Childminder

Childminder

Unique reference number (URN): EY450038 Registered with Ofsted: 29/08/2012 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 Expected standard

Children make steady progress in their development. Older children generally communicate confidently; they share and take turns with increasing maturity. They show strong independence and manage age-appropriate tasks, such as putting on their shoes, using the toilet, and washing their hands. Children engage well in independent play, using imagination and problem-solving skills. For example, when pretending the floor is lava, they create a bridge from a blanket so they can cross safely. This demonstrates creativity and early reasoning skills.

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Achievement Expected standard

Younger children also achieve well. They learn to play cooperatively, taking turns and sharing toys with minimal support. They show emerging emotional regulation, seeking reassurance and guidance from the childminder when needed. Children develop mathematical skills during their play, as they count, explore shapes and solve simple problems. They develop their physical skills as they learn to climb and balance in the garden. These skills equip all children well for their next steps in learning.

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Behaviour, attitudes and establishing routines Expected standard

Children typically behave well and respond positively to the childminder's consistent expectations. They understand the boundaries of the setting and show kindness and consideration towards one another. Children enjoy each other's company and play cooperatively, often collaborating during activities. For example, when playing with toy trains, they work together to build the track, sharing ideas and resources with ease.

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Behaviour, attitudes and establishing routines Expected standard

Clear, predictable routines help children feel secure and confident. They know what comes next and understand the boundaries and expectations at each part of the day. For example, when preparing to go to the garden, children wait patiently for their peers to finish putting on their shoes before they all go outside together. These routines support children's self- regulation and help them manage transitions smoothly.

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Behaviour, attitudes and establishing routines Expected standard

Children generally show positive attitudes to learning. They typically engage in activities for sustained periods, ask questions, and share their knowledge with enthusiasm. The childminder responds warmly, offering praise and encouragement, and she expresses genuine joy when children achieve something new. This nurturing approach strengthens children's confidence and motivation to learn. Further extension of activities would help the children further develop this confidence through their achievements. Children attend the setting regularly, and the childminder follows up with parents as needed when there are absences to promote the importance of consistent attendance.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are consistently promoted. The childminder is attentive to the children's needs, offering warm, nurturing care that helps them feel emotionally secure. She responds sensitively, providing comfort, reassurance and encouragement throughout the day. This consistent emotional support enables children to build trusting relationships and develop confidence in exploring their environment. Children's safety is promoted effectively. The play space is organised, allowing children to make independent choices from a range of age-appropriate resources. This supports their autonomy while ensuring that they can play safely. The environment is thoughtfully arranged to meet the needs of the different ages of the children in the childminder's care.

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Children's welfare and wellbeing Expected standard

Children's care needs are met well. They are offered balanced meals and encouraged to try new foods in a positive atmosphere. Safety during mealtimes is promoted. Children sit at the table, and the childminder supervises them closely to ensure that they eat safely. Children also develop important independence skills. The childminder works closely with parents to support them in potty training their children, using consistent strategies that help children make progress and feel confident.

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Curriculum and teaching Expected standard

The childminder plans activities that are well matched to all children's individual needs and interests, ensuring a broad curriculum that supports all areas of learning and development. Children engage in meaningful play that promotes the development of mathematical and literacy skills, such as completing shape puzzles, counting during activities and exploring books independently. The childminder reads to children, discussing new vocabulary and encouraging a love of books and stories.

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Curriculum and teaching Expected standard

Overall, teaching is responsive and follows the children's lead. The childminder adapts activities in the moment to support all children's learning, maintain engagement and make learning more meaningful. For example, a planned spring painting activity evolved into a sensory experience where children explored body parts, textures and the different marks they could make. This flexible approach supports children's communication skills and creativity, as well as an early understanding of the world.

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Curriculum and teaching Expected standard

The childminder considers what children already know and can do, and she uses modelling and encouragement effectively. However, more precisely targeted teaching would further strengthen children's opportunities to build on their knowledge and skills.

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Inclusion Expected standard

The childminder has an understanding of children's development and monitors each child's progress through regular observations and assessments. This enables her to identify emerging delays or areas where children may need additional support to progress. When needs are identified, the childminder provides support in the setting. For example, she models clear language, repeats clear vocabulary and helps children communicate confidently with their peers. These strategies strengthen children's speech, social interactions and overall engagement with learning. As a result, all children make progress from their starting points.

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Inclusion Expected standard

The childminder works in partnership with parents to build a shared understanding of their child's development. She discusses any concerns sensitively with parents and helps them consider how to best support their child's next steps. The childminder knows how to make referrals to other agencies and how to work with other professionals to further support children's development. The childminder is aware of additional funding that is available for children with emerging or identified needs and understands how such funding could be used appropriately to enhance children's learning experiences. She reflects on her practice and recognises the importance of continuous professional development. The childminder has identified that further training will strengthen her ability to meet the diverse needs of the children in her care.

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Leadership and governance Expected standard

The childminder has developed her practice well since her last inspection, taking time to reflect on what she does effectively and identifying clear priorities for improvement. This reflective approach has strengthened the quality of care, the curriculum and safeguarding in the setting.

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Leadership and governance Expected standard

The childminder maintains strong partnerships with parents. She communicates openly about the children's progress and wellbeing, ensuring that families feel well informed and involved. When children need additional support, she works with parents to agree consistent strategies and, where appropriate, signposts further help. This collaborative approach ensures that children experience continuity between home and the setting.

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Leadership and governance Expected standard

The childminder is committed to ongoing professional development and identifies training that will enhance her ability to support children's individual needs and strengthen the curriculum. The childminder carries out research and uses professional resources to help develop her practice. For example, she uses prompt cards to enhance her safeguarding knowledge and ensure that she is adequately equipped to keep children safe and promote their wellbeing.

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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 thrive in this welcoming and well-organised setting. They form strong trusting relationships with the childminder, who knows them well and responds sensitively to their individual needs. Children also build positive friendships with their peers; they learn to share, take turns and play cooperatively with each other.

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

Children enjoy a wide variety of activities that reflect their interests and support their learning and development across all areas of the curriculum. They explore freely, make choices, and engage in play that helps them build on their existing knowledge and skills. The childminder supports children's communication skills effectively, helping them develop clearer speech by modelling speech sounds and words for them. This helps children build confidence in their communication skills.

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

The setting has a well-equipped garden where children can explore their physical skills. Children climb, run and balance, developing their strength and coordination. They also enjoy sensory experiences, such as digging in and exploring sand, which encourages their creativity and problem-solving skills.

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

Children benefit from regular outings that broaden their experiences and deepen their understanding of the world. They attend local groups where they take part in gymnastics and singing sessions, helping them develop physical skills and social confidence. Visits to greenspaces and the local aerodrome provide meaningful links to their community.

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

The setting is calm, structured and thoughtfully organised. Children follow a predictable routine that helps them feel secure and understand what happens next. This consistency supports children's emotional wellbeing and enables them to engage fully in play and learning throughout the day.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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.

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Next steps

The childminder should consider exactly what she wants children to learn during her planning of activities to facilitate even further progress in their learning.

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About this inspection

The inspector spoke with the childminder, children 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.

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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.

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Urgent improvement

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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