements are needed. Professional development is purposeful and targeted to meet the needs of children who attend. Furthermore, the childminder engages with a network of other childminders to discuss ideas and share strategies. She considers how these will work within her own setting before applying them. This helps to ensure children receive support that is appropriate to their stage of development.

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Expected standard

Children's transitions to new settings are managed thoughtfully. The childminder prepares clear information to share with school so there is continuity in children's learning and support. Where children have required additional guidance, relevant information is passed on so they move forward with confidence. Communication with parents is open and ongoing. She discusses children's progress and next steps and initiates conversations sensitively where concerns arise, helping to maintain a shared understanding of the support children require.

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Expected standard

Where additional funding is available, it is used carefully to reduce barriers to children's learning and extend their experiences. For example, funding contributes to outings and resources linked to children's current developmental priorities. This broadens children's opportunities and supports their engagement beyond their immediate home environment. The childminder reviews how this funding is used to ensure it benefits children directly and makes a meaningful difference.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop healthy lifestyles. The importance of good oral health is reinforced through practical experiences, such as cleaning model teeth. In addition, children have access to fresh drinking water and are encouraged to recognise when they are thirsty. When outdoor play is not possible, she plans alternatives, such as visits to soft play, so children remain physically active.

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Children's welfare and wellbeing Expected standard

Children are supported to carry out their own self-care tasks. For example, when they spill a drink, they are encouraged to change their clothing and manage their belongings with guidance. This helps children to take responsibility for their comfort and personal care. However, hygiene expectations are not applied consistently. For example, at times, the childminder does not consistently encourage children to wash their hands after tasks such as wiping their noses. This means children do not always understand the importance of good hygiene habits.

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Children's welfare and wellbeing Expected standard

Through play, children are supported to notice similarities and differences. For example, when comparing eye colours during creative play, the childminder encourages children to look closely and talk about what they see. This helps children to develop an understanding that people may look different while building respect and awareness of others.

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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 receive attentive, responsive care from a childminder who knows them well. She establishes clear routines and reinforces expectations consistently so children understand what is happening across the day. When separation is challenging, she offers reassurance and clear explanations. She helps children's emotional regulation using an expanding breathing ball, and she introduces words such as 'inhale' and 'exhale' to demonstrate breathing. This supports children to develop an understanding of how breathing can help them manage their emotions.

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Inspector:

Kelly Little Teaching is purposeful and builds on what children already know. The childminder provides a range of learning experiences, such as stories, matching activities, movement and creative play, so children revisit ideas in different ways. She gives children time to think and checks what they remember. For example, during a discussion about what happens when a volcano 'gets angry', children excitedly recall that it 'explodes'. Children remain engaged and confident to share what they know.

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Inspector:

Independence develops naturally through daily routines. The childminder supports children to manage age-appropriate self-care skills, help prepare snack and tidy resources before moving on. She offers gentle reminders and keeps boundaries clear. As they make marks, she asks where drawing is not appropriate and younger children confidently point to the wall. They follow this consistently without needing reminding again. Where additional support is needed, she adjusts this so children remain included and continue to participate with confidence. As a result, children take responsibility for their actions and manage routines with increasing independence.

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Inspector:

The childminder extends children's experiences beyond their home through regular meetings with other childminders and visits in the local community. For example, children take part in events such as an Easter bonnet parade, giving them opportunities to mix with a wider group and join in shared celebrations. These experiences support children's social development and help them to become comfortable in larger groups. As a result, children develop resilience and their growing social awareness in preparation for their next stage, including school.

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Next steps

The childminder should ensure hygiene routines are applied consistently, particularly following self-care tasks, so children develop a secure understanding of healthy habits.

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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: 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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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

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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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