Childminder

Childminder

Unique reference number (URN): EY406177 Registered with Ofsted: 17/02/2010 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 and sustained progress from their individual starting points. Progress is monitored carefully to ensure that development remains well supported. Children develop the knowledge, skills and confidence they need in the early years foundation stage. They are very well prepared for their next stage in learning, including their move to school.

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Achievement Strong standard

Children's communication skills strengthen significantly over time. They respond to questions clearly, share ideas as they play and contribute to discussions during adult-led activities. As a result, children show growing understanding of language and participate readily in shared learning.

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Achievement Strong standard

Children's personal development is good. They participate cooperatively in activities, follow instructions carefully and manage routines with growing independence. Children demonstrate positive attitudes towards learning and remain engaged during adult-led and child-initiated experiences. Children with special educational needs and/or disabilities and those with additional language needs achieve well due to consistent and responsive support.

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Curriculum and teaching Strong standard

The childminder plans and delivers a curriculum that reflects children's interests, developmental stages and identified next steps. She focuses on communication, early mathematics and personal development. Learning is progressively built through play, routines and carefully planned experiences. All activities are designed to build on what children already know and can do, helping them develop the skills and knowledge expected for their age and stage of development. Planning shows clear intent and a secure understanding of child development. Teaching is purposeful and integrated across the day. The childminder and her assistants introduce new vocabulary in meaningful contexts and reinforce it consistently, enabling children to use language with growing confidence. Learning progresses logically, with children applying prior knowledge during both adult-led and child-initiated activities.

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Curriculum and teaching Strong standard

The curriculum promotes secure understanding across areas of learning. Children develop mathematical awareness through practical experiences that require counting, recognising numerals and comparing quantities. Personal, social and emotional development is strengthened through structured discussions and shared activities that support cooperation and self-regulation. Regular visits in the local community broaden children's understanding of the world and provide opportunities to apply learning in real contexts. As a result, children develop secure knowledge and skills that prepare them effectively for their next steps in learning.

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Inclusion Strong standard

The childminder ensures that all children participate fully and confidently in daily routines and learning. She gathers detailed information from parents at the outset to understand

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Expected standard

children's individual needs, including emerging communication or developmental needs. This information informs her planning and interactions so that children can access experiences successfully.

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Expected standard

The childminder places a strong emphasis on communication and language development. The childminder and assistants model clear speech, repeat key vocabulary and adapt their language to reflect children's stages of development. This approach enables children to express their needs effectively, engage in play and develop confidence in social interactions.

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Expected standard

The childminder adapts routines thoughtfully to promote inclusion. She provides calm and consistent support during transitions and ensures that expectations are appropriate to each child's level of development. Resources reflect diversity and are used intentionally to promote understanding and respect.

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Expected standard

Ongoing observation informs responsive adjustments to practice. The childminder works closely with parents and seeks advice from external professionals where appropriate. She understands how additional funding can be used to enhance provision when eligible. As a result, children experience inclusive practice that promotes belonging, participation and progress.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and understand what is required of them. Clear boundaries and well- established routines help children feel settled and secure. The childminder and assistants model respectful interactions and consistently reinforce positive behaviour. This approach helps children understand expectations and feel confident in the environment.

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Behaviour, attitudes and establishing routines Expected standard

Children cooperate during shared activities and take turns appropriately. They listen to instructions and move between activities calmly. When minor disagreements arise, adults provide timely guidance to help children resolve issues appropriately. Children respond positively to this support and demonstrate respect for others. As a result, the environment remains calm and orderly.

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Behaviour, attitudes and establishing routines Expected standard

Overall, behaviour is secure, and it supports a purposeful learning environment. Structures throughout the day promote positive behaviour. Children follow hygiene practices and participate constructively in group activities. Transitions are managed smoothly, which helps children remain engaged and settled. However, during mealtimes, routines do not consistently promote opportunities for children to develop independence appropriate to their stage of development. The childminder ensures that attendance is monitored and followed up when required. She provides parents with information on the importance of regular attendance to support children's learning and development.

