Childminder

Childminder

Unique reference number (URN): EY350254 Registered with Ofsted: 22/05/2007 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 consistently make rapid progress from their starting points across the areas of learning. This is particularly noticeable in communication and language and personal development. Children who were previously unsettled become confident, independent and emotionally secure very quickly.

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Achievement Strong standard

Older children develop the skills they need for their next stage of learning. They count confidently and use numbers in play. They develop skilful control when using tools such as scissors and pencils. They enjoy mark making and begin to recognise sounds in their names. They remember familiar stories.

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Achievement Strong standard

Children who face disadvantage or changes in their home circumstances continue to do well and sustain accelerated progress because support is adapted quickly. As a result, children are very well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a calm and respectful environment with clear and consistent expectations. Children understand routines and move confidently between activities. They demonstrate positive attitudes to learning and sustain engagement for meaningful periods.

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Behaviour, attitudes and establishing routines Strong standard

Relationships are warm and secure. The childminder models kindness and respect, and children reflect this in their interactions. For example, when a younger child snatches a resource, the older child calmly retrieves it without escalation. The childminder allows children space to resolve minor conflicts independently, strengthening resilience and social awareness.

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Behaviour, attitudes and establishing routines Strong standard

Attendance patterns are understood well, and the childminder works flexibly with families to promote consistency, particularly where children face challenging circumstances. Routines such as mealtimes, rest and tidy-up are predictable and supportive of children's developmental stages.

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Behaviour, attitudes and establishing routines Strong standard

Children show pride in responsibility, sweeping floors, serving food and caring for resources. Their confidence, empathy and independence demonstrate the positive impact of the childminder's high expectations.

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Children's welfare and wellbeing Strong standard

The childminder provides highly responsive care that meets children's individual needs. Children form secure attachments and feel safe. They seek comfort when needed and confidently explore their environment. For example, a child who previously needed significant adult support now settles and sleeps independently. She promotes healthy lifestyles effectively. Children enjoy balanced, home-cooked meals and learn about healthy choices. They develop independence as they serve themselves, pour drinks and take part in simple food preparation.

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Children's welfare and wellbeing Strong standard

The childminder supports children's emotional wellbeing well. She helps children recognise and talk about their feelings using tools such as emotion cards and supportive conversations. She shares information with parents promptly. This helps her understand any changes in children's lives that may affect their behaviour or wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder treats children with dignity and respect. She manages personal care routines sensitively and ensures privacy. She meets individual needs, including dietary and cultural requirements, carefully. She creates a safe and nurturing environment where children feel secure and valued. This helps children develop confidence, resilience and a strong sense of belonging.

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Curriculum and teaching Strong standard

The childminder provides a well-organised curriculum that reflects children's interests, experiences and stages of development. She has a secure understanding of how children learn. She uses ongoing assessment effectively to identify what children know and can do.

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Curriculum and teaching Strong standard

The childminder prioritises children's communication and language, physical development and personal, social and emotional development. She models language clearly, introduces new vocabulary and encourages children to talk about their ideas and experiences. She supports children to develop physical skills through activities such as climbing, using tools and outdoor play. This is particularly important for children who have fewer opportunities to be active at home.

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Curriculum and teaching Strong standard

Learning is meaningful and builds over time. Children develop early mathematical understanding naturally. For example, they count objects during play and talk about quantities at mealtimes. The childminder uses everyday routines well to support learning. For example, children talk about healthy food choices at lunchtime. They follow their interests in play, such as creating an opticians after talking about glasses.

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Curriculum and teaching Strong standard

She adapts her teaching precisely for all children, including those who are disadvantaged or who have special educational needs and/or disabilities. This helps all children make more than secure progress.

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Inclusion Strong standard

The childminder provides a highly inclusive environment where children's individual needs are identified early and supported effectively. She gathers detailed information from families when children start. She uses ongoing assessment to understand what children know and can do. She uses this information to plan next steps that build on children's learning.

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Inclusion Strong standard

The childminder takes clear action to reduce barriers to learning and wellbeing. For example, she adapts attendance arrangements and removes financial barriers for disadvantaged children to support regular attendance and access to healthy meals. She works closely with external agencies when needed and makes appropriate referrals where concerns arise. The childminder adapts her practice carefully. She reviews the impact of support regularly and adjusts her approach to ensure it remains effective. She helps children learn how to keep themselves safe. For example, she supports older children to use resources safely. She provides additional opportunities for children who have fewer opportunities for outdoor play at home.

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Inclusion Strong standard

The childminder works in close partnership with parents. She shares information daily and they review support together. As a result, all children, including those who face disadvantage or disruption, are fully included and make impressive progress.

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Leadership and governance Strong standard

The childminder has a secure and reflective understanding of the setting's strengths and priorities. She evaluates children's development carefully. She uses professional learning to refine and strengthen her practice. For example, she undertakes training to build her confidence in identifying when social and emotional development may not be fully on track. She applies this learning thoughtfully. She adapts the provision, increases targeted support and engages parents in clear, meaningful discussions about next steps. This results in timely action and well-matched support.

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Leadership and governance Strong standard

The childminder understands the impact that family circumstances can have on children's wellbeing. This knowledge informs her compassionate and proactive approach. She recognises that experiences beyond the setting may affect children's emotional security. The childminder responds with practical flexibility and sustained communication. She maintains consistent routines and reassurance. As a result, children remain settled and secure. They continue to engage positively in learning, even during periods of change.

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Leadership and governance Strong standard

Decisions are consistently rooted in children's best interests. The childminder adapts attendance arrangements and removes barriers to participation where needed. She works closely with families and external partners to secure appropriate support.

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Leadership and governance Strong standard

Leadership is thoughtful and firmly focused on improving children's daily experiences and long-term outcomes.

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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 experience a warm, secure and highly inclusive home-from-home environment. They are deeply known and valued. Relationships are strong and nurturing. Children show high levels of confidence and emotional security. Those who can be hesitant to walk independently in other contexts walk confidently alongside the childminder on outings. This reflects the depth of trust established.

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

The curriculum is ambitious and rooted in children's interests and real-life experiences. Children talk enthusiastically about growing vegetables in small spaces and link stories to their own planting at home. They sustain concentration for extended periods. For example, they cut paper dolls with careful control and create detailed models from play dough. These experiences strengthen fine motor skills, language and creativity. Children are curious and motivated to learn.

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

Independence is consistently promoted. Children pour their own water and squeeze oranges. They serve their lunch and sweep up after meals. They understand safety expectations. They explain why some resources are not suitable for younger children. This demonstrates empathy, responsibility and a secure understanding of risk.

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

Children achieve well from their starting points. Children who face barriers to their learning or changes in family circumstances are supported sensitively, helping them to settle quickly and take part fully in daily experiences. Those who previously found it difficult to settle develop confidence quickly. They explore resources independently, eat well and self-soothe to sleep. Older children demonstrate secure early mathematical understanding. They count beyond 5 confidently and apply this knowledge naturally in play. Progress is evident across areas of learning.

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

Children behave well and play harmoniously. They negotiate minor disagreements calmly and often resolve them without adult support. Diversity is explored thoughtfully through experiences, discussions and carefully chosen books. Children speak positively about differences. This promotes inclusion, respect and strong self-esteem.

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

Children flourish in this childminder's home. They are happy, engaged and well prepared for their next stage of learning.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those 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 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: 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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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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