Childminder

Childminder

Unique reference number (URN): 2783285 Registered with Ofsted: 23/04/2024 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 Strong standard

Children consistently build secure knowledge and skills across areas of learning. They develop communication skills and begin to use sounds, gestures and early words to make themselves understood. Younger children use sounds to communicate while developing an awareness of the world around them. Children develop important personal and social skills. They show confidence as they explore their environment and engage purposefully in play. They begin to recognise their feelings and respond to others, forming positive relationships. Children develop independence as they take part in daily experiences and increasingly manage simple tasks for themselves.

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Achievement Strong standard

Children develop physical skills and control of their bodies. They pull themselves up, balance, and move with growing confidence. They repeat actions and practise movements, embedding coordination and strength through regular opportunities. In addition, children use early mathematical ideas in their play. They explore shapes and begin to recognise differences between objects. Older children measure and compare, developing an awareness of number and quantity through purposeful experiences. Consequently, children develop well embedded foundations that support ongoing learning and progression.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes clear and consistent expectations for behaviour. Children consistently respond positively and show a clear understanding of what is expected. They follow routines and move between activities with confidence. For instance, children are encouraged to create their own visual timetables, helping them to understand routines, manage transitions and develop independence for future learning. They are curious and motivated to explore their environment. Children engage in play for sustained periods and show interest and purposeful engagement in what they are doing. Younger children begin to develop an understanding of emotions through role play. For example, as they care for dolls, they show affection and begin to recognise how others may feel. Older children build on this and begin to understand how their behaviour affects others. They respond consistently to guidance and show care and consideration during interactions.

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Behaviour, attitudes and establishing routines Strong standard

Children show positive attitudes to learning. They engage in activities with sustained concentration and purposeful focus. For example, younger children remain attentive as they explore the different textures in the dinosaur-themed tuff tray. Furthermore, parents describe how older children talk about what they have been doing at the setting and share their experiences at home. This supports children to develop resilience, curiosity, and a willingness to learn.

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Behaviour, attitudes and establishing routines Strong standard

Attendance arrangements support children to engage consistently. The childminder works closely with parents to establish routines that reflect children's home lives while supporting regular attendance. This helps children settle quickly, participate fully, and engage confidently in daily experiences.

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Children's welfare and wellbeing Strong standard

The childminder effectively promotes children's welfare and wellbeing. She understands children's individual needs and responds promptly, helping them to feel safe and emotionally secure. In addition, children are supported to keep themselves safe. For example, during the school run, they practise stopping, looking, and listening before crossing the road and begin to understand how to manage risks.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are promoted with a clear purpose. Children are provided with nutritious meals and have access to fresh drinking water. The childminder encourages children to try new foods and talks to them about healthy choices. For example, children learn about vitamins in foods. They explore foods linked to different cultures, including celebrations such as Chinese New Year and Diwali, and learn where foods such as fruit come from, including whether they grow in the ground. Furthermore, discussions with parents, such as supporting transitions from formula to cows' milk, reinforce healthy choices from an early age.

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Children's welfare and wellbeing Strong standard

Good hygiene and oral health are promoted. Younger children are supported to wash their hands following intimate care. Clear guidance is shared with parents to support consistent approaches to oral health. This helps children to develop habits that support their health.

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Children's welfare and wellbeing Strong standard

Children are supported to recognise, express, and manage their emotions, helping them develop a secure sense of emotional wellbeing. For example, through calm interactions and daily routines, they are guided to understand feelings, take turns, and develop positive relationships. This contributes to children feeling confident, secure, and able to engage fully in learning and play.

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Curriculum and teaching Strong standard

The childminder provides a broad and ambitious curriculum that reflects children's interests and supports their development across all areas of learning. Communication and language are prioritised. She uses her knowledge of child development to shape interactions and experiences. For example, when children observe the fish in the pond, she encourages younger children to make popping sounds. Furthermore, she builds on children's interests in the moment. For example, when a helicopter is heard overhead, she names what children can hear and encourages them to look and respond. This helps children connect experiences with new language and ideas and supports their next steps.

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Curriculum and teaching Strong standard

Teaching is consistently adapted to meet children's age and stage. Younger children develop physical skills through standing, balancing and using equipment such as a baby bounce trampoline, which supports emerging mobility and confidence. Older children use gymnastic bars to develop coordination and control. Furthermore, children's personal, social and emotional development is supported through books and role play, helping them recognise feelings and understand others, build confidence, and develop positive relationships.

