Childminder

Childminder

Unique reference number (URN): 2724390 Registered with Ofsted: 20/03/2023 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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Achievement Expected standard

Overall, children make steady progress across the curriculum from their individual starting points. They generally develop the skills and knowledge that provide secure foundations for later learning. Children are curious and eager to learn, showing secure levels of concentration and engagement.

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Achievement Expected standard

Children are confident communicators and eagerly join in with familiar songs, such as 'happy birthday'. They demonstrate effective questioning skills and confidently ask the childminder if they can use the chalkboard to draw pictures. Children develop early mathematical skills as they explore numbers and shapes through play. They build their physical skills and independence through everyday routines and activities. Children show perseverance in their play. For instance, when children find it difficult to place candles into their play cakes, they keep trying until they succeed. Children generally make secure progress and develop the skills they need for their next stage of learning and eventual move to school. However, children are not yet consistently supported to fully understand and make healthy choices, which means opportunities are sometimes missed to strengthen their self- care skills and awareness of physical health.

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Behaviour, attitudes and establishing routines Expected standard

Children are kind, considerate and show respect for others. The childminder acts as a positive role model, consistently setting clear expectations for behaviour through calm, patient and respectful interactions. She supports children to take turns, share resources and manage minor disagreements appropriately. Expectations are adapted to children's ages and individual needs, helping them to build confidence, resilience and respectful attitudes. As a result, children have a clear understanding of behavioural expectations and are supported to develop positive attitudes towards their learning and relationships with others.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well, listen attentively and respond positively to the childminder's instructions and guidance. For example, they understand the expectation to help tidy away toys before lunchtime and do so with minimal prompting. The childminder has developed warm and positive relationships with the children, providing reassurance and encouragement throughout the day. She uses praise effectively to reinforce positive behaviour and support children's self-esteem. As a result, children feel safe, secure and valued in their environment. They explore confidently, share their ideas and engage fully in the experiences on offer, developing a sense of belonging.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance and shares the importance of regular attendance with parents. This supports consistency in children's learning and development.

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Curriculum and teaching Expected standard

The childminder plans a well-sequenced curriculum that matches children's interests and stages of development. She adapts the curriculum to ensure that children who speak English as an additional language are fully included. The childminder uses ongoing

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Needs attention

assessment to ensure planning is precise and identifies what children need to learn next. Activities and experiences build on what children already know and can do. For example, the childminder supports children's mathematical development by encouraging them to count their fingers. She adapts her teaching for older children, encouraging them to count further to build on their skills. Children make secure progress from their starting points and are prepared for their next stage of learning.

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Needs attention

The childminder places emphasis on children's personal, social and emotional development. Children form secure bonds with the childminder and show confidence as they explore their environment. Children are supported to develop early independence by taking their own coats and shoes off and leading their own play.

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Needs attention

Children develop their physical skills through daily routines and play. They enjoy daily walks and visits to local parks, supporting their coordination and movement. The childminder is developing her outdoor area so that children can access high-quality learning experiences outside at the setting. Planned activities, such as play dough and chalking, strengthen children's fine motor control. The childminder supports children's language development well. She provides frequent opportunities for children to engage in meaningful conversations. For instance, children share their plans for a trip to the seaside, where they will stay in a caravan with their family. Children enjoy daily song and story times. The childminder uses well-placed questions to extend children's thinking and understanding. Consequently, children build secure communication skills.

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Children's welfare and wellbeing Needs attention

The childminder does not typically promote healthy food choices to children and their families. For instance, children eat unhealthy food from their packed lunches rather than being encouraged to eat healthier options. The childminder provides children with juice to drink rather than water. This does not support children in learning habits that promote good oral health. Children are generally encouraged to follow other practices that promote their health and wellbeing. For example, they enjoy daily outings for fresh air and exercise. Children are encouraged to wash their hands before eating and after using the toilet. However, they are not encouraged to wash their hands after sneezing or having a toilet accident. This does not fully support children to consistently maintain effective hygiene practices.

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Children's welfare and wellbeing Needs attention

The childminder follows safer sleep and food hygiene guidance to minimise risks and help keep children safe. She closely supervises children during mealtimes to ensure they are supported and safe while eating. Mealtimes are calm, social occasions where children sit together and engage in conversation, helping to develop their communication and social skills.

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Children's welfare and wellbeing Needs attention

The childminder has developed warm, trusting relationships with the children and is highly responsive to their individual needs. She knows them well and recognises when they need comfort or reassurance. For example, children seek her out for cuddles when they are tired or upset. She is attentive to small changes in children's emotions and supports them to express and talk about how they feel, helping to promote their emotional well-being and resilience.

