Childminder

Childminder

Unique reference number (URN): EY269619 Registered with Ofsted: 13/10/2003 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 are imaginative. They build on their own play ideas by using resources to role play shopping trips. They fill and empty shopping trolleys while building on each other's ideas to act out play ideas. Children pretend to drive diggers while making beeping noises to indicate reversing motions. They are passionate about play and show developing social skills. Children show independence as they can typically access the activities provided for them within the environment. Children develop early problem-solving skills through activities such as block play and colour matching, supported sensitively to build resilience.

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Achievement Expected standard

Children enjoy exploring outdoors. Ample choice of toys and equipment promotes curiosity and concentration. However, some planned activities require clearer learning intent to meet the needs of all age groups effectively. At times, younger children cannot fully participate in activities, such as ice play, because they do not meet their current level of understanding. Younger children do not always concentrate for sustained periods of time.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between the childminder and children are warm, sensitive and secure, reflecting high expectations for behaviour and attitudes to learning that are clearly understood by children and parents. The childminder models kindness, care and respect, explicitly teaching children to take turns, share and support one another. Positive behaviour is consistently reinforced through specific praise, and any unkind behaviour is addressed swiftly and fairly. As a result, children play collaboratively and build trusting relationships, feeling confident to share their needs and concerns.

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Behaviour, attitudes and establishing routines Expected standard

Children are supported to develop self-regulation skills. Through carefully guided routines and play, they learn to focus their attention, follow instructions, remember key information and adapt their approach when challenges arise, such as persevering when peeling fruit. Expectations remain high for all children, including those with special educational needs and/or disabilities or who face barriers to learning, with tailored support and reasonable adjustments that reflect their individual stages of development. Daily routines are generally effective in promoting independence and emotional security. Calm transitions, handwashing, tidying up and preparing for rest times enable children to manage their feelings and behaviour increasingly well. Partnerships with parents and proactive engagement with other agencies support attendance and punctuality, helping all children establish positive habits and consistently positive attitudes in readiness for school.

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Children's welfare and wellbeing Expected standard

The childminder prioritises children's welfare, mental health and wellbeing through carefully implemented policies and daily practices that are clearly understood by parents and consistently applied. She provides a safe, welcoming environment with daily access to outdoor learning in the garden and through community walks, including visits to the local park. These experiences promote physical health, road safety awareness and meaningful social interaction, while strengthening children's listening, attention and conversational skills. The childminder has a comprehensive understanding of each child's needs and family circumstances. She works appropriately with parents to ensure consistency, sharing guidance about healthy routines, age-appropriate boundaries and limiting screen time. Individual care needs are managed to a high standard, with triggers for distress identified and sensitively addressed. This responsive approach helps all children, including those who

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Children's welfare and wellbeing Expected standard

face barriers to learning or wellbeing, to develop secure attachments and a strong sense of belonging. Healthy lifestyles are embedded in daily routines. Children enjoy nutritious meals and snacks, and mealtimes promote good manners and social skills. They are taught to make healthy choices about food, rest and exercise. The childminder explicitly teaches self- care and safety skills, such as chewing carefully, staying seated while eating and managing personal needs independently. As a result, children develop lasting healthy habits, emotional security and the confidence to make safe, healthy decisions.

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Curriculum and teaching Expected standard

The childminder demonstrates a clear understanding of the curriculum and typically delivers a learning programme shaped around children's interests and developmental needs. She uses her environment well to engage children in play both indoors and outdoors. She is enthusiastic and narrates play using clear, simple language, which encourages children to speak and understand simple sentences in context. The childminder introduces new vocabulary, deepening understanding through meaningful interactions.

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Curriculum and teaching Expected standard

The environment and teaching during child-initiated play are effective. The childminder skilfully adapts teaching and suggests play ideas, such as emptying and filling containers within the water tray. She carefully observes children and uses discussion to test what children know and can do to assess progress and plan next steps successfully. The childminder builds on children's existing knowledge and uses purposeful language to extend thinking. Children use mathematical language to describe towers while building with blocks using pattern and problem-solving skills. The childminder does not always consider the different ages and stages of development of children when planning activities to ensure they can all take part. For example, when children are unable to access letter matching aims using toy cars, play is interrupted by the childminder picking children up to reach. While many planned activities support progress, some require further refinement to ensure all

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Curriculum and teaching Expected standard

children are fully engaged and able to sustain learning independently.