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Children's welfare and wellbeing Expected standard

Children receive caring and responsive support that promotes their health, comfort and wellbeing. The childminder plans routines thoughtfully to meet children's individual needs. Rest times and personal care routines are adapted to reflect children's stages of development and preferences, helping them feel settled, secure and confident. Children also learn to manage their emotions, with the childminder providing strategies to help them regulate their feelings and behaviours in different situations. This builds children's confidence and resilience. The childminder responds promptly to children's physical and emotional cues. She provides reassurance sensitively and supports children through times of tiredness, change or frustration. This consistent care helps children feel safe and ready to engage fully in daily activities.

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Children's welfare and wellbeing Expected standard

Healthy habits are promoted effectively throughout the day. Children follow established hygiene routines, including handwashing, and learn about oral health through discussions, books and practical activities. Personal care is managed respectfully, with children's privacy and dignity maintained at all times. Children benefit from regular outdoor play and physical activity, which support their physical development and wellbeing. The areas used by children are carefully organised and supervised to ensure safety while allowing them freedom to explore, move and learn independently.

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Leadership and governance Expected standard

The childminder provides clear leadership that promotes high-quality care and learning. She organises daily routines effectively, ensuring that practice runs smoothly. Routines are structured to provide consistency, helping children feel safe, secure and confident in the setting.

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Leadership and governance Expected standard

The childminder plans a curriculum that reflects children's interests, stages of development and emerging needs. She reviews children's progress regularly and adapts activities in response to assessment. She reflects on her practice and identifies areas where provision can be strengthened further.

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Leadership and governance Expected standard

The childminder undertakes ongoing professional development, including safeguarding and special educational needs and/or disabilities training, to keep her knowledge current. This supports her understanding of statutory requirements and inclusive practice.

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Leadership and governance Expected standard

Parents report positive relationships and value the regular communication they receive. They describe the childminder as 'approachable' and 'supportive', and they express confidence in the care provided. Information-sharing supports continuity of learning between home and the setting.

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Leadership and governance Expected standard

Leadership promotes children's health and wellbeing through consistent routines and healthy practices. Continued refinement of some daily routines will further strengthen the provision.

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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 attend a well-organised, welcoming setting where they are confident, settled and ready to learn. The childminder and assistants establish clear expectations and consistent routines. Younger children demonstrate secure attachments; they seek comfort appropriately and engage in activities independently. Older children show assurance during shared activities and articulate their ideas clearly.

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

Communication is a strong feature of the provision. The childminder and assistants model language accurately and extend children's thinking through purposeful interaction. During

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About this setting

construction play, children count with accuracy and explain their designs. In small-group activities, children use increasingly complex vocabulary and respond thoughtfully to questioning. Children who speak English as an additional language communicate confidently with peers and participate fully in planned experiences.

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About this setting

Learning is purposeful and sequenced. Children explore the outdoor environment to prepare soil for planting, using topic-specific vocabulary, such as 'roots' and 'grow'. During sorting activities, they classify objects by colour and type, demonstrating a secure mathematical understanding. Older children concentrate during focused teaching and apply their knowledge independently, reflecting strong preparation for the next stage of education.

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About this setting

Children behave well and understand expectations. Hygiene routines are embedded, and children follow them with minimal prompting. Rest time is structured and calm, helping children regulate before sleep. Overall, children develop the knowledge, skills and confidence they need. They feel safe and included, and they are motivated to participate in learning throughout the day.

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About this setting

Children show curiosity and sustained engagement in both adult-led and child-initiated activities. They recall previous learning and apply it in new contexts. The childminder encourages children appropriately to manage tasks with growing confidence and perseverance.

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Next steps

The childminder should refine mealtime routines to consistently promote children's independence and self-care skills.

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About this inspection

The inspector spoke with childminder, assistants 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. Unique reference number (URN): EY406177

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About this inspection

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