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Inclusion Needs attention

The childminder does not have sufficient knowledge and understanding of how to access support for children with special educational needs and/or disabilities. For example, she is unaware of how to signpost parents or support them in making referrals. The childminder is unaware of how to work in partnership with other professionals and external agencies. She has not completed training in this area and lacks a secure understanding of it. This means that children who may require additional support do not receive timely or targeted interventions. In addition, the childminder does not have a secure understanding of additional funding, such as the early years pupil premium. She is not aware of how this funding can be used to support children's learning. This means she is not well placed to identify children who may be eligible or to support parents in accessing the funding. Consequently, some children may not receive the support they are entitled to. The

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Inclusion Needs attention

childminder recognises this weakness and has plans in place to develop her knowledge and promote a fully inclusive environment for children.

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Inclusion Needs attention

The childminder does identify where some children require additional support and helps to reduce barriers to their learning. For example, she uses key words and objects of reference to support children who speak English as an additional language. In addition, she attends training for children with gaps in their speech development. The childminder identifies children's next steps through assessments and generally adapts the curriculum to meet their needs.

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Leadership and governance Needs attention

The childminder has made some improvements since her last inspection. However, improvements are not yet fully embedded and further work is needed to ensure practice is fully effective. For example, the childminder does not maintain records of children's attendance, which is a breach of requirements. This means the childminder cannot account for children's whereabouts in the event of an incident or issue. Overall, the childminder identifies strengths and areas for development and engages in training to strengthen her skills and knowledge. For example, recent curriculum training has contributed to improvements in the quality of education that the childminder provides. The childminder works in partnership with her local authority adviser and other local childminders to share good practice.

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Leadership and governance Needs attention

The outdoor provision is not yet sufficiently well organised or resourced to fully support children's learning. As part of the childminder self-evaluation, she has started to develop the outdoor area to improve accessibility and support children's learning further. However, this is at an early stage and there is still work to be done. The childminder does plan outdoor activities and walks out each day to local playgroups, parks and the library.

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Leadership and governance Needs attention

The childminder lacks knowledge around working in partnership with other professionals and external agencies to access support for children with barriers to their learning. In addition, the childminder is not aware of additional funding that children may be entitled to. This means that she is unable to support parents who may be eligible to apply. Partnerships with parents are effective. The childminder works hard to establish relationships with parents and values their contributions. She keeps parents informed about children's progress and activities through daily conversations. The childminder shares children's next steps and makes suggestions for parents to support their children's learning at home.

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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

The childminder promotes regular attendance and works with parents to ensure children benefit from consistent routines. However, records of children's arrival and departure times are not routinely maintained. This does not ensure accurate information is available.

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

Children benefit from daily walks and regular trips to the local parks, which supports their physical development and contributes to active, healthy lifestyles. However, children are not typically supported to make healthy food choices. This does not fully support children's understanding of health and wellbeing. In addition, hygiene routines are not yet implemented consistently to support regular handwashing.

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

Children's emotional wellbeing and uniqueness are valued, and they develop a sense of belonging through warm, responsive relationships. Children feel safe and develop secure attachments with the childminder. Care routines are adapted to reflect children's home experiences, helping them to settle and feel secure. This supports children's confidence and self-esteem. Children interact well with others and begin to build early social skills. They play alongside their friends with increasing confidence and show consideration for others. The childminder supports children in being kind, sharing, and taking turns through gentle reminders and lots of praise.

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

Children enjoy experiences that support their curiosity and development across the 7 areas of learning. They explore resources with interest and develop independence and confidence. Overall, the childminder identifies gaps in children's learning and reduces barriers to help children make progress from their starting points. For example, the childminder attends targeted training to support children with gaps in their language development. However, the childminder's knowledge of identifying and supporting children with special educational needs and/or disabilities is limited. For instance, she does not understand how to access additional support, including making timely referrals or working with external agencies. This means children's needs are not typically identified promptly and support for families is limited.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that a daily record of all children's hours of attendance is maintained 27/04/2026

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Action Completion Date

improve understanding of inclusive practice, with a particular focus on supporting children with special educational needs and/or disabilities 22/05/2026

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Action Completion Date

promote clear messages about healthy choices to form a firm foundation for children's self-care and physical 22/05/2026

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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Action Completion Date

ensure that children consistently wash their hands to fully support their health and hygiene. 22/05/2026

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About this inspection

The inspector spoke with the childminder and children 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 inspection

We carried out the inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. This data is from 24 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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