Childminder

Childminder

Unique reference number (URN): 2840598 Registered with Ofsted: 19/06/2025 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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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures there are well known and understood rules and expectations in place. Children know what is expected from them and this has helped to create an extremely calm and ordered environment. Children take turns and wait, showing patience beyond their young years. Their good manners and respect for each other stems from the genuine respectful and nurturing care that they receive. The childminder ensures that she praises children warmly when they succeed, such as when they help her tidy up. This raises children's self-esteem, they proudly show delight in clearing away and know when they have done well.

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Behaviour, attitudes and establishing routines Strong standard

Children are very positive about their learning. They show significant interest and sustain their attention in things that excite and interest them, such as when they play outdoors and paint the floor with water using paintbrushes.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures children's good attendance by being flexible, accommodating and working effectively with parents. This helps to reduce barriers to learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's daily routine encourages time for active learning outdoors, trips outside of the home and quieter more restful periods of time. During this time, children wind down and relax encouraging them to feel ready for sleep and rest. Mealtimes are highly sociable and the childminder successfully encourages children's politeness and very good manners.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well and are stimulated by their learning. They busily move between activities and play together extremely well. Children ask after their friends, ensuring they take part and enjoy playing together. This encourages all children to be sociable individuals who enjoy their early friendships.

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Children's welfare and wellbeing Strong standard

The childminder encourages children to be physically active and to take small manageable risks. Outdoors, children spin and climb, balance and ride bicycles, as they strengthen their large muscles. They enjoy water play, which helps them to build their smaller muscles in their hands. When children have special educational needs and/or disabilities, the ambitious curriculum to support children's physical needs is particularly beneficial and children make huge gains in their development.

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Children's welfare and wellbeing Strong standard

Children eat healthy meals that are balanced. Throughout mealtimes the childminder explains to children about what foods help fuel their bodies and are healthy choices and what foods need to be eaten in moderation. This encourages children to gain an awareness of healthy foods. Coupled with ample to time rest and recharge, children develop highly positive attitudes and begin to understand what their bodies need and can do.

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Children's welfare and wellbeing Strong standard

The childminder recognises that young children experience emotions that are new and challenging, and they need support to understand and manage these. Through expert encouragement to resolve minor disputes themselves, children begin to learn to regulate

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Expected standard

their emotions and talk about how they feel. This helps them to find solutions in social situations and contributes towards children feeling safe and very emotionally secure.

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Expected standard

Children's understanding and tolerance of each other is clearly evident. Older children are extremely accommodating and show kindness towards younger ones. As a result, all children feel confident to take part and enjoy their learning.

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Inclusion Strong standard

The childminder recognises when children's development does not meet expectations for their age and stage. She takes swift action, putting robust plans in place to focus on any gaps in children's learning. Through effective teaching, such as providing greater opportunities for children to be physically active and encouraging body and hand strength, any gaps in children's development closes rapidly. By utilising any additional funding, the childminder has encouraged children to access the curriculum and participate. For example, the childminder has provided balance equipment to increase children's core strength and dough to increase hand strength. As a consequence of the well-planned support, children have made remarkable progress, with support plans decreasing as children positively thrive.

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Inclusion Strong standard

The childminder understands that some children face barriers to their education and she works effectively with parents to ensure that children have additional support and flexible attendance that meets the needs of families. The childminder works proactively with other professionals and parents. Together, they develop robust plans of support for children, which the childminder adapts and reviews, ensuring that they are ambitious to encourage children to continually build on their existing knowledge and skills.

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Inclusion Strong standard

Children enjoy meeting up with others at local activity groups. This has increased children's confidence and in turn, this helps them to become prepared for when they move on to school and begin to learn in a larger group. By having realistic, supportive plans and an adaptable and ambitious curriculum, the childminder successfully promotes all children's positive approach to learning.

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Achievement Expected standard

Children are progressing well in all areas of development, particularly in their communication and language development. For example, they demonstrate a great level of understanding about conversation, pausing and showing intent listening before offering their views and opinions. This shows their confidence and developing ability to engage with others socially.

