Childminder

Childminder

Unique reference number (URN): EY152441 Registered with Ofsted: 20/05/2002 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 are very well prepared for any transitions in their lives and their next stage of learning. They make significant progress from their starting points in all areas of learning, particularly children who have needed a little extra support.

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Achievement Strong standard

Children confidently use their increasing vocabulary to act out well known stories. For example, they talk about the ox, dragon or rooster in a story about the Chinese New Year. They begin to consider what might happen next and talk about how the characters might be feeling. Children are effectively supported to develop good recall, which helps their ongoing learning to become permanent knowledge. For example, children confidently recount that they used flour and eggs to make a cake and that the caterpillar turned into a butterfly.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exceptional due to the calm, nurturing environment created by the childminder. The well-rehearsed, purposeful routines create a reassuring structure to the day. Children know exactly what is going to happen next, which promotes their settled behaviour. The childminder recognises the importance of regular attendance. Children are well-prepared for the routine of going to school and the behaviours expected.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses praise effectively to help children to know exactly what is expected of them. Children proudly explain that they are putting a small heart into the jar because they have been kind, or because they joined in with the story. Children talk confidently about the importance of kindness. They beam with pride at the 'high five' for helping to tidy up or for passing a toy to their friend. Children mirror the childminder's calm, caring approach and her manners. For example, children automatically say 'please' and 'thank you' to each other as they play.

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Behaviour, attitudes and establishing routines Strong standard

This extremely pleasant environment contributes to high levels of engagement and positive relationships on all levels. Even the youngest children laugh with their friends when their hat slips over their eyes. They develop true affection for each other.

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Children's welfare and wellbeing Strong standard

The childminder uses books very effectively to support children's learning and wellbeing. Children talk confidently about their feelings and being kind to each other. The warm, nurturing relationships are a key feature of this setting, and children's sense of security shows in their settled behaviour.

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Children's welfare and wellbeing Strong standard

Children become increasingly independent in managing their own personal hygiene needs. This is due to the meaningful routines that children practise throughout the day. They capably wash their hands and cleverly balance on one foot to use the pedal bin for their paper towel. They settle extremely quickly for their nap or rest after lunch, reassured by the regular routine for this. Children learn to enjoy a healthy lifestyle. They relish being active in the outdoors and develop the necessary skills and understanding to play safely. For example, children learn to balance on the stepping stones and point out to the childminder when it might be wet and slippery. The childminder is vigilant in checking all areas before children have access to them and in checking children's understanding of how to stay safe.

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Curriculum and teaching Strong standard

The childminder plans and provides an exciting curriculum that sparks children's interests and motivates them to learn new skills and gain new knowledge across all areas of learning. For example, they are inspired to practise their skills as they hammer golf tees into polystyrene tubes. They independently use the scales to check the weight of various items. The curriculum, accurate assessment and the carefully planned environment enable children of all ages and abilities to make huge strides in their learning and development.

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Curriculum and teaching Strong standard

Children develop a love of books and stories. They rush to share their favourite book with their friends. The childminder uses books and stories very effectively to aid children's understanding in all areas of learning, including mathematics. Even before children use spoken language well, their mathematical understanding is very evident. The childminder skilfully helps children to enjoy stories by providing small animals to keep them fully engaged. The childminder expertly weaves in children's previous learning. For example, she encourages children to remember how they made a cake, or what a caterpillar becomes. The childminder prioritises children's physical development and they become incredibly independent; they capably pour their water, chop their fruit and put their own boots on.

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Inclusion Strong standard

The childminder provides a highly inclusive environment where children of all ages, abilities and aptitudes learn to play together respectfully. She knows the children and their families extremely well. She also has an excellent knowledge of child development. She supports children's individual learning effectively at each of the activities provided. For example, she knows which children need to practise a particular sound, and which children need kind support to try a task again. She notices immediately what tiny changes in children's behaviour are telling her and supports children accordingly. She is vigilant and skilful in identifying when children could benefit from some additional support.

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Inclusion Strong standard

The childminder is proactive in working with parents and other services to make sure that children receive the very best support available. This includes identifying when additional funding could be available and useful for eligible children. All children make excellent progress from their starting points. The childminder has a clear understanding of temporary difficulties and longer-term conditions that could affect children's learning and wellbeing. She successfully identifies and attends training to help her understand these potential barriers on an even deeper level. This benefits all children's learning considerably.

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Leadership and governance Strong standard

The childminder has a clear view of which improvements and developments will have the greatest impact on children's learning, development and wellbeing. For example, thoughtful development of the garden has provided a rich learning environment that promotes children's active engagement in a broad and balanced curriculum. The childminder uses her considerable experience and extensive knowledge of child development to plan for children's continued motivation and learning.

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Leadership and governance Strong standard

The childminder takes a genuine interest in children's individual needs. She exceeds the regular training expectations by actively seeking out training that provides her with a deeper knowledge. She uses this knowledge effectively to ensure that children and their parents receive the best support possible. Partnerships with parents and carers are greatly valued. The childminder keeps parents well informed and updated about their children's learning. This includes photographs of children's engagement and ongoing assessments. She continually reviews effective and practical ways of doing this to ensure best practice and wellbeing for all concerned. Parents confirm that the support for their children has been extremely nurturing, including for those who have moved on to school.

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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 thrive at this setting due to the wonderfully warm relationships created by the childminder. Children are remarkably well settled, which has a significant impact on their care, learning and behaviour. Their regular attendance also provides valuable continuity in their lives. Children become confident, independent learners in all areas of their development and understanding. They have access to a wealth of learning opportunities both indoors and outdoors.

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

The childminder knows the children incredibly well. She knows exactly what will spark their interest and how best to support children's individual learning and development at each activity. For example, when children have become interested in the boats they have found, the childminder suggests they fill the water tray. She knows which sounds some children need to practise to talk about the boats. She then helps them to consider which toys will sink or float. Some children go on to use the scales independently to find out which are heavier. Children become very knowledgeable about the world around them.

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

Supported by effective praise and encouragement, children concentrate very well and are motivated to succeed. They develop very pleasant manners and behave exceptionally well. The childminder helps children to understand and talk about their emotions and behaviours. Even the youngest children are clearly used to talking about kindness and show this in their play with each other. The well-planned environment and the childminder's skilful approach to conversation provide children with a rich vocabulary. There is always something exciting to talk about. For example, even the youngest children confidently chat about the chickens digging and scratching. They also join in boldly with well-known phrases in a story. Children become extremely confident communicators, even those who do not yet use spoken language well. They know that they will be heard and their contributions valued.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:45 - 17:30

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About this setting

Local authority: East Riding of Yorkshire

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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 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, those who may face other barriers to their learning and/or wellbeing, and also any disadvantaged children and those who are known (or previously known) to children's social care who they may care for in the future.

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About this inspection

The inspector spoke with the childminder, children and parents 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 4 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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