Childminder

Childminder

Unique reference number (URN): 2616342 Registered with Ofsted: 08/02/2021 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 make progress in their learning from their starting points. They learn a range of language and skills appropriate for their age- and stage-of development. Children are confident when speaking with adults and their friends. They can ask for help or support when needed.

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Achievement Expected standard

Children become increasingly independent in managing their personal hygiene. For example, they learn how to wash their hands effectively before meals. However, the development of some skills is limited. For example, children cannot help themselves to tissues and are not encouraged to wipe their own nose. Additionally, during meals, they do not have opportunities to pour their own drinks or drink from open cups to further develop these skills.

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Achievement Expected standard

Children are typically well prepared for their next stage of learning, such as pre-school or school. They already know what to expect from visits to the local school, as they regularly accompany other children during drop-offs.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has developed effective and inclusive routines that are generally understood by children. For example, they take their shoes off as they enter the outdoor cabin. The childminder provides children with clear warnings before moving on to another activity or part of the day. For instance, she provides a 'two-minute warning' before tidying up to go inside. Children enjoy working together to tidy up the room. This helps to establish the routines and ensures the room is tidy for when they return.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model for children. She models good manners, such as saying please and thank you, within play. Children are kind and courteous to each other. For example, when children drop an item on the floor during an activity, others help them by picking it up. Children have formed positive bonds with the childminder. While enjoying a story, they sit close to her, showing they feel safe. Children become engaged in their play and enjoy the range of activities on offer.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the value of regular attendance and how this helps to establish routines in preparation for school. She follows up on any non-attendance appropriately.

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Children's welfare and wellbeing Expected standard

The childminder has developed a range practices to keep children safe and healthy. She provides children with healthy meals and discusses what is good for their bodies. Mealtimes are sociable occasions where children discuss what they are eating. The childminder supports children's understanding of oral hygiene, helping them to brush their teeth after they have had their breakfast, for example. The childminder helps children understand how to keep themselves safe. They complete regular fire evacuation practises, for instance, so that children know how to evacuate the premises in an emergency. The childminder supports children when they first start, through settling-in sessions. These are planned in partnership with parents and carers, helping children to settle quickly.

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Children's welfare and wellbeing Expected standard

The childminder has recently begun to use a cabin in the garden as part of her learning environment. This has increased the play spaces available to children, especially in poorer weather. While this area is safe and suitable to play, the childminder has not fully considered how some aspects of the environment work in practice. For example, the childminder has not yet fully established routines around care practices to ensure these consistently meet the needs of all children.

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Curriculum and teaching Expected standard

The childminder has developed a clear, sequenced curriculum. This focuses on the skills and knowledge she wants children to learn before they leave for school or pre-school. She plans activities that focus on children's next steps in learning. For example, a dough activity supports children's small-muscle development. Children enjoy using a range of tools to cut and manipulate the dough. Activities are inclusive and meet the needs of individual children.

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Curriculum and teaching Expected standard

The childminder supports children's learning through their play. She joins in with their role play. For example, she asks children to make her a cup of tea in the play kitchen. This helps to develop children's imagination and support their communication and language skills. The childminder reads children a range of stories, supporting them to hear a range of words. She reads with enthusiasm and takes time to discuss what is happening in the pictures. This supports children's understanding of the story.

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Curriculum and teaching Expected standard

The childminder teaches some mathematical concepts, such as simple counting, within children's play. However, she does not always consider how she can further develop children's mathematical language through activities. This means that children do not consistently have sufficient challenge or support to develop their mathematical knowledge.

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Inclusion Expected standard

The childminder completes regular assessments to help her identify gaps in children's learning. These assessments help her monitor children's progress and identify where any external support may be required. The childminder works closely with parents and carers. She shares children's assessments with parents to help them understand where additional support may be necessary. These assessments help to build a broader picture of children's development. The childminder signposts parents to other professionals where necessary. This helps to ensure children receive specialist support in a timely manner.

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Inclusion Expected standard

The childminder uses additional funding, such as the early years pupil premium, effectively. For example, she has purchased additional resources to support individual children's next steps in learning. She also uses her knowledge of the child and their interests. This helps to ensure children access the resources, supporting their progress. Through her assessments, she is able to monitor the impact of any funding and strategies, making sure they remain effective. The childminder has identified where further training opportunities can broaden her knowledge. This would include training to support children with any special educational needs and/or disabilities, if required.

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Leadership and governance Expected standard

The childminder generally understands her strengths and areas for development. The childminder monitors the practice of any assistants she may work with and provides support where needed. The childminder has recognised a need to build on her knowledge through further training. Assistants have access to online courses to further support their knowledge and practice. The childminder networks with other childminder online. This helps her to keep up to date with industry changes and provides new ideas for children's learning.

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Leadership and governance Expected standard

The childminder engages with parents and carers and keeps them informed about their children's development. She regularly shares information about what children will be learning, through a newsletter, for instance. The childminder is proactive in making links with local pre-schools that children also attend. She has plans in place to further develop these professional relationships to support the continuity in children's learning. The childminder engages with the local community. For example, she takes children to a toddler group at the local school. This also helps support the transition to school.

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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 happy in the care of the childminder. They have formed positive relationships with her and enjoy their time in her home. Children enjoy stories with the childminder, with some sitting on her knee. Others like to sit next to the childminder with her arm around them. This helps them feel safe. Children's communication and language skills are supported well. Where children pronounce words incorrectly, the childminder takes the time to listen carefully to understand their meaning. She then pronounces the word correctly for children to hear.

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

Activities are fun and engaging. The childminder plans activities based on children's next steps in learning and considering their current interests. Children benefit from well-planned outings to further extend their experiences. This includes bus trips to nearby towns. The childminder also takes children to local parks to further support their physical development. Children confidently choose were they would like to play within the home. Some enjoy the water tray that has been purchased with additional funding. Children who face barriers to their learning and well-being are supported well. For example, the childminder pays close attention to children who find regulating their emotions more challenging.

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

Routines are typically well planned and implemented. Those routines that well established, are understood by children. For example, they understand they need to wash their hands and find their water bottles before sitting down for mealtimes. The childminder identifies where children are not meeting expected development points in their learning and supports this well. All children feel valued and welcome within the childminder's home. They are effectively supported before they start, through settling sessions. This allows children to explore the environment with their parents and carers and develop familiarity. The childminder encourages regular attendance.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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 strengthen how she organises the indoor and outdoor environments to support care practices even more effectively. The childminder should strengthen the curriculum for mathematics, ensuring some planned activities are more clearly focused on this area and provide appropriate challenge, particularly for older children.

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About this inspection

The inspector spoke with the childminder, children and considered the views of parents through written feedback 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 29 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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