Childminder

Childminder

Unique reference number (URN): EY442530 Registered with Ofsted: 28/02/2012 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

The childminder strongly focuses on the key skills children need for later learning. Children are competent and confident learners from a very young age. They show an interest and are enthusiastic when they join in adult-led activities. Children develop their gross motor skills in the garden using ride-on toys. They show great perseverance as they use tweezers to pick up toy bugs. Children draw with increasing detail and control.

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Achievement Strong standard

Children are confident communicators. Older children talk and answer questions as they play. Younger children repeat new words that they have learned. For example, they practise saying the word 'triangle' and are proud of their achievements. Children develop great independence as they try to do as many things as they can for themselves. They show determination and develop a positive attitude to their learning. All children, including those who face barriers to their learning, make clear and sustained progress in their development, which prepares them for the next stage in their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has built close and caring relationships with every child in her care. They are truly trusting. Children receive cuddles, reassurance and praise in abundance. They snuggle in and sit on the childminder's lap to listen to stories and take turns using a puppet that links to the book. The childminder has high but age-appropriate expectations for children's behaviour. They hear her use and reinforce good manners as she interacts with the children. She is a positive role model who encourages children to develop kindness from a young age. For example, when a child passes a pencil to one of their friends, they respond with 'thank you'.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a warm and positive atmosphere. Children know what is expected of them as they play cooperatively, share and take turns. Daily routines are predictable, which helps the children feel a strong sense of security. The childminder understands the benefits of children accessing a high-quality early years education. She works with parents to promote good punctuality and attendance. She is flexible and adaptable, which means that children can use their full educational entitlement.

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Children's welfare and wellbeing Strong standard

The childminder has organised her setting so that it has a homely and warm feeling. Children thrive in the environment and develop a secure sense of emotional wellbeing. Children are encouraged to be independent and do as much as they can for themselves. However, the childminder is always on hand to offer support for those who need it, giving them gentle guidance and lots of encouragement. For example, when it is garden time, babies toddle off to get own shoes while older children put on their coats. They receive lots of praise and they show great pride when they manage tricky tasks. The childminder teaches children how to be safe when they play outside. They know to wait at the top of the stairs and ask if they need a hand to climb down them safely. Children grow in independence every day.

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Expected standard

The childminder shares information about nutrition with parents so they provide healthy lunches each day. The childminder provides hot meals, and children report that the chicken risotto is their favourite. The childminder works in partnership with parents so that she can support their individual needs. There are many trips out in the community in the morning so that children can rest and relax in the afternoon. These routines provide children with consistency so that they feel safe and secure.

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Inclusion Strong standard

The childminder creates an inclusive environment where every child is fully supported. She gets to know every child in her care extremely well. This helps her identify their individual needs through close observations, conversations with families and continuous assessments. The childminder knows what children need to learn next, so she can identify any gaps in their learning. She puts interventions in place to help remove barriers to children making progress. For example, when children experience delayed development in their gross motor skills, the childminder takes children to dancing sessions to build up their strength. Information is shared with parents to ensure that strategies are consistent and collaborative. External professionals come into the childminder's home to give advice and support. When needed, the childminder seeks specialist help. For instance, children are referred for speech and language therapy so their communication flourishes.

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Inclusion Strong standard

The childminder has a sharp focus to help develop children's communication and language. For example, when children speak 2 languages, the childminder purchases resources in both languages. Children read books and look at maps to see where in the world their families live. This creates an inclusive environment where all children feel valued and welcome.

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Curriculum and teaching Expected standard

The childminder provides children with a detailed and well-sequenced curriculum. This gives children the opportunity to develop a wide range of skills. There is a focus on the prime areas of learning, which the childminder typically supports well. For example, after children listen to a story, they follow up with craft activities and sensory play. Children have many opportunities to embed and repeat their learning based on what they need to learn next. Children learn to name colours and count at a very early age. This is because the childminder introduces numbers throughout their play. However, on occasion, some aspects of the curriculum during planned activities are not successful. This affects some children as they lose interest when they do not receive adult interactions to help them actively engage in their learning.

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Curriculum and teaching Expected standard

The childminder is responsive to children's needs and tailors activities to their individual interests. This supports children with barriers to their learning. For example, the childminder takes children into the garden so they can push babies in buggies. This helps build children's confidence to build friendships and language development. Furthermore, the childminder takes children out in the local community. Children can play with a diverse group of children, which helps them develop their social skills.

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Leadership and governance Expected standard

The childminder is passionate about the care she provides for children. She puts their care and wellbeing first. The childminder reflects on her strengths and areas for development. For example, she undertakes training to keep her knowledge updated. However, this is not always focused on maintaining and raising standards in her teaching. Furthermore, assistants do not always engage in professional development to enhance their skills further. This means that there are sometimes inconsistencies in their teaching and the curriculum children receive.

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Leadership and governance Expected standard

The childminder has established professional relationships with other practitioners as a support network. They collaborate and share information. The childminder has also built effective relationships with the parents and the families of the children that she cares for. They appreciate the nurturing and stimulating environment and the good communication. However, the childminder has not yet established effective ways to communicate with other settings that children attend. Children do not currently benefit from consistency between settings. While the childminder is the primary early years provider, she is aware of the need to share information about children's care learning and development.

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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 flourish in the warm and nurturing environment. There is a sharp focus on wellbeing and developing respectful relationships. Children show that they feel secure and emotionally supported as they explore with confidence. Babies are relaxed and settled. They develop independence from a young age. For example, the childminder encourages them to tidy up after themselves and manage many aspects of their self-care. They are proud of their achievements.

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

All children make progress from their starting points. This includes children who need more support or have barriers to their learning and development. The childminder provides children with a range of engaging resources that keep them busy and curious. They are encouraged to problem-solve for themselves. The childminder weaves language, colours and numbers into everyday play. These are repeated through themes that interest and excite the children. This helps them remember what they have learned before they move on to trickier concepts. They develop their concentration and thinking skills.

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

Children spend lots of time out in their local community. They have built friendly relationships with people that they meet. For example, they attend a community-run library at the local church. Here they enjoy speaking with the older generation who work there. They also meet with other children at toddler groups and the park. This helps children develop their communication and social skills. Children are friendly and content because they feel safe and well supported.

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About this setting

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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Next steps

The childminder should review professional development for herself and her assistants to ensure that there is a sharp focus on enhancing knowledge and raising standards of teaching so that children receive high-quality interactions. The childminder should continue to build effective relationships with other settings that children attend to promote information-sharing and collaborative working so that children receive consistency in their care and learning.

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About this inspection

The inspector spoke with the childminder, any assistants, children and read parent reviews 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, knows as the early years foundation stage. This data is from 25 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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