Childminder

Childminder

Unique reference number (URN): 308589 Registered with Ofsted: 10/11/1997 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 enjoy having meaningful conversations with each other throughout the exciting activities on offer across all areas of learning. Children help each other as they dress up for World Book Day. They express their individuality alongside their peers, talking about their favourite characters and their experiences on trains. These activities promote conversation and children engage in this well. As a result, children are making progress in their communication and language development.

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Achievement Expected standard

Children develop curiosity while exploring sensory activities and water play and when playing outdoors. They demonstrate focus and positive attitudes to learning, especially when faced with challenges. For example, children develop resilience when they ride on balance bikes and keep trying when they fall off. This sustained resilience means they are making progress from their starting points and are typically prepared for their next stage of learning and development or on to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets clear expectations for children's behaviour and has established a positive and enabling environment. She is a positive role model for children. They treat each other with kindness, empathy and respect. Furthermore, the childminder consistently praises children's achievements, and they delight in this encouragement. As a result, children build positive relationships with the childminder and each other and generally behave well. However, children become frustrated at times, particularly when transitioning between activities and periods of less structured play. This is because routines are not always clear or well established. That said, the childminder responds promptly to any incidents of behaviour, and strategies are in place to nurture children's emotional development so they quickly settle.

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Behaviour, attitudes and establishing routines Expected standard

The childminder adapts her approach when children show signs of distress. For example, the childminder encourages children to sing familiar songs together and learn about each other's home lives during routines and activities. As a result, children settle quickly when they become upset and consider others as they play. The childminder recognises the importance of punctuality and attendance, and this is monitored well. As a result, children benefit from a familiar routine and clear boundaries.

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Children's welfare and wellbeing Expected standard

The childminder quickly identifies children's individual care needs and works well with parents to collate this information. This means care routines are adaptive so children learn about healthy eating, emotional resilience and independence. For example, children take responsibility for their own personal care when washing and drying their hands after activities and before snack times. Additionally, the childminder supports children to brush their teeth independently, and children know this routine well. Children delight as they find their toothbrushes together and use a timer to learn how long they need to brush their teeth for. As a result, children independently develop an understanding of their own physical care needs.

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Children's welfare and wellbeing Expected standard

The childminder supports children to work cooperatively during snack times. Children pour their own drinks and carefully cut their fruit, considering others and managing their own risks well. The childminder is kind, supportive and responsive to children's needs. Furthermore, she ensures that children are offered autonomy and choice in all that they do. As a result, children demonstrate secure attachments to the childminder and each other, and barriers to children's emotional development are removed well.

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Curriculum and teaching Expected standard

Children are making progress throughout the curriculum. This is because the childminder knows children well and understands what they need to know next. She utilises this information to plan a curriculum that is typically taught well. This curriculum prioritises children's communication, physical, personal, social and emotional development well through the use of games, books and role play. However, children do not benefit from highly planned adult-led activities during routines. This means they move quickly between activities, such as story time sessions, without sustained focus. That said, children are typically supported to develop a love of books. Furthermore, their language development is supported through the plentiful opportunities for deep and meaningful discussions.

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Curriculum and teaching Expected standard

The childminder ensures that assessment is accurate and highlights any gaps in children's learning well. The childminder uses this information to ensure that interactions focus on what children need to know next. For example, the childminder adapts activities so older children develop an understanding of patterns of colours and younger children make marks in the sensory trays. Furthermore, the childminder tests out ideas with children as they play matching and sorting games together. Children count and sort beads into colours confidently and build mathematical skills according to their age, need and ability. The childminder's adaptive approach to learning means teaching is tailored to children's needs.

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Inclusion Expected standard

The childminder uses targeted assessment to understand children's individual needs. She utilises this information to plan activities that typically reduce children's barriers to learning. For example, the childminder recognises when children need further emotional support to help them build skills in other areas of development. She engages well with the local family hub to access guidance and specific mental health training for children. Consequently, this has a positive impact on how children are supported holistically. The childminder offers a graduated approach to care and learning, and this means children benefit from inclusive support.

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Inclusion Expected standard

The childminder offers plentiful visits and outings for children, such as to the park, zoo and local childminding groups. Additionally, she adapts sessions well to meet the individual circumstances of families. For example, she offers stay-and-play sessions, which families engage well with. Parents speak highly of these and the inclusive topics that children learn about. For example, children learn to use chopsticks and try foods from around the world. As a result, children are developing an understanding of the differences and similarities within their community.

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Leadership and governance Expected standard

The childminder is proactive in identifying her strengths and any priorities for improvement. She recognises the context of children and their families and plans resources and experiences that meet children's needs well. The childminder demonstrates a positive attitude to prioritising improvement and has made effective links with the local family hub to secure better outcomes for children and remove any barriers to learning. However, some priorities for improvement are not fully embedded yet, such as strengthening the strategies for providing well-established routines and providing highly planned adult-led activities for children. As a result, children do not always benefit from the highest possible outcomes for their learning and development.

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Leadership and governance Expected standard

Parents speak highly of the childminder, especially the support they receive for their children's care and learning. For example, parents speak about how the childminder understands the unique characteristics of their child and how kind and considerate she is. This secure partnership means the childminder builds effective, lasting relationships with parents, which makes a positive impact on children. For example, the childminder provides regular opportunities for parents to share their views and information during daily conversations. Information such as the 2-year checks and assessments is shared frequently with parents. This information supports the childminder's professional development and enables children to settle quickly when they begin their journey with the childminder. Consequently, children's best interests remain central to the childminder's approach.

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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

The childminder is warm and responsive and offers effective settling-in procedures for all children. Furthermore, the childminder engages well with parents to share information about children's individuality and needs. This means children settle well on arrival and engage in learning quickly. The childminder prioritises children's likes and interests throughout the curriculum. She then adapts activities to meet the needs and uniqueness of children in her care. Consequently, they develop the knowledge, understanding, skills and confidence they need to achieve, thrive and belong.

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

The childminder teaches children how to be safe. For example, she offers a balance of age- appropriate risky play in the exciting and well-resourced outdoor area. This environment is prepared well, and children are fully engaged. They enjoy playing with their peers on large slides, for instance, climbing, balancing and coordinating their movements together. Additionally, children enjoy learning to ride on balance bikes and trikes. When they fall off, they get up and try again quickly. This means they are becoming increasingly independent and resilient when faced with challenges. The childminder sings familiar songs with children and adapts her interactions to meet their individual needs. Children delight in these experiences. As a result, children who face barriers to their learning are included and their contributions valued.

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

The childminder recognises the importance of supporting children's emotional wellbeing. She is kind, reassuring and responsive to children at every opportunity. For example, she uses visual cards and familiar photos to help children who become upset. This promotes discussions about the differences and similarities between each other. Furthermore, children settle quickly and delight in talking about their families and home lives. The childminder regularly monitors attendance and follows up on any concerns quickly. As a result, children benefit from a familiar daily routine and continuity of care and learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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 strengthen systems to ensure well-established routines are consistently implemented so that children transition smoothly between activities and routines. The childminder should strengthen systems to provide more opportunities for purposeful adult-directed activities so that children benefit from focused teaching and purposeful interactions.

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About this inspection

The inspector spoke with the childminder and children and read letters from 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 5 March 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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