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Inclusion Expected standard

The childminder demonstrates a secure understanding of how to identify and assess each child's individual needs. From the outset, thorough settling-in procedures and careful baseline assessments enable her to recognise children's strengths and areas for development. Ongoing observations and regular reviews ensure that next steps are promptly identified and teaching is adapted accordingly. Progress is closely monitored, and the impact of support strategies is evaluated to ensure children move forward from their starting points.

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Inclusion Expected standard

The childminder takes effective action to reduce barriers to learning and wellbeing. She makes timely referrals and works confidently within multi-agency systems to secure additional advice, funding and targeted interventions. Adaptations to teaching, care routines and the environment ensure inclusive practice for all children, including those with special educational needs and/or disabilities, children in need of extra support and those known or previously known to social care. Funding is used purposefully to provide tailored resources and experiences that accelerate progress, particularly in communication and language. Partnerships with families, the local authority and external professionals underpin this work. Parents are actively involved in planning and reviewing support. Training and professional knowledge enable the childminder to recognise emerging needs, including speech delays, and respond swiftly. As a result, children gain confidence, overcome barriers and are well

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Inclusion Expected standard

prepared for their next stage of learning.

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Leadership and governance Expected standard

The childminder demonstrates a secure and accurate understanding of each child's needs, including emerging or changing needs. Through regular observation, assessment and close partnership with parents, she quickly identifies barriers to children's learning or wellbeing, including gaps in emotional development. She maintains high expectations for all children and works collaboratively with families to provide consistent strategies that support emotional regulation and resilience. As a result, barriers are reduced and children make sustained progress. Where additional support is required, she seeks advice from relevant professionals and implements recommendations effectively. Evidence, including observations and discussions with parents, informs decisions about targeted support and the effective use of available funding to improve outcomes.

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Leadership and governance Expected standard

Professional development is prioritised to strengthen the childminder's knowledge and skills, including recent training and research on supporting emotional wellbeing. This ensures that adaptations are skilfully adjusted and that children receiving additional or statutory support are rigorously monitored. Effective partnerships with parents and, where appropriate, external agencies ensure local strategies positively impact children's experiences. Clear policies underpin this work and are shared with families, although procedures for raising concerns are not always communicated consistently at registration. Overall, leadership consistently identifies and addresses barriers swiftly, improving opportunities and outcomes for all children.

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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 make effective progress from their individual starting points because the childminder knows them well and plans a curriculum that builds securely on what they already know and can do. Children thoroughly enjoy learning; they eagerly recall prior experiences, retelling stories from memory and engaging in meaningful conversations about favourite books. The childminder extends these discussions to introduce new vocabulary and concepts, capturing children's interests, such as books and cars, to sustain attention and deepen learning. As a result, children are motivated learners who take pride in their achievements. High expectations, particularly in communication and language, underpin teaching. The childminder models clear speech, builds on single-word responses and consistently promotes listening and attention within a language-rich environment. Children confidently seek support to read stories or develop play ideas, demonstrating secure

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

relationships and a positive attitude to learning. Teaching is responsive within child-led play, enabling children at different stages of development, including those with special educational needs and/or disabilities, or facing barriers, to access the curriculum fully and prepare for their next steps.

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

Children develop independence and confidence through well-established routines and opportunities to manage their own play and self-care. They are physically active, competently using ride-on toys and scooters, balancing and coordinating large movements with increasing control. Through everyday care routines and exploratory play, children gain age-appropriate knowledge and skills. Their behaviour is positive; they cooperate, share and

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About this setting

Register(s): EYR, CCR, VCR take turns. Younger children learn alongside older peers, imitating imaginative role play and developing social skills that prepare them well for future learning.

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About this setting

The childminder works effectively with families to reduce barriers to learning and wellbeing. Regular attendance is promoted to ensure continuity and sustained progress. Home libraries encourage parents to read regularly with their children, fostering a love of books and strengthening the home–setting partnership. Families are warmly welcomed, and their contributions inform planning, ensuring every child's uniqueness is valued. Children are safe and well cared for. They feel safe, form trusting relationships and demonstrate a strong sense of belonging, enabling them to flourish.

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Next steps

The childminder should enhance registration processes so parents are confident in reporting concerns if needed. The childminder should ensure teaching and planned activities are consistently accessible and the aims are age-appropriate and clear so that all children can engage effectively with increasing independence and confidence.

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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. 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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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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