Childminder

Childminder

Unique reference number (URN): EY318791 Registered with Ofsted: 14/12/2005 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 progress from their starting points, showing confidence, curiosity and eagerness to learn. They typically approach new challenges positively, demonstrating perseverance, creativity and resilience in their play. Children generally engage with resources and activities, exploring ideas and problem-solving independently while seeking guidance when necessary. However, this is not always consistent.

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Achievement Expected standard

Communication skills are developing well. Children confidently talk about their play, describe objects and experiences, and explain their thinking. They are increasingly willing to start conversations, express opinions and interact socially with friends and adults. This enables children to develop strong relationships, share knowledge and engage meaningfully in all areas of learning.

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Achievement Expected standard

Independence and problem-solving skills are nurtured through purposeful activities. Children concentrate well, complete puzzles, engage in creative tasks and make choices about how to use resources. These opportunities allow them to persevere, think critically and take ownership of their learning.

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Achievement Expected standard

The childminder monitors progress carefully, particularly in communication and language, and adjusts teaching accordingly. She identifies next steps for each child and shares these with parents. Consequently, children develop the skills essential for school readiness and their future learning.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. They are confident, happy and feel safe, which allows them to explore, investigate and engage fully in play and learning. Children understand routines and expectations, which reduces anxiety and increases independence and cooperation. Clear routines are embedded throughout the day. Children know what is expected during play, snack time and tidying away. They willingly help to tidy resources and take pride in their achievements, which promotes responsibility and respect for their shared environment. This supports children to develop self-regulation, understand consistent behavioural expectations and build positive attitudes to learning, as they feel a sense of belonging and ownership in the setting.

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Behaviour, attitudes and establishing routines Expected standard

Behaviour is managed calmly and effectively. The childminder guides children to resolve minor disagreements by making choices and considering others' feelings, which supports empathy, turn-taking and cooperation. While adult guidance ensures harmony, providing more opportunities for children to resolve issues independently would further strengthen self-regulation and social problem-solving skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder communicates her policies clearly to parents, including expectations around attendance. She works constructively with families to overcome barriers, creating a collaborative approach that ensures children feel secure and benefit fully from the care and learning opportunities available.

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Children's welfare and wellbeing Expected standard

Children's wellbeing is central to the childminder's practice. She provides a nurturing, secure environment where children feel cared for and emotionally supported. As a result, children are confident, resilient and able to focus fully on play and learning opportunities.

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Children's welfare and wellbeing Expected standard

Mealtimes are relaxed and sociable. Children discuss what they are eating, make healthy choices without pressure and develop a positive relationship with food. These experiences promote independence, self-awareness and wellbeing. Daily outdoor play is an essential part of the provision. Children are equipped with appropriate clothing and explore the garden in all weathers. For example, during water play, children independently choose activities in rainy and muddy conditions. They negotiate space, adjust how they use brushes and sponges, and manage interactions safely. The childminder guides them through discussions about water and safety, allowing children to assess risk, make sensible decisions and develop confidence, coordination and resilience.

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Children's welfare and wellbeing Expected standard

Children are closely supervised at all times, including during school runs and play outside. Safety measures and consistent routines help children understand how to stay safe, giving them the confidence to explore and try new experiences.

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Curriculum and teaching Expected standard

The childminder provides a purposeful and responsive curriculum based on children's interests, needs and next steps. Activities are planned to build on children's curiosity and existing skills while allowing them to explore, experiment and engage in meaningful play. The childminder observes children closely, adapts activities as they progress, and introduces new vocabulary or concepts naturally, maintaining engagement and motivation.

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Curriculum and teaching Expected standard

Communication and language development is a priority. For example, during a 'feely bag' activity, children explore objects using touch and describe their features. The childminder repeats words correctly when needed. Children develop clearer speech, richer vocabulary and increased confidence in expressing their ideas. Mathematical skills are promoted through everyday play. Children count the pieces as they complete puzzles together. They match shapes and colours and solve problems collaboratively, reinforcing numeracy, spatial awareness and cooperative skills.

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Curriculum and teaching Expected standard

The childminder manages behaviour well. However, children are sometimes guided through challenges rather than being taught the strategies to work through them independently. The childminder should review her personal, social and emotional development curriculum to better support children to develop the skills and confidence to manage challenges independently.

