Childminder

Childminder

Unique reference number (URN): 153563 Registered with Ofsted: 15/03/2001 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 in their communication and language skills and show growing confidence in expressing themselves during play and everyday routines. They use increasing vocabulary and speak in longer phrases as they describe what they are doing and respond to questions.

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Achievement Expected standard

Children develop early mathematical understanding through activities such as sorting colours and shapes and counting objects during play. They show persistence as they solve simple problems, for example turning shapes to make them fit correctly.

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Achievement Expected standard

Children also develop physical skills through active play indoors and during outings, showing increasing coordination and confidence when climbing, jumping and moving through play equipment. Children who are initially less confident become more willing to engage, while those who are more physically active use movement to support their learning.

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Achievement Expected standard

Children demonstrate growing independence, including those who are initially less confident or who prefer more active ways of learning, by making choices in play, helping with routines and managing tasks such as putting on shoes and coats. These developing skills help children build the knowledge and confidence needed for their next stage of learning. Overall, children's progress reflects the childminder's generally appropriate support and understanding of their individual starting points.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to understand what happens during the day through calm and consistent routines. She provides clear guidance during play and everyday activities and uses praise and encouragement to promote positive behaviour. Children respond well to this approach and show willingness to join activities and cooperate during routines.

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Behaviour, attitudes and establishing routines Expected standard

The childminder acts as a positive role model. She speaks respectfully, uses polite language and acknowledges children's contributions during play and conversations. Children mirror this positive interaction as they engage happily with the childminder and participate in shared activities. For example, during sorting and matching games, children remain engaged and listen carefully to guidance, showing persistence when tasks are challenging.

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Behaviour, attitudes and establishing routines Expected standard

Routines such as snack time and tidying away toys help children develop an understanding of responsibility. Children respond positively to guidance and demonstrate pride when they complete simple tasks independently.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children sensitively when they need reassurance or additional encouragement, helping them manage transitions calmly and remain emotionally secure. However, opportunities to further support children's understanding of expectations and develop their independence within routines are not yet fully embedded. As a result, some children rely on adult guidance during routines and do not yet consistently manage expectations independently.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through secure routines and responsive care. The childminder takes time to understand children's individual routines and ensures that daily care practices help children feel safe and emotionally secure. During personal care routines, including nappy changing, the childminder maintains children's privacy and dignity and follows suitable hygiene practices, helping children feel comfortable and respected.

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Children's welfare and wellbeing Expected standard

Children's wellbeing is supported through daily calm and consistent routines. The childminder works with families to encourage healthy food choices. Snack times and mealtimes provide calm opportunities for children to eat together and enjoy positive interaction. Oral health is promoted through routines such as toothbrushing after meals, helping children develop independence within familiar routines. Children are introduced to good hygiene practices, including handwashing at appropriate times.

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Children's welfare and wellbeing Expected standard

However, opportunities to consistently reinforce children's understanding of oral health and explain the importance of self-care routines are not always used effectively. As a result, children do not consistently develop a clear understanding of how to manage their own health and hygiene independently.

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Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities for physical activity both indoors and outdoors. They enjoy active play, such as jumping, moving through tunnels and using equipment at local parks, which supports their physical wellbeing and confidence in movement.

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Children's welfare and wellbeing Expected standard

Overall, children feel comfortable and are cared for in a safe and nurturing environment where their health and wellbeing are supported.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that reflects children's interests, starting points and next steps in learning. She uses ongoing observations and assessment to identify what children need to learn next and incorporates learning opportunities into everyday play and routines. The curriculum focuses on supporting communication and language, early mathematical understanding and physical development through play-based experiences.

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Curriculum and teaching Expected standard

The childminder supports learning by joining children's play, modelling language and asking questions that help children think and solve problems. For example, during shape and colour activities, she encourages children to identify colours and numbers and talk about how pieces fit together. Shared story times help children build vocabulary as they talk about pictures and familiar characters. The childminder follows children's interests, including vehicle and dinosaur play, to maintain engagement and support learning through meaningful experiences. She adapts her approach to meet children's individual needs, allowing time for children to engage at their own pace or using physical play to support those who learn best through movement.