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Curriculum and teaching Strong standard

The childminder supports children to develop strong early mathematical understanding through play. Younger children explore shapes using materials such as play dough. Older children measure ingredients as they bake cakes. High-quality interactions, including modelling language, questioning and demonstrating techniques, help children develop an understanding of number, shape and measure.

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Inclusion Strong standard

The childminder adopts an inclusive approach that responds to each child's needs and family circumstances. She gathers detailed information from parents when children start and uses this to shape early support. Routines, interactions, and experiences reflect children's home lives. Flexibility in attendance supports families' working arrangements and helps children engage consistently. This reduces potential barriers to learning, allowing children to settle quickly.

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Inclusion Strong standard

Assessment is used effectively to adapt support and refine next steps. For example, the childminder completes the 2-year progress check and shares information with other settings to maintain continuity of learning. Strong partnerships with parents ensure consistency between home and the setting. After baseline assessments, strategies such as encouraging children to use sounds to communicate are shared to support children's development at home.

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Inclusion Strong standard

Currently, there are no children on roll with special educational needs and/or disabilities. The childminder understands how to identify and support additional needs. She closely monitors children's development and discusses any concerns with parents early on. Targeted strategies are introduced and reviewed to check their impact, helping to reduce barriers to learning. The childminder undertakes relevant training to prepare for supporting children with additional needs, and when needed, she seeks advice from other professionals to ensure proper support is in place. In addition, although there are no children currently receiving additional funding or with identified special educational needs and/or disabilities. The childminder understands how to identify needs and access support. She explains how she would work with parents and other professionals to ensure children receive the help they need. The childminder understands how funding can be used to reduce barriers to

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Leadership and governance Strong standard

The childminder has clear oversight of her provision. She consistently reflects on her practice and adapts what she does in response to children's needs. Decisions are informed by her well-informed understanding of child development and help ensure experiences meet children's starting points. Information is shared purposefully with parents and other settings to support continuity in children's learning and development. Ongoing reflection and feedback are used effectively to make improvements. This ensures children receive consistent care, meaningful learning experiences, and continue to make progress. Leadership is clearly focused on children's outcomes, with careful consideration of how routines, resources, and interactions support learning, engagement, and wellbeing across the setting.

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Leadership and governance Strong standard

Professional development is purposeful and targeted. The childminder uses a range of training opportunities to strengthen her practice. She applies new approaches to shape learning experiences that are responsive to children's interests and next steps, embedding improvements consistently in her provision. She evaluates the impact of her professional development on children's experiences, ensuring that her learning translates directly into high-quality provision.

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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 enjoy a calm and caring home where they feel safe, secure, and valued. They quickly adapt to routines and play confidently. The childminder builds strong, trusting relationships, giving children a clear sense of belonging. For example, even very young

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Inspector:

Kelly Little children explore confidently, start interactions, and involve others in their play. Well established partnerships with parents enhance this support. The childminder shares clear information about children's development and offers practical strategies for learning at home. This consistency strengthens children's sense of security.

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Inspector:

Children experience a language-rich environment. They are supported to match learning to their routines, starting points, and development. Children hear language modelled and extended through meaningful interactions. For example, they are praised for making buzzing sounds and are helped to notice what they can hear. Children are introduced to new words, encouraged to respond with sounds and gestures, and supported to build on their interests. Daily experiences reflect their home routines, supporting engagement and wellbeing. Children take part in challenges such as standing, balancing, and movement, which supports emerging mobility and confidence. These experiences help children build the skills and confidence needed for the next stage of education. As a result, children gain the knowledge and skills they need for nursery and, eventually, school.

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Inspector:

Children grow independent and show positive attitudes toward learning. They are encouraged to explore resources and take on simple tasks while being supported to try things themselves. They engage in sustained play, show curiosity about the world, and respond well to guidance. Children are helped to understand emotions and relationships through calm discussions, building confidence and resilience. In addition, children effectively learn about how to stay safe, for example during outings and through clear boundaries at home. Healthy lifestyles are encouraged, including nutritious food and physical activity. As a result, children feel safe, develop healthy habits, and are well supported to thrive.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of all children.

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About this inspection

The inspector spoke with the childminder 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,Thursday : 07:00 - 17:45

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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

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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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