Childminder

Childminder

Unique reference number (URN): EY437943 Registered with Ofsted: 25/11/2011 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 make notable progress from their starting points and are keen to engage in play- based experiences. Through role play, children develop and practise early life skills. They are determined and persevere with activities such as challenging puzzles that test their concentration. Children with special educational needs and/or disabilities and those who face barriers to learning develop alongside their peers. Children develop their language skills as they hold conversations while they make pretend tea in the garden, for instance. They stir sand as they remember how they made biscuits on a previous day. Children consolidate their learning as they use words such as 'mix' and 'roll'. Children are confident, demonstrating high self-esteem and a desire to achieve. All children are typically well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has developed an environment that is stimulating and engaging. Children develop positive attitudes towards learning. They ask for pens to make marks and become fully immersed in their activities, for instance. Children take pride in their work and beam when the childminder celebrates their achievements. The childminder has high expectations of all children, and routines and boundaries are clear. This helps children of all ages feel secure because they know what is expected of them. Children listen and follow instructions that keep them safe, waiting for the childminder before going outside into the garden, for example.

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Behaviour, attitudes and establishing routines Expected standard

The childminder's role modelling is evident in the children's positive behaviour. She gently introduces the use of manners, such as saying 'please' and 'thank you'. These soon become natural phrases in children's communication. The childminder encourages children to be kind and caring towards each other and all living things. Children have developed secure bonds with their peers and talk fondly of their friends who are not in attendance. The childminder records children's attendance and follows up on absences with parents. She explains the importance of regular attendance and how consistency and routine benefit children's understanding and learning.

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Children's welfare and wellbeing Expected standard

The childminder has created a safe and nurturing environment where children's emotions are sensitively supported. Children snuggle up to the childminder for reassurance and have time to regulate and understand their feelings. Children are extremely confident in the childminder's presence. They laugh when a butterfly lands on her shoulder, and they request activities such as singing and dancing. Children squeal with excitement when the childminder agrees and asks if they want to go outside. The childminder values children's opinions, making them feel valued and heard.

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Children's welfare and wellbeing Expected standard

All children's needs are well met. The childminder introduces a calm period with quieter activities so that children can recharge their energy. This has a positive impact and enables children with special educational needs and/or disabilities to make typical progress alongside their peers. The childminder helps children understand the benefits of a healthy lifestyle. She sits with children while they eat and discusses the food that provides them energy. Children run freely outside and learn to take managed risks. The childminder encourages children as they hold the handrail and navigate steps to the garden, for instance.

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Curriculum and teaching Expected standard

The childminder is clear on what she wants children to learn. She reviews her practice and provision to ensure that all children have opportunities to achieve. Her curriculum typically reflects children's needs and abilities. The childminder uses assessment effectively to plan activities that capture children's attention and promote their development. For instance, children spend time sorting coloured balls to match the colours of cupcake cases. They are proud of their accomplishments. The childminder supports children's understanding of mathematics by showing her fingers for each number when asked how many. Children copy her by counting on their fingers as well.

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Curriculum and teaching Expected standard

Children have numerous opportunities to continue their learning outside of the setting. The childminder takes children to stay-and-play sessions to expand their social development. Visits to an animal sanctuary and heritage sites develop children's understanding of the wider world.

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Curriculum and teaching Expected standard

The childminder provides prompts as children take off their outdoor overalls. She pauses at times to allow children to work things out for themselves, encouraging them to problem- solve effectively. Teaching is generally of high quality and is effective in promoting children's progress. The childminder narrates children's play, exposing them to a flow of vocabulary. All children, including those with special educational needs and/or disabilities, are effective communicators. The childminder makes learning purposeful for all children through her curriculum and discusses real-life experiences as children draw and play. She seizes opportunities to develop children's understanding of being unique.

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Inclusion Expected standard

The childminder provides an inclusive setting where all children can achieve. She knows the children in her care well. From the outset, she develops partnerships with parents and carers to gain a deep understanding of each child's and family's needs. The childminder adapts her practice and routines to meet individual requirements. For instance, she extends settling-in periods for children who require more time to adjust to the new environment.

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Inclusion Expected standard

The childminder has high expectations for and of all children. She acts swiftly to identify and assess children's emerging needs and talks these through with parents. Her work with other professionals to secure early intervention results in children receiving effective and timely support. The childminder continues to update her professional development. Her refreshed knowledge enables her to apply her learning to benefit the children in her setting. She implements strategies to ensure that children with special educational needs and/or disabilities make progress alongside their peers, and she reviews and amends these strategies as children's needs change. Activities are adapted so that all children can access appropriate learning opportunities. For instance, the childminder moves activities to the floor to enable all children to sit and play.

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Leadership and governance Expected standard

The childminder is focused on ensuring that she provides high-quality care. She reflects on her practice and identifies areas for professional growth. The childminder joins monthly forums and attends additional training to continually develop her knowledge. She is proactive in keeping her practice relevant, reading weekly newsletters about safeguarding to remain up to date, for instance. The childminder knows her local area and identifies risks, understanding how to keep children safe when they go on outings.

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Leadership and governance Expected standard

The childminder works in partnership with other professionals. Children with special educational needs and/or disabilities benefit from their advice and swift referrals. The childminder's links with professionals, such as health visitors, provide consistency for families. The childminder shares some information when children move on to their next setting. However, this practice is not consistent, and children do not always benefit from smooth transitions on to nursery or school. Partnerships with parents and carers are effective. The childminder provides regular updates on children's learning and development, and parents comment on the welcoming and nurturing environment. Parents notice the improvements and progress their children make and credit the childminder for developing confidence and kindness in them.

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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 are happy and quickly settle into their day. The childminder is passionate about her setting and the care she provides. The childminder has established strong relationships with the children. She knows them very well and is sensitive and caring. Her understanding of children's needs enhances their day-to-day experiences. The childminder works closely with families. The partnership promotes children's attendance and develops relationships with parents. Children arrive ready to learn, and regular routines prepare them for what is coming next in their day. This supports their sense of safety and develops their trust in the childminder. Children and their families feel valued and supported.

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

The childminder helps children become increasingly independent. They wash their hands and peel their fruit. The childminder challenges children to try to do things for themselves. She makes adaptations so that all children, including those who face barriers to learning, are included. For instance, changes in the routine allow for calmer activities that provide time to rest. The childminder promotes children's thinking and questioning skills effectively, and language development is a continual focus. Children look at books independently, telling the story from pictures. Conversations widen the vocabulary that children hear and use, resulting in all children becoming effective communicators.

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

Children participate in engaging activities that hold their attention and promote their progress in learning. The childminder understands children's starting points and what they need to learn next, planning purposeful play. Children focus well as they place wooden numbers in order and count discs to match. They enjoy and repeat the activity, embedding their learning. While painting, children mix colours, as the childminder describes what they are doing. The childminder praises their skills and discusses that red and blue make purple. Children bathe dolls and brush their teeth with real toothbrushes and toothpaste. Children's experiences are extended outside of the setting, as they go on a bus journey after

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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. pretending to be on a bus in the setting, for instance. These opportunities reinforce children's understanding and prepare them for their next stage of learning.

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Next steps

The childminder should strengthen partnerships with other settings to support smooth transitions for all children.

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About this inspection

The inspector spoke with the childminder and children 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 26 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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