Childminder

Childminder

Unique reference number (URN): EY385148 Registered with Ofsted: 17/03/2009 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 Expected standard

Children learn a range of skills in the childminder's care. They develop confidence to play and talk to others. Children learn many words as they have discussions with the childminder about what they play with. Children show they have favourite stories as they look through the books, choosing which to bring for the childminder to read. Children develop a love of books as they snuggle in to share stories with the childminder. They are motivated and engaged in their learning.

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Achievement Expected standard

Children are interested in all the childminder offers them to do. They ask questions and listen to what she says. For instance, they learn how to feel and see the wind outdoors as they chase bubbles. All children, including those who may face barriers to their learning, make steady progress from their individual starting points.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has an established daily routine in place that lets children know what to expect. This also supports them in feeling secure in her care. Children show they understand the rules, such as to clean their hands after eating. The childminder provides a calm learning environment. She supports children's emotional wellbeing effectively, helping them feel safe and valued. The childminder works positively with parents. This helps ensure children's regular attendance and that they benefit from support for their learning from the childminder.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour and helps them learn how to play respectfully with each other. The childminder offers all children warm praise. However, she does not consistently help them understand what they have done well. This does not fully encourage children to repeat positive behaviours.

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Behaviour, attitudes and establishing routines Expected standard

Children can freely access the toys they want to play with. The childminder supports them to make links to what they already know, such as talking about different shades of blue as children play with blocks. Children listen attentively and show they are curious and motivated learners.

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Children's welfare and wellbeing Expected standard

Children learn about developing healthy and active lifestyles. The childminder ensures that all children have daily opportunities to play outdoors in the fresh air. She teaches children about staying safe, for example, by reminding them to sit down at the top of the slide. The childminder encourages parents to provide nutritious meals and snacks for children. She supports children in developing positive hygiene routines, such as handwashing before eating. Children benefit from effective support for their wellbeing. However, at times, the childminder carries out tasks for children, such as fastening their coats. She does not consistently encourage children to develop their independence skills. The childminder knows children's individual needs well. This allows her to confidently support children, such as with toilet training. The childminder builds secure bonds with children, helping them to feel safe in her care. She is responsive to children, such as when

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Children's welfare and wellbeing Expected standard

they show an interest in songs, by singing for them. Children show delight in the childminder's company. The childminder teaches children about feelings and emotions as they look at pictures in books. She asks them to notice details and consider how characters in stories may be feeling. This helps children make links to how they may feel.

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Curriculum and teaching Expected standard

The childminder has a curriculum in place to help children learn various skills. She has a focus on communication and helps all children to hear and learn many words as they play. For instance, younger children learn the names of animals as they complete jigsaw puzzles. Older children are fascinated by a skip lorry they watch from the front door. The childminder introduces a rich range of descriptive words for children to hear. She allows children plenty of time to watch the lorry before moving on to play when they are ready. Her teaching matches children's pace and supports their individual needs well.

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Curriculum and teaching Expected standard

The childminder understands that all children learn in different ways. She adapts her teaching to meet these. For instance, some children are busy and active, but others like to watch and work things out. The childminder helps children, including those who may face barriers to their learning, to be motivated to learn in their own way.

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Curriculum and teaching Expected standard

Children learn about size and number as they play. The childminder helps them to count, such as the number of bricks they have in their towers. Children develop an understanding of 'one more' as the childminder helps them build taller towers. The childminder teaches children about sides and edges as they look at different shapes. She helps them develop knowledge of mathematical concepts. However, at times, the childminder steps in to tell children how to solve problems they encounter as they play. She does not consistently consider how to encourage children to think of solutions themselves, such as when balls become stuck in posting tubes. This does not fully support the development of children's thinking skills.

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Curriculum and teaching Expected standard

The childminder is a calm and positive role model. She helps children learn when to use good manners and supports them to ask for their turn with resources. Children benefit from playing with others and learning social skills. All children enjoy being physically active as they play and learn. The childminder makes regular assessments of what children know and can do in all areas of learning. She uses these to help ensure that all children make progress from their starting points.

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Inclusion Expected standard

The childminder knows how to identify when children may be at risk of developmental delays or have barriers to their learning. The childminder makes regular observations and assessments of what children know and can do. This helps her plan to further their learning through play. The childminder builds effective partnerships with parents to find out about children's learning at home. She knows how to plan to close any gaps children may have in their opportunities for learning. This helps all children make progress in learning from their individual starting points. The childminder uses a range of strategies to make changes and adapts her teaching to meet children's individual needs. For instance, she uses shorter and simpler sentences to talk to younger children. The childminder models language for all children to hear and learn.

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Inclusion Expected standard

The childminder knows how to develop her confidence to support inclusion in her setting further, such as through seeking training opportunities. She knows how to seek additional support for children's learning, such as through external professionals. This helps ensure that children receive the right help at the right time.

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Leadership and governance Expected standard

The childminder is an effective communicator. Parents report feeling informed about their children's days and learning with the childminder. The childminder builds partnerships with parents and other settings that children attend. This helps ensure continuity for children's care and learning.

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Leadership and governance Expected standard

The childminder reflects on her strengths and identifies what she could improve further. Children typically benefit from effective teaching and support for their learning. The childminder keeps her knowledge and skills current, such as through reading regular updates from her local authority. She knows that this is an area she would like to develop further, such as by accessing training. The childminder has effective policies in place to promote children's safety and good health. This helps her manage her setting well.

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Leadership and governance Expected standard

The childminder plans her curriculum to benefit the children in her care. Their best interests underpin all she does. The childminder makes adaptations to meet children's individual needs. The childminder knows that her role and responsibilities are to help all children, including those who may face barriers to their learning, make progress.

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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 they feel safe and enjoy their time in the childminder's care. They laugh as they play with each other and with the childminder. Children know where to locate the toys they like and can freely access them. The childminder is caring and responsive to children's individual needs. She listens attentively to what they say. The childminder shows that she values children's lively conversations, such as what they have done at home since they last saw her. This helps them to feel welcomed and their voices heard.

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

Children know what the pattern of the day looks like. This helps them to settle in swiftly when they arrive. The childminder encourages children to make choices, such as what to play with first. She supports their learning through play, fostering children's motivation and engagement.

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

The childminder understands how to build on what children already know and can do. She works in partnership with parents to help all children make progress from their individual starting points. The childminder helps children grow in confidence in her care. She offers various opportunities and experiences to help children learn away from her setting. For example, children benefit from participating in regular trips to the local library and parks. This helps children develop a sense of belonging in the local community.

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

The childminder helps children develop a positive attitude to playing with others. She encourages children to take turns, such as when playing with the bubble machine outdoors. Children play cooperatively. For instance, older children kindly offer younger children their turn. The childminder encourages regular attendance for all children. Children learn skills that will support them as they move on to the next stage in their education.

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About this setting

Operating hours: Monday,Tuesday,Wednesday : 08:00 - 17:00

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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 use praise more consistently to help children know what they have done well. The childminder should create further opportunities for children to try things for themselves and consistently develop their independence skills. The childminder should consistently allow children time to think of solutions to any problems they face when they play.

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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 is from 23 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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