Childminder

Childminder

Unique reference number (URN): 2780241 Registered with Ofsted: 24/05/2024 Registers: EYR, CCR

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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 Strong standard

All children make sustained progress from their starting points because the curriculum is well-sequenced and teaching is consistently effective. They develop secure communication and language skills. Children are able to express their ideas clearly, engage in conversations and respond confidently during group activities. They show a growing understanding of early mathematics as they count, compare quantities and explore patterns in their play.

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Achievement Strong standard

Children's progress is evident across all areas of learning. They develop physical confidence as they move around the environment, handle tools safely and participate in activities that strengthen coordination. Their independence grows rapidly as they manage personal care, follow routines and take increasing responsibility for small tasks.

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Achievement Strong standard

Children who may face barriers to learning are supported effectively. The childminder identifies needs early, adapts teaching sensitively and works with families and professionals to ensure that support is well coordinated. As a result, all children continue to progress well from their starting points.

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Achievement Strong standard

Children are well prepared for their next stage of learning. They show curiosity, resilience and the confidence to explore new challenges. They communicate clearly, follow instructions, work cooperatively with others and demonstrate the foundational knowledge and skills needed for future success.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a calm and positive environment where expectations for behaviour are clear and consistently understood by all children. Children confidently tell the childminder what the rules are, including listening to others and using kind hands. Children show kindness, cooperation and respect for one another. Children are supported by routines that help them feel secure and understand what happens next. For example, a specific mat signals song time, and after lunchtime, children take themselves off for a sleep.

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Behaviour, attitudes and establishing routines Strong standard

The childminder develops warm and trusting relationships with all children. They seek reassurance from her when needed. Children take turns, listen to others and share resources. They confidently tell their friends they would like 'five more minutes' with a toy before sharing it. The childminder supports these interactions sensitively, helping children develop strong social skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes attendance positively. She works closely with families to support consistent routines, including advice to support bedtime, which ensures children benefit fully from her provision.

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Behaviour, attitudes and establishing routines Strong standard

The childminder considers each child's age, stage and individual circumstances when supporting behaviour. She provides clear explanations, offers gentle reminders and adapts her approach when children need additional support. This helps children understand expectations and develop self regulation. Children show highly positive attitudes to learning. They approach activities with enthusiasm, persevere with new challenges and take pride in their achievements. Children confidently shout, 'I did it!' regularly throughout the day. The childminder is a role model of care and respect. She helps children feel valued and supported to develop confidence and independence.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are central to the childminder's practice. She develops secure and responsive relationships to ensure that children feel safe, valued and confident to explore. Children settle quickly and show strong attachments with her.

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Children's welfare and wellbeing Strong standard

The childminder adapts routines and care practices sensitively to ensure that children's comfort, preferences and home patterns are respected. She supports children's physical development through opportunities to move, climb and explore, helping them build strength and coordination.

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Children's welfare and wellbeing Strong standard

Children develop a robust understanding of personal safety and healthy lifestyles. The childminder explains risks clearly and supports children to make safe choices, whether managing tools, navigating the environment such as large climbing equipment or participating in daily routines such as learning how to safely cross the road. She promotes healthy habits through discussions about food, hygiene and wellbeing, helping children understand how to look after themselves. Children learn where food comes from. For example, they know that chickens lay eggs.

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Children's welfare and wellbeing Strong standard

The childminder supports children's emotional wellbeing through sensitive conversations that help children recognise and express their feelings. Children learn how their actions may make other children feel. The childminder responds calmly and consistently. This helps children develop emotional resilience and a secure sense of themselves.

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Children's welfare and wellbeing Strong standard

The childminder ensures that routines such as resting, eating and transitions are well established and adapted when necessary to support individual needs. She creates an environment which is inclusive and nurturing and has high expectations for all children's welfare. As a result, children consistently thrive and develop confidence, independence and a strong sense of wellbeing.

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Curriculum and teaching Strong standard

The curriculum is ambitious, well-structured and carefully sequenced. The childminder plans learning that builds progressively, which ensures that children revisit and deepen their knowledge over time. The childminder continually reflects on her practice, adapts her approach and refines her activities.

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Curriculum and teaching Strong standard

Children experience a broad and balanced range of opportunities that support communication and language, early mathematics, emotional development and physical skills. The childminder introduces new vocabulary naturally during play. For example, children learn to recognise a watermelon. The childminder encourages children to describe what they see and do through thoughtful and skilful questioning. The childminder supports early mathematical thinking through counting, comparing and exploring shapes in everyday activities such as using magnetic tiles.

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Curriculum and teaching Strong standard

The childminder teaches children about their feelings. Young children learn to identify their emotions and explain to their friends why they are feeling 'grumpy'. Children develop independence with tasks such as managing their belongings, helping with simple routines and making choices in their play. The childminder supports the development of children's social skills through group activities where children learn to listen, take turns and share ideas respectfully.

