Childminder

Childminder

Unique reference number (URN): 2746264 Registered with Ofsted: 06/12/2023 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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Inclusion Strong standard

The childminder accurately identifies and assesses children's needs from the outset. Early and detailed discussions with parents and carers mean that she is well equipped to support children's health and developmental needs from the beginning. She uses individual strategies, such as sensory baskets and distraction techniques, to successfully support each child's needs. She works closely with parents, providing resources for them, so they can follow the same strategies at home. Consequently, children benefit from consistency and routine.

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Inclusion Strong standard

The childminder adapts activities well, reducing barriers to children joining and enjoying routine times of the day, for instance. Mealtimes are social occasions for all and outings are well planned, with children's differing health needs in mind. The childminder helps all children and parents learn to sign, so they can support their friends' early communication needs. Gaps in children's learning narrow rapidly and they make sustained progress as a result of the childminder's skilled approach.

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Inclusion Strong standard

The childminder understands that some children's progress in certain areas is best measured in smaller steps. Support is monitored rigorously to ensure it remains appropriate as needs change. The childminder works with a range of external agencies and seeks advice and support from professionals, where needed. She invites professionals to her childminding groups to share their expertise, such as around behaviour management.

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Achievement Expected standard

Children are typically well prepared for their move on to nursery or school. They make friends and begin to understand how their actions affect others. They communicate their needs and ideas and enjoy their play and learning. Children chat and laugh as they play and enjoy each other's company. They develop confidence and resilience, begin to manage frustrations and become sociable in a variety of situations. Children become independent, managing tasks such as dressing and personal care, for themselves. They begin to understand how they are each unique and how disabilities and life events can affect them and others. They become caring and thoughtful citizens. Children with barriers to learning, development and those facing challenges in life, make rapid progress from their starting points as gaps close and they catch up to their peers.

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Behaviour, attitudes and establishing routines Expected standard

The childminder plans the learning environment to be conducive to children's enjoyment and learning. They enjoy time inside and out, with outings and regular playgroups forming a key element of the provision. Children play with their friends and go to the childminder for cuddles and comfort, supporting their emotional health and social development. The childminder is mindful of children's different ages, stages and dispositions when helping them to understand her expectations. She uses individual strategies to help children manage their emotions, that she knows are effective for each child. All children generally behave well, with the childminder stepping in quickly to help them manage and solve issues, where they experience challenges.

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Behaviour, attitudes and establishing routines Expected standard

The childminder models positive attitudes to learning, which children reflect with enthusiasm. The childminder's inclusive approach and thoughtfully adapted practice, means that all children feel valued and can join all elements of the day. The childminder reduces barriers to attendance through regular communication with parents and carers, tailoring support to help children benefit fully from her care and expertise.

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Children's welfare and wellbeing Expected standard

The childminder understands children's care needs well and routines are adapted to reflect individual circumstances. For instance, mealtimes are carefully considered to help children with health needs to join in. Outings are carefully managed so that children who are less mobile can enjoy the same opportunities, while gaining physical skills and stamina, for example. Sessions in forests and by water help children to consider their physical safety. The childminder has a range of strategies to help children manage their emotions. She encourages them to think about how they feel and how their responses may affect their friends.

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Children's welfare and wellbeing Expected standard

Children learn how healthy foods have a positive effect on their bodies. They plant, care for and harvest fruits and vegetables in the childminder's garden. They enjoy making their own sandwiches for lunch, following step-by-step instructions and adding fruit to their plates. Children follow appropriate hygiene routines and begin to form healthy habits for life. The childminder offers support and advice to parents and carers around screen time and online safety. However, she is yet to teach children key messages to help them learn to use technology appropriately from a young age.

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Curriculum and teaching Expected standard

The childminder has a sound understanding of the provision and of areas she wishes to develop. She correctly identifies that she could benefit from more training around supporting children's learning, to build even further on strategies to support communication and language, and managing behaviour. Teaching is typically of high-quality and is tailored to what each child needs to learn and build on. The childminder narrates play, reads stories and sings songs to promote language development. She uses signing to support children with additional communication needs and delays. Mathematical learning is woven throughout children's play, supporting them to develop key foundational knowledge.

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Curriculum and teaching Expected standard

Outdoor play is a focus and children's physical development is promoted well. The childminder is mindful of when children with developmental delays may need extra support, such as in strengthening their small muscles and motor skills. She provides activities they enjoy and that reflect their interests, such as playing with dolls and clothes-pegs, to support this further. Outings help children to build stamina and core muscles, while they learn more about the local area, transport and the community. The childminder helps children to 'find their calm', teaching them meditation during forest-school sessions, for example. Children learn to focus and connect their breath and thoughts. They make appropriate progress as they prepare for their next stage in learning.

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Leadership and governance Expected standard

The childminder has a sound overview of her strengths and areas to improve and develop within her practice and provision. She sources and completes a range of professional development opportunities, which help her support the children in her care. She is keen to continue this to consistently enhance and embed her knowledge and skills even further, such as supporting children's communication and language, and managing behaviour. The childminder is also receptive to identifying and implementing ways to help children learn important messages around screen time and online safety from an early age.

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Leadership and governance Expected standard

The childminder shares ideas and practice with other sector professionals and seeks advice to ensure timely support for each child's needs. She is dedicated to providing inclusive practice that values each child and puts their needs first. Relationships with parents and carers are secure and supportive. The childminder gives them advice and ideas to support home learning. Communication is regular and appropriately detailed, keeping parents updated about their children's progress and working together to promote continuity in care and learning. Parents value the childminder's skill, enthusiasm and commitment to their children's care. They feel included and valued as part of her childminding community.

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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 achieve well and enjoy their time here. They benefit from secure bonds and attachments with the childminder, who is attentive and responsive. Children's emotional health is well considered and promoted throughout their experiences. For instance, children learn to connect feelings and movement during yoga sessions. Children learn through a range of thoughtfully considered activities and outings, which are planned to build on what they each need to learn and build on. Children develop their interests and personalities, building social skills as they interact with one another and with other friends as they attend regular groups. They gain confidence and resilience and learn to complete tasks for themselves. Children show delight and joy as the enthusiastic childminder skilfully harnesses their energy and focuses it on learning tasks. They are giddy with excitement as they try on different hats, for instance, which relate to characters in a favourite story.

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

Children feel like they belong, from the outset. Home visits help to establish secure relationships from the beginning. Photos of children's families and homes help them to discuss their home lives and experiences with the childminder and their friends. Flexible support helps to promote regular attendance so that children can benefit from the full range of experiences across all areas of learning.

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

Children's individual needs and family circumstances are very well understood and supported. Children with specific health needs and challenging circumstances are extremely well supported. A deep understanding of their needs means that they make excellent progress and that gaps in their development quickly narrow. Adaptations to routines and activities, and inclusive practice, mean that all children are valued, settled and happy. Children celebrate their differing abilities, backgrounds and family dynamics as they learn what makes them unique. All children make secure progress from their starting points, gaining the key skills and knowledge they need as they prepare for school and for life.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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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Next steps

The childminder should continue to enhance her knowledge and skills, sourcing appropriate professional development opportunities to raise the quality of education even higher and boost outcomes for all children even further. The childminder should consider ways to introduce children to early messages about screen time and online safety, to help them learn to keep themselves safe from the earliest age.

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About this inspection

The inspector spoke with the childminder, children, parents and carers 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 22 April 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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