Childminder

Childminder

Unique reference number (URN): 2689729 Registered with Ofsted: 23/01/2023 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

All children, including those who face barriers to their learning, typically make progress in their development. Children develop secure communication and language skills. They are encouraged to use lots of language as they play, and hear words repeated that they mispronounced, so they hear the correct word and sounds. Children show excitement and really enjoy playing with play dough. They know how to roll the play dough with ease to make it flat and use cutters to make shapes. Children recognise shapes, and tell the childminder it looks like a 'heart' shape. They identify the different colours of play dough and learn mathematical concepts as they roll it into 'small' and 'big' shapes. Children are beginning to understand about sharing as the childminder talks to them about turn-taking with the equipment. They show happiness when praised for sharing and say 'sharing is caring'. However, there are instances where children do not always listen or pay full

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Achievement Expected standard

attention due to weaknesses in practice.

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Children's welfare and wellbeing Expected standard

Children form secure and trusting relationships with this kind and nurturing childminder. They enjoy their time with her. The childminder knows children well and responds sensitively to their needs. The childminder has a selection of books on emotions and reads these often with the children to help them with expressing their emotions and to support their wellbeing. The childminder promotes children's positive health effectively. For example, children enjoy a wide range of nutritious snacks and drink water regularly. Children learn to keep themselves healthy and follow effective hygiene routines. They know to wash their hands after playing outside and before they eat. Children enjoy playing with the pretend kitchen and make cups of tea for the childminder, who reminds them about being careful with the hot tea, supporting them to develop their safety awareness.

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Children's welfare and wellbeing Expected standard

The childminder has a thorough understanding of the importance of encouraging toilet training. She works well with parents and carers to ensure children develop these personal skills from a young age. Children develop a high level of independence, being able to use a cup with ease and being able to feed themselves. Children learn to stay safe outdoors by walking and holding hands with the childminder. They get plenty of chances to play outside, which they love and which helps to keep them physically healthy. The childminder is aware of safe sleeping. She has appropriate bedding and is aware of monitoring children's welfare while they are asleep.

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Curriculum and teaching Expected standard

The childminder knows the children she cares for well. She typically carries out regular observations and assessments to identify where children are at in their development. This supports her in developing her curriculum and preparing children for their next steps in their learning. The childminder places a focus on outdoor learning and plans daily outdoor activities, such as trips to local parks. This helps encourage development of children's physical skills, balance and coordination. The childminder supports children's communication and language skills effectively. She encourages lots of conversations as children play. The childminder has a varied selection of age-appropriate books, which children can freely look at and which are also used for story times together. The childminder encourages children's independence skills from an early age. She gives them time to complete tasks for themselves. For example, children are able

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Curriculum and teaching Expected standard

to find their shoes before going into the garden and generally show determination in putting their shoes on by themselves. The childminder, overall, engages children in mathematical activities that support their understanding of number and shapes.

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Inclusion Expected standard

The childminder uses her observation skills effectively to assess children's individual needs and development from the outset. She works closely with parents and carers to obtain information about children's routines and specific needs at the start. She continues these conversations to ensure children are well supported in her setting and at home. The childminder knows to seek support from external agencies if she identifies a child is not meeting expected milestones.

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Inclusion Expected standard

The childminder is fluent in 4 different languages, which enables her to effectively assist children who speak English as an additional language. Her multilingual abilities allow her to understand when young children communicate in their home languages, ensuring that these children feel heard and supported. All children are encouraged to take part in activities. The childminder knows to adapt children's learning as needed. She ensures she gives children her full attention and offers them a star sticker for their achievements. This motivates children to 'have a go' and boosts their self-esteem. The childminder reflects on her knowledge of inclusion. She has identified that she wishes to learn more about supporting children eligible for the early years pupil premium and those with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder demonstrates a commitment to continually improving her skills. She keeps up to date through reading articles and receives regular information from the local authority on any changes to legislation. The childminder reflects on her practice and has identified some areas in which she would like to develop her skills further. For example, she hopes to complete further training to support her awareness of caring for children with special educational needs and/or disabilities. However, the childminder has not fully identified that she would benefit from training to support her fully when managing children's behaviour.

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Leadership and governance Expected standard

The childminder works well with parents and carers. She keeps them up to date with their children's progress and offers advice on how they can support their children's progress at home. This helps to ensure there is a consistent approach to children's care and learning. Parents are particularly appreciative of the childminder's flexibility on the days and hours she can offer them, to support them with changes to their work schedules.

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Behaviour, attitudes and establishing routines Needs attention

The childminder does not consistently have rules and boundaries to ensure children are fully prepared for their next stage of learning and eventual move on to school. On occasion, if children's behaviour deteriorates, she is not completely confident in her methods for dealing with this. This shows weakness in the childminder's understanding of setting consistent expectations for children.

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Behaviour, attitudes and establishing routines Needs attention

The childminder creates a warm and inviting homely environment, where children feel welcomed and valued. She reminds children about the importance of sitting still while eating. Children know they should sit upright at the table when eating. The childminder also encourages children to help tidy up after playing with an activity. This helps them to learn to respect their environment.

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Behaviour, attitudes and establishing routines Needs attention

The childminder reinforces positive behaviour through lots of praise and encouragement. Children show effective manners and say 'please' and 'thank you' when offered a snack. The childminder provides many opportunities for children to develop their personal, social and emotional development. For instance, they regularly go out to local groups where they can play with other children, and learn to play together amicably. The childminder speaks with parents and carers when children first start, to explain the importance of their children attending her setting regularly and being punctual.

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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 show they feel happy and secure in the childminder's care. They build deep bonds with the childminder. Children approach the childminder for comfort and cuddles during the day. They are welcoming to visitors, and with the childminder's reassuring presence they develop confidence to chat and play. The childminder knows children well. She obtains information from parents and carers when children first start so she has an effective overview of their development and of what interests them.

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

The childminder's curriculum focuses on supporting children's communication skills, and helping them to develop their physical skills and to learn to share and be kind to each other. She adapts her curriculum depending on the ages and needs of the children attending. For example, the childminder is aware that young children's concentration span is shorter. She therefore organises her environment with a range of resources to enable younger children to choose toys, and also to have a mix of more structured learning. The childminder is also aware of making any necessary adaptions to her environment and teaching to ensure all children, including those who face barriers to their learning, are able to participate fully.

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

Children thoroughly enjoy outdoor play. They excitedly get their shoes and coats when they are ready to play in the garden. Children enjoy various push-along toys, and show wonder as they look at the different plants. They notice sounds outside and tell the childminder they can hear an aeroplane, even though they cannot see it in the sky. Children also enjoy experiences in the neighbourhood. They go out daily, walking to toddler groups or the library. The childminder uses these experiences to support children's confidence to build positive relationships with other children.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

seek professional development opportunities to extend and strengthen knowledge of managing children's behaviour 25/04/2026

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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. This data is from 23 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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