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Curriculum and teaching Strong standard

The childminder skilfully adjusts the level of support for all children and provides additional guidance when needed so that all children access the curriculum fully. She uses ongoing assessment effectively to check what children know and can do. The childminder uses this information to tailor her teaching to each child's stage of development. As a result, all children experience a curriculum that is purposeful, engaging and well matched to their needs, enabling them to make consistent progress from their starting points.

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Inclusion Strong standard

The childminder identifies all children's individual needs quickly and accurately, including those with special educational needs and/or disabilities or other disadvantages. She maintains close relationships with families and understands each child's home context, routines and emotional patterns. This enables her to notice subtle changes and respond promptly which ensures that support is consistently tailored and meaningful. The childminder uses her robust knowledge of child development to assess children's needs effectively and plan appropriate next steps.

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Inclusion Strong standard

The childminder reduces barriers to learning and wellbeing through thoughtful adaptations. She adjusts routines sensitively, such as modifying transitions or offering additional reassurance during periods of change. The childminder ensures that activities are accessible to all children by providing varied materials, modelling language clearly and offering additional support when needed. These adaptations help children participate fully and confidently.

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Inclusion Strong standard

The childminder monitors progress closely. She reviews children's development regularly and consistently shares in-depth updates with families. The childminder draws on her training in the graduated approach to assess, plan and review support systematically, and make changes when necessary to strengthen children's progress even further. She engages proactively with external professionals, including the health visiting team and other settings children attend to ensure that children receive timely and coordinated support.

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Inclusion Strong standard

The childminder understands how early years pupil premium funding should be used to enhance learning experiences and target individual needs. As a result, all children experience a setting where their individuality is recognised and they make excellent progress from their starting points.

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Leadership and governance Strong standard

The childminder demonstrates a clear commitment to providing high-quality education and care. She understands the strengths of her setting and takes purposeful action to make a clear difference and positive impact on all children's experiences. Her reflective approach is evident in the way she evaluates her practice, seeks professional development and adapts routines and activities to meet children's needs.

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Leadership and governance Strong standard

The childminder consistently makes decisions in the best interests of children. She maintains close relationships with families, ensuring that she understands each child's home context and can tailor support accordingly. The childminder works proactively with external professionals to ensure that children receive timely and coordinated support, particularly when additional needs are identified.

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Leadership and governance Strong standard

Professional development is a strong feature of the childminder's leadership. She engages in ongoing training to strengthen her knowledge of safeguarding, child development and inclusive practice. She has high ambitions for the future, which reflect her commitment to continuous improvement.

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Leadership and governance Strong standard

The childminder communicates clearly with families, providing regular updates on children's progress and next steps. She has established excellent partnership working which has a positive impact on children and families. The childminder is thoughtful, reflective and child centred. Her leadership ensures that children are nurtured, challenged and supported to 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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What it's like to be a child at this setting

Children experience a warm, calm and highly nurturing environment where they feel deeply secure and valued. They settle quickly each morning, showing positive attachments to the childminder and confidence in the familiar routines that shape their day. Children enjoy their learning because activities are thoughtfully designed around their interests and developmental stages. They engage with enthusiasm consistently. For example, they enjoy using props during story sessions about a caterpillar. They join in with familiar songs and rhymes while identifying farm animals. Children relish in opportunities for hands on play such as making paint from dandelions, which helps encourages curiosity and imagination.

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

Children achieve well because the childminder knows them, and their families, very well. She understands their starting points and builds learning in a way that feels natural and enjoyable. Children show confidence in expressing their ideas, recalling previous experiences and contributing to group activities. They demonstrate independence as they manage personal tasks such as putting on their shoes, follow routines and make choices about their play. Their growing knowledge and skills are evident in the way they communicate, explore and persevere with new challenges.

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

Children belong because relationships are warm, respectful and inclusive. They learn alongside one another, showing kindness and cooperation. They recognise themselves within the environment, respond positively to shared routines and enjoy being part of a small, close knit group. Families feel welcomed and valued, as the childminder maintains open communication that supports continuity between home and the setting.

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

Children thrive because their safety, wellbeing and individuality are prioritised. They understand expectations and follow them confidently. They are supported by consistent routines that help them feel secure. The childminder promotes attendance positively, and children arrive ready to participate and enjoy their day. They develop a positive sense of themselves, supported by sensitive conversations that help them recognise their feelings and understand the feelings of others. Children's uniqueness is celebrated, and they flourish in an environment where they are encouraged to explore, express themselves and take pride in their achievements.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who may face other barriers to their learning.

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About this inspection

The inspector spoke to the childminder, parents and children during the inspection.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 16:30

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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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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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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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