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Curriculum and teaching Expected standard

Children benefit from regular opportunities to be physically active both indoors and outdoors. This includes visits to parks and active play using tunnels and movement activities, which help children develop confidence and control in their movements. The childminder recognises that opportunities to extend children's thinking and deepen learning are not yet fully embedded. As a result, children do not always build on their ideas or consistently deepen their understanding during play.

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Inclusion Expected standard

The childminder generally promotes inclusion effectively and ensures that children are respected, valued and able to participate fully in all aspects of the setting. She typically adapts activities and interactions so that children can engage confidently in play and learning. The childminder supports participation by adjusting her language, offering encouragement and providing practical support when needed, helping children develop confidence and a sense of belonging.

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Inclusion Expected standard

The childminder monitors children's progress through ongoing observation and review. She uses what she knows about children's development to identify where additional support may be needed and adapts activities to help children build skills over time. The childminder works closely with parents, discussing children's needs and next steps to help maintain continuity between home and the setting. She understands how to access advice and guidance from external agencies and relevant professionals when required to support children with special educational needs and/or disabilities (SEND).

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Inclusion Expected standard

The childminder helps children learn about different cultures and traditions through experiences in the local community and celebration of festivals. As a result, children feel included, develop confidence and form positive relationships.

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Leadership and governance Expected standard

The childminder leads the setting with a clear sense of purpose and ensures that children benefit from a well-organised and nurturing environment. She reflects regularly on her practice and considers how routines, activities and interactions support children's learning and wellbeing. This ongoing evaluation helps her refine daily practice and maintain a provision that meets children's changing needs.

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Leadership and governance Expected standard

The childminder uses her knowledge of child development and ongoing observations to inform planning and identify appropriate next steps. She adapts resources and interactions to reflect children's interests and developmental stages. Ongoing professional development supports her to maintain current knowledge and continue to develop her practice.

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Leadership and governance Expected standard

Parents speak positively about the childminder and describe the setting as supportive and well organised. They report that their children are happy and enjoy attending. Parents value regular updates about learning and development and describe communication as clear and timely. The childminder works closely with parents to support consistency between home and the setting and understands how to access advice and guidance from relevant services when needed.

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Leadership and governance Expected standard

Overall, the childminder maintains a secure environment where children are supported to learn and develop well.

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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 welcomed into a calm and nurturing home environment where they feel safe and secure. The childminder builds warm, caring relationships with children and responds sensitively to their emotional needs. This helps children settle and develop confidence in their surroundings.

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

Children benefit from clear and consistent routines throughout the day, which help them understand what happens next and support their emotional wellbeing. The childminder plays

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About this setting

Unique reference number (URN): 153563 alongside children during activities and everyday routines, offering reassurance, encouragement and praise. Her calm and attentive approach helps children feel valued and confident to join in.

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About this setting

Children enjoy exploring a range of toys and resources and make choices about what they want to play with. They move happily between activities and share positive interactions with the childminder. For example, children show enjoyment when joining familiar play activities and sharing stories, confidently interacting and expressing their ideas during play.

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About this setting

Regular outings in the local community help children become familiar with different environments. Children are generally relaxed and content in the setting and show confidence to explore, interact and play. As a result, children are generally happy, settled and emotionally secure. They show positive attitudes towards play and learning and engage confidently in daily routines and activities.

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Next steps

The childminder should further strengthen routines that promote oral health, so children develop a more consistent understanding of self-care and healthy habits. The childminder should further support children's thinking and communication during play and routines to help extend their learning more consistently. The childminder should further support children to understand expectations and develop their independence within daily routines.

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About this inspection

The inspector spoke with the childminder 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. Type: Childminder

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About this inspection

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