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Curriculum and teaching Expected standard

The childminder regularly assesses children's progress and shares next steps with parents. This collaborative approach ensures that learning continues consistently at home and in the setting. As a result, children make steady progress, develop critical thinking skills and are well prepared for the next stage of their education.

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Inclusion Expected standard

All children are welcomed, valued and supported. The childminder has an understanding of the children in her care and their families, including cultural backgrounds, home routines and individual needs. This understanding allows her to adapt activities and provision so children can participate and succeed. During group activities, the childminder ensures all children can join in. For instance, she slows her speech, repeats words clearly and models language for children who are still developing their communication skills. Children at different stages of development are able to participate fully, which increases confidence and encourages progress in communication, language and social interactions.

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Inclusion Expected standard

The childminder demonstrates an understanding of how to seek additional support from external agencies should children's needs change. This ensures prompt intervention where required, enabling children to continue to thrive. Inclusion is evident in the flexible, child- centred approach, allowing all children to access the curriculum effectively. While the purpose of additional funding is understood by the childminder, enhancing systems to ensure eligible families access it would further strengthen inclusion and outcomes for all children. Partnerships with parents are strong. The childminder completes progress checks, shares next steps and communicates daily about children's achievements.

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Leadership and governance Expected standard

The childminder is committed to high-quality care and education. She reflects regularly on her practice, identifies areas for development and implements changes to improve children's experiences. This ensures the provision continues to meet the needs of all children effectively. The childminder regularly attends training, webinars and professional events to stay updated with current guidance and best practice. Children benefit from a well-organised environment and consistent teaching approaches.

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Leadership and governance Expected standard

Partnerships with parents are effective. Frequent communication and open discussions ensure parents are confident to raise questions and work together to support their child's learning and development. This consistency between home and the setting contributes positively to children's progress, wellbeing and confidence.

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Leadership and governance Expected standard

The childminder understands the purpose of additional funding and how it can support children. Improving systems to ensure that eligible families fully access additional funding would enhance leadership practices and maximise outcomes for all children. Overall, leadership is effective, reflective and focused on creating a safe, inclusive and stimulating environment where children thrive.

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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, settled and confident at the setting. They arrive feeling safe and quickly engage in play, often choosing activities they are interested in from the moment they arrive. Well-established daily routines give children a clear understanding of what will happen throughout the day. This helps to reduce anxiety, helps them settle calmly and remain focused, and fosters a sense of predictability and security. Children move freely between different areas, choosing to play indoors or outdoors, which encourages independence, decision-making skills and ownership over their learning.

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Inspector:

Keiley Pedro Warm, caring relationships with the childminder underpin children's sense of security. She knows the children and their families very well. The childminder listens attentively to what they say and responds with encouragement and interest. This means children feel valued and supported, and they are confident to talk, ask questions, share their ideas and engage visitors in conversation. These positive interactions strengthen their social and communication skills and support the development of strong relationships with adults and their friends.

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Inspector:

Play is purposeful, inclusive and enjoyable. Children explore puzzles, creative activities, planting, water play and outdoor adventures, all of which are thoughtfully introduced or extended by the childminder. She asks insightful questions, uses new vocabulary and repeats children's language correctly, encouraging children to extend their understanding and remain engaged. Daily routines also promote independence. Children help tidy away toys, manage their belongings and practise self-care skills, such as using cutlery and wiping their faces. These everyday experiences build confidence, resilience and a sense of pride in their achievements.

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Inspector:

Children behave well and display positive attitudes to learning. They share resources, take turns and cooperate during play, which develops empathy, self-regulation and social skills. Mealtimes are relaxed and sociable. Children eat healthily. Outdoor play happens every day, regardless of weather, allowing children to explore, take safe risks and develop coordination. Overall, children experience a calm, nurturing and stimulating environment where they feel safe, included, happy and ready to learn.

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Next steps

The childminder should give children opportunities to learn the skills needed to manage their own feelings and behaviour. The childminder should improve her knowledge of how to access additional funding, such as early years pupil premium, to better support disadvantaged families.

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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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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

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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