Childminder

Childminder

Unique reference number (URN): 161119 Registered with Ofsted: 01/08/2001 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 excellent progress from their starting points because the childminder understands their development and builds learning around their interests and next steps.

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Achievement Strong standard

Children develop strong communication and language skills through regular storytelling, songs and conversations. They confidently share ideas, respond to questions and participate in discussions about stories and play experiences.

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Achievement Strong standard

Children develop growing independence and confidence. They manage their belongings, make choices about their food and take part in daily routines, such as preparing for lunch and tidying away resources. These experiences help them to develop important self-care skills and a sense of responsibility.

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Achievement Strong standard

Secure attachments and emotional security underpin children's learning. Children feel safe and supported, enabling them to engage confidently in activities and develop positive relationships with others. They learn to cooperate, share and build friendships during play.

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Achievement Strong standard

Through these experiences, children gain the knowledge, confidence and social skills needed to take their next steps in learning, including moving on to nursery or school.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well and show positive attitudes to learning. The childminder establishes clear routines that help children understand expectations and feel secure.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and children are warm and respectful. Children approach her confidently and seek reassurance when needed. She supports children to share, take turns and cooperate during activities, such as music sessions and story time.

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Behaviour, attitudes and establishing routines Strong standard

Routines are used consistently to support learning and independence. For example, tidy-up time becomes a learning opportunity, where children help return resources and develop responsibility for their environment.

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Behaviour, attitudes and establishing routines Strong standard

The childminder adapts her approach carefully to children's individual circumstances. When children experience significant changes or challenges, she works closely with families and other settings to provide consistent reassurance and emotional support.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is monitored carefully. The childminder maintains communication with families and follows up promptly when children are absent to ensure their wellbeing.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are central to the childminder's practice. Secure and responsive relationships ensure children feel safe, settled and valued. The childminder supports children's emotional development through calm interactions and predictable routines. She helps children recognise and express their feelings through discussion, stories and play experiences that explore emotions.

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Children's welfare and wellbeing Strong standard

Children's physical wellbeing is promoted through regular outdoor play and visits to local parks and play spaces. These experiences support children's physical development and confidence in the wider community.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are encouraged. The childminder provides guidance to parents about balanced packed lunches and healthy eating. These ideas are reinforced through play activities, where children explore food preparation and discuss healthy choices.

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Children's welfare and wellbeing Strong standard

Children are supported to develop independence and self-care skills. They practise dressing, manage their belongings and make choices about their food. These everyday routines help children build confidence and responsibility.

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Curriculum and teaching Strong standard

Children benefit from a curriculum that is shaped around their interests and development. The childminder places a strong focus on communication and language, using storytelling, songs and frequent conversations to extend children's vocabulary and understanding. Teaching is responsive and purposeful. For example, during a role-play cooking activity the childminder extended the children's play to reinforce early mathematical understanding and language development. As the children selected ingredients, she introduced vocabulary linked to quantity and number, counting vegetables together and modelling descriptive language. She also used the context to discuss concepts, such as hot and cold, and reinforced safety by talking about turning the hob off. When children begin tossing pretend pancakes, she follows their lead and introduces tongs to support fine motor development while continuing to model counting and conversation.

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Curriculum and teaching Strong standard

The childminder builds on children's knowledge by linking books and experiences to deepen learning. Familiar stories, such as 'The Tiger Who Came to Tea', are revisited through discussion, role play and props. Experiences are sometimes extended beyond the setting, including theatre visits, helping children connect stories with real-life experiences.

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Curriculum and teaching Strong standard

Teaching is inclusive and responsive to children's needs. The childminder observes children closely, adapts activities to maintain engagement and allows time for children to process information. Ongoing professional development strengthens her practice and supports a flexible curriculum that helps children build knowledge, skills and confidence across the areas of learning.

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Inclusion Strong standard

The childminder creates an inclusive environment, where children's individual needs are identified early and barriers to learning are reduced. She knows the children and families well and works closely with parents and other professionals to ensure support is coordinated and effective. For example, the childminder recognises when children experience difficulty with aspects of communication and works with parents and other professionals to support their development. Through shared strategies and consistent support, children make progress in their communication skills and confidence.

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Inclusion Strong standard

The childminder draws on her experience of supporting children with a range of additional needs. She works closely with health professionals and early years services to adapt the environment and provide appropriate resources so that children can participate fully in daily experiences. She also works with external professionals to support children with sensory or communication needs. She uses strategies such as visual supports, gestures and signing to promote understanding and communication. These approaches help children to engage in activities, develop social relationships and build emotional confidence within the setting. Inclusive practice extends beyond the setting. The childminder works with others to promote inclusive opportunities in the local community, including contributing to improvements in play facilities so that children with additional needs can access and enjoy shared spaces.

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Leadership and governance Strong standard

The childminder demonstrates a strong commitment to providing high-quality care and education. She reflects regularly on her practice and prioritises the wellbeing and development of the children she cares for.

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Leadership and governance Strong standard

Partnership with parents is a significant strength. Parents describe the childminder as reliable, supportive and highly attentive to their children's needs. Communication is regular and open, helping parents feel informed and involved in their children's experiences.

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Leadership and governance Strong standard

The childminder works collaboratively with other professionals and settings to support children's development. For example, she liaises with nurseries and specialists to ensure consistent approaches to children's communication, independence and emotional wellbeing.

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Leadership and governance Strong standard

Professional development is ongoing and purposeful. The childminder undertakes a wide range of training to strengthen her practice, including areas such as special educational needs and/or disabilities, communication and language and early mathematics. She uses this learning to refine her teaching and adapt activities for children with different needs.

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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 settle quickly and move confidently between independent play and spending time with the childminder. The children share their ideas, talk about what they are doing and receive reassurance when needed. Parents describe the setting as a 'home from home', reflecting the trust families place in the childminder and the warm relationships she develops with both children and parents.

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

Children enjoy their learning and engage enthusiastically in activities that reflect their interests. The childminder uses these interests thoughtfully to extend learning. For example, a child's fascination with fire stations has been developed through books, discussion and visits within the local community. This helps children make meaningful connections between their play, stories and real-life experiences. During story sessions, such as a sensory retelling of 'The Very Hungry Caterpillar', children explore props and tactile resources, which help them remain engaged and deepen their understanding of the story. These experiences support children's language development, concentration and curiosity.

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

Children develop important early skills through everyday routines and play. They practise independence as they prepare for lunch, choose food from their lunch boxes, tidy away resources and put on their shoes. Through storytelling, songs, rhymes, imaginative play and music activities, children develop confidence, communication and social skills. The childminder encourages children to express their ideas, take turns and share resources, helping them build positive relationships with others.

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About this setting

Operating hours: Monday,Tuesday,Wednesday : 07:30 - 18:30 Children who face barriers to learning are supported well. The childminder works closely with parents and other professionals to ensure children receive the support they need. For example, she adapts resources, accesses specialist equipment and follows professional advice to support children with complex needs to take part in activities alongside their peers.

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About this setting

Children learn in a welcoming environment, where difference is valued. They develop confidence, independence and secure relationships, helping them feel ready for the next stage of their learning.

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Next steps

Leaders and those responsible for governance 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 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 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. Local authority: Hillingdon

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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. 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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