Childminder

Childminder

Unique reference number (URN): EY410293 Registered with Ofsted: 11/05/2010 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 sustained progress across all areas of learning. They quickly develop a range of skills appropriate to their age and beyond. Children learn how to manage personal care needs, such as using the bathroom independently. They learn the importance of washing hands before mealtimes. Children are confident in making choices during play and in daily routines. At mealtimes, they confidently chose from the healthy selection of food available.

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Achievement Strong standard

Children are well prepared for their next stage of learning, such as school or pre-school. Those who require additional support, including children with special educational needs and/or disabilities, are supported effectively. Social stories help children to understand different situations and significant events, such as starting school, and reduces anxiety.

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Achievement Strong standard

Children learn how to regulate their own emotions and recognise their feelings. This is done through carefully designed resources and provisions. Children can run their fingers over a car track on a cushion to help them slow down their breathing. Children are becoming confident communicators and expressing themselves.

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Behaviour, attitudes and establishing routines Strong standard

The childminder and any assistants who work with her have high expectations for children's behaviour. They support children calmly and effectively when children find sharing and taking turns difficult. The childminder teaches these skills further through games that require turn-taking. The childminder promotes positive attitudes to children's learning. She encourages them to keep trying with tasks to help them succeed. Children are developing high levels of respect for one another. Older children offer to get plates for younger children during snack time. The childminder embraces this kindness. Acts of kindness are celebrated with a kindness jar. This helps to reinforce these behaviours.

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Behaviour, attitudes and establishing routines Strong standard

Routines throughout the day are well planned. The childminder uses picture cards to further support communication with children. This helps children understand what is coming next, especially those with special educational needs and/or disabilities. These are also used while on trips and outings. The childminder understands the importance of punctuality and attendance. She ensures that she follows up on any non-attendance in line with her policies and procedures. On rare occasions when children are unwell and cannot attend the setting, the childminder sends home a craft pack to support learning at home.

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Children's welfare and wellbeing Strong standard

Supporting children's positive mental health and wellbeing is at the forefront of the childminder's approach. She places an emphasis on ensuring that children feel comfortable expressing their emotions. A wide range of strategies to support children in self-regulation is provided. This is particularly pertinent for those children with special educational needs and/or disabilities. The childminder and any assistants who work with her provide a safe and welcoming environment. They have formed warm and trusting relationships with the children. This helps children feel a sense of belonging and feel safe within the setting. The childminder knows children well and how to support their personal care routine, for example, to ensure that they get adequate rest or sleep throughout the day. She supports children effectively through different stages, in partnership with parents, such as toilet training.

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Children's welfare and wellbeing Strong standard

A range of strategies is used to teach children how to stay healthy. For example, the childminder uses well-known stories as a guide for activities. They explore healthy and unhealthy foods and discuss which are good for their bodies and which should be eaten in moderation. The childminder teaches children how to keep safe and use equipment safely. For example, the childminder reminds children how to use scissors.

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Curriculum and teaching Strong standard

The childminder has designed a highly ambitious curriculum. This is influenced by children's current interests and by topical events, such as Eid and Mother's Day. The childminder uses detailed, precise assessments to identify gaps in children's knowledge and learning. Activities are then planned to support children. For example, an activity planned with tongs supports children's fine motor skills.

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Curriculum and teaching Strong standard

There are consistently high-quality interactions between the childminder, any assistants who work with the childminder and the children. They adapt their teaching within children's play to teach mathematical concepts. For example, they ask children how many pieces they have after cutting the paper with the scissors. On other occasions, they talk to children about length when children explore using a small tape measure.

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Curriculum and teaching Strong standard

The childminder focuses on supporting children's language and development. They use language with younger children, such as 'squeeze', and model the meaning of these words. They engage in role play with older children and develop a rich vocabulary by requesting different ice creams. The childminder teaches children about the different emotions they may be feeling. Mirrors and carefully selected books within the setting further support this.

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Inclusion Strong standard

The childminder quickly and accurately identifies children's individual needs. Robust and varied assessments ensure that children's needs are identified at the earliest possible opportunity. This enables swift referrals to external agencies where necessary. The childminder works closely with parents throughout the referral process. Additional funding is used effectively to support the children it is intended for. Through the robust assessments, the childminder identifies the most appropriate areas for support, for example, to access additional speech and language support or to further support children's physical development.

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Inclusion Strong standard

Focused additional training enhances the childminder's knowledge of a range of support needs, including communication and language. She has also completed training on the role of the special educational needs and/or disabilities coordinator.

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Inclusion Strong standard

The childminder puts in place a range of strategies to support individual children, particularly their emotional wellbeing. These include quiet, cosy spaces for children to relax, especially if they are feeling overwhelmed. The childminder has developed a sensory garden for children to explore their surroundings using all of their senses. Picture cards are used to support children's understanding, particularly for those children with communication and language difficulties. As a result, there is an inclusive environment in which all children make the best possible progress.

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Leadership and governance Strong standard

The childminder and any assistants who work with her are passionate about their roles. They are proactive in seeking out a range of training opportunities, such as weekly webinars that cover a range of topics. They attend conferences featuring a range of guest speakers and participate in training to further develop strategies to support children's communication and language. The childminder reviews ways to share this knowledge with other childminders.

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Leadership and governance Strong standard

The childminder has an in-depth understanding of the local community. She is aware of the challenges families face and how best to support them. For example, the childminder focuses on supporting children's healthy mindset towards eating, given the high local child obesity rates. The childminder has a detailed and ambitious development plan in place for the setting. She understands her strengths and the areas where she would like to make even further improvements.

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Leadership and governance Strong standard

The childminder engages with parents in a meaningful way. She sends parents weekly updates on what their children will be learning. The childminder provides parents with ideas for how they can further support children's learning at home. The childminder works effectively with other settings that children attend. This ensures that they provide a joined-up approach to children's shared care and learning.

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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 safe. They have formed wonderful and nurturing relationships with the childminder. Children enjoy learning and are developing in confidence. Settling-in sessions help children to feel confident and comfortable within the setting before parents leave them. The childminder works with parents to get to know the child. For example, their individual routines and their stage of development. Children seek comfort and reassurance from the childminder and any assistants who work with her. For example, they are reassured when they are afraid of a bee outside. The opportunity is used to teach children about the role of bees.

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

The childminder recognises any potential barriers to learning. She puts a range of strategies in place to support individual children. Children flourish in the childminder's care, and their uniqueness is celebrated throughout the setting. The childminder supports children to express how they are feeling. This is done in a range of ways, with children's needs central to all areas of learning. The childminder understands the importance of regular attendance. They work effectively with other settings that children attend.

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

The childminder engages in play with the children in a meaningful way. Children enjoy making different flavours of ice cream within the role-play area. This further supports their imaginative play and creativity.

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

Children's voices and opinions are valued within the setting. For example, children enjoy taking photos within the setting. The childminder encourages children to take photos of what they enjoy playing with, which they can later discuss. Photos are also sent home to parents, so they can talk about them further at home. This further supports children's communication and partnerships with parents.

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About this setting

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

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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 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, her assistant and the 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 10 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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