Childminder

Childminder

Unique reference number (URN): EY451955 Registered with Ofsted: 02/01/2013 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 unique starting points, particularly in their social and communication skills and confidence. Disadvantaged children benefit from resources to aid their development and experiences. For example, they have additional copies of stories to share at home.

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Achievement Expected standard

Children leave the setting being able to say more words and phrases and feeling more confident to approach new children and situations. For instance, children are well equipped to join in with story times and develop skills to actively listen and engage with stories. This prepares them well for their next stages of learning.

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Achievement Expected standard

Clear routines help to develop children's independence and respect for one another. Children learn to wait for each other to finish eating their lunch before leaving the table. They work together to tidy away resources and interact positively with each other.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established clear expectations and routines, which are understood by children. Behaviour is managed well through consistent boundaries and praise. Children feel listened to, and the childminder gives them choices. For example, the childminder asks if they are ready for activities to end.

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Behaviour, attitudes and establishing routines Expected standard

The childminder teaches children the value of teamwork when solving a problem or completing a job. They are encouraged to work together during activities and to tidy away resources when they are finished. Children look together for lost leaves to return to the bag. The childminder is warm, nurturing and focuses on respect. In turn, children behave well and are respectful of resources. In addition, children are taught to respect each other and wait for their peers to finish eating before moving on to the next part of the routine.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports attendance and punctuality through a flexible approach that aligns with parents' working patterns. The childminder encourages parents to ensure their children attend regularly and explains the benefits this brings to the children in preparation for their eventual move on to school.

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Children's welfare and wellbeing Expected standard

Emotional wellbeing is supported through praise, reassurance and opportunities for choice in activities. Children show improved self-care and confidence since starting. The childminder develops secure and nurturing attachments to all children. Those who were new to the setting have grown in confidence and independence. For example, after reassurance from the childminder, children feel safe to play alongside visitors and ask for stories.

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Children's welfare and wellbeing Expected standard

Disadvantaged children receive targeted resources to support their early childhood experiences. Children with special educational needs and/or disabilities receive tailored multi-sensory approaches. The childminder ensures children are safe every day and takes appropriate measures to minimise risks to children's welfare and safety. Safety is actively taught to children to help them understand some risks. For example, the childminder teaches children to access the kitchen with caution and to walk outside holding onto the buggy or holding hands with their peers.

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Children's welfare and wellbeing Expected standard

The childminder considers each child's age and stage of development when managing sleep and toilet-training routines. She supports children to give each other privacy when needed, and she encourages them to wash their hands independently. Nappy changing is a joint routine, with the childminder engaging children in talk and discussion throughout. Children are fully involved as she explains each step and asks what to do next. The process is calm and collaborative.

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Curriculum and teaching Expected standard

The curriculum is play based and purposeful. The childminder designs inviting activities for children to engage with, along with other resources for children to select from, such as a wide range of books, dolls and wooden building blocks. The childminder has a strong understanding of the areas of learning in the early years foundation stage. For the young children in her care, she appropriately focuses on developing language, social and physical skills. Children have regular access to the garden and enjoy trips around the local area. They spend time in nature and develop their gross motor skills. The childminder models language and repeats phrases back to children to help them with their speech and ensure they are understood.

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Curriculum and teaching Expected standard

Children's unique starting points are built on. Regular assessments, including progress checks at age 2, inform next steps, which are shared with parents and used to plan targeted activities and to consider how best to use additional funding. For example, in the mathematics-focused activity, children practise counting and sorting with colourful wooden mushrooms and weighing scales. The childminder models some mathematical vocabulary, such as 'heavy' and 'light'. She adapts the activity to include tweezers to support those children still developing their fine motor skills. The curriculum is ambitious for all children. However, not all interactions are tailored to meet children's individual needs to help them progress even further from their starting points.

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Inclusion Expected standard

The childminder creates an inclusive environment and adapts practice to celebrate the different cultures and backgrounds of the children. She uses early years pupil premium funding to support children, for example through additional resources and regular outings. The childminder monitors the progress of children carefully through regular assessments and the progress check at age 2. She celebrates that each child develops at an individual pace.

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Inclusion Expected standard

The childminder can identify individual needs and uses targeted strategies to reduce potential barriers to learning. For example, she uses visual aids, multisensory resources and sensory experiences to support children with emerging needs. She demonstrates a good understanding of the children's needs and what she can do to support them to make progress. The childminder works well with families and provides effective support for children, overall. She could be more proactive in engaging with other professionals and external agencies. This would ensure that the right support can be accessed promptly should the need arise.

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Leadership and governance Expected standard

The childminder demonstrates reflective practice and targeted professional development. She completes training regularly based on the needs of the children in her care. This has an impact on her practice, and she articulates how recent training has changed the way she plans and delivers activities for children.

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Leadership and governance Expected standard

The childminder carefully makes decisions with individual children in mind, ensuring disadvantaged children access different, enriching opportunities that aim to close gaps in learning and experience. She shows perseverance in supporting families to access services, for instance by accompanying parents to speech and language appointments and prioritising what is in the best interests of the children.

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Leadership and governance Expected standard

The childminder identifies some aspects for improvement. For example, she aims to network with other local childminders to share good practice and stay up to date with local training, trends and areas of importance. She is committed to her professional development and continually seeks training that is relevant. Strengthening partnerships with external professionals and agencies would help her access timely advice, ensure early identification of needs and enhance the support she provides for individual 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 are welcomed and valued when they arrive at this setting. This helps them settle quickly and feel secure. Warm and nurturing relationships with the childminder give them the reassurance they need to explore with confidence and steadily grow in independence. When children join the setting, the childminder takes time to understand their interests, preferences and wellbeing, working closely with parents to ensure she understands each child's needs. This approach helps every child feel they belong and are ready to thrive.

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

Children flourish in this setting because they feel a sense of belonging and know what is expected of them. Clear and consistent routines give them confidence and security. Children are taught to help with setting up activities and tidying them away. This helps them build their confidence. Children behave positively and take pride in working together. The childminder values each child's background and family story. She incorporates this into daily experiences and celebrates a range of cultural events. By sharing children's learning and next steps with families, the childminder builds trusting partnership with parents. As a result, children and their parents feel recognised and included, meaning children can thrive.

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

Children achieve well because they enjoy play experiences that are designed to build their confidence and early learning skills. They explore high-quality resources, such as building blocks and wooden mathematical tools that support secure foundations in number and mathematical language. The childminder prioritises children's communication skills. She creates frequent opportunities for children to share stories, express themselves and learn new vocabulary. Careful monitoring of each child's progress ensures that their next steps are understood and supported. This approach helps every child feel valued and fully equipped to thrive.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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

The childminder should engage more proactively with professionals and external agencies to ensure children receive the additional support they need to make strong progress. The childminder should take into account children's current stage of development and adapt interactions accordingly to meet every child's learning and language needs.

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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 9 February 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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