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Achievement Expected standard

Children know what their strengths are and talk readily about this. They show pride in their achievements, saying 'I can do everything'. Children develop independence and take an active part in managing their own self-care. They equally enjoy helping to tidy up, wiping the table and getting themselves ready to play outdoors. All children, including those with special educational needs and/or disabilities and those who experience disadvantage or barriers to their learning, are excelling. Children gain physical skills that encourage their control and coordination which helps them to move with safety and purpose.

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Curriculum and teaching Expected standard

The childminder has put considerable thought into what she wants child to learn. This is well informed through her understanding of child development and accurate assessments of children's progress to date. However, the childminder is encouraging even greater feedback from parents so this can enhance the precision of her planned next steps for children. The childminder provides an inclusive curriculum based on children's individual needs and this encourages their swift progress.

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Curriculum and teaching Expected standard

Children remain motivated and excited to learn. They show enjoyment as they participate in the carefully planned activities and experiences that the childminder provides. For example, children develop a deep interest in books and characters and the childminder uses this as inspiration for mathematical learning. Children practise feeding a hungry caterpillar bottle tops. The childminder counts these with children, they count up to ten and back to one as they become familiar with quantity and numbers.

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Curriculum and teaching Expected standard

The childminder's skilful teaching encourages children to learn about books and early reading. They sequence story tiles to retell their much loved story from memory. The childminder expands in children's vocabulary, engaging them in lively discussions about how the caterpillar is feeling and what they are eating. The childminder promotes children's communication and language development well. She talks with children, encouraging meaningful conversations and explaining to children to help them understand. For example, when playing dough, the childminder encourages children to 'squish', 'squash' and 'stretch', giving a commentary to their activities and actions.

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Leadership and governance Expected standard

The childminder knows her provision and the children, families and the local area well. The curriculum reflects children's interests and what is needed to help them to gain the essential skills needed to prepare them for moving on and starting school.

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Leadership and governance Expected standard

The childminder places families at the centre of her work, establishing close and meaningful relationships with parents that contribute towards children enjoying a home from home experience. Parents feel well-informed because the childminder shares a wealth of information about their child. For example, she enables them to understand their child's progress and they know how to support their children's next steps in learning. However, the childminder has identified that there is opportunity to gather even further information from parents. This can be used to sharpen the focus of the curriculum even further to encourage more precise teaching for children.

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Leadership and governance Expected standard

The childminder understands her strengths, for example, her work with her co-childminder motivates her to continually strive to improve the provision and she is highly motivated as a result. Through well-planned training, the childminder has ensured that she has adapted her curriculum. This has helped her to increase support for children who might experience barriers to their education or those who have special educational needs and/or disabilities, so it is consistently high quality. The childminder's motivation and passion for her work helps to ensure children experience enjoyable learning.

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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 excited by the well-organised curriculum. They explore activities with purpose, sharing their learning with the childminder and each other. They ask questions, curiously

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About this setting

Type: Childminder trying to find out about things that interest them, such as the names of different foods. Children use their imagination; they talk about robots and caterpillars with animation and excitement. Children love stories and gain a real familiarity with their favourite characters. Older children can sequence stories, retelling this with animation and accuracy.

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About this setting

Children are talkative, sharing their ideas and expressing themselves. They become confident to express their feelings, and this encourages them to be able to understand fairness and a sense of justice. Because of this, children share and take turns. They are respectful to the childminder and with each other. Older children are kind and readily encourage younger ones in their play. Children develop warm and affectionate relationships with the childminder, and they feel confident and settled as result.

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About this setting

Children's behaviour is excellent, they play together harmoniously and follow routines that encourage them to be physically active and healthy. They learn how to take small, manageable risks and their emotional safety is encouraged through being empowered to express their feelings and emotions in meaningful ways. Children with special educational needs and/or disabilities and those who experience disadvantage or barriers to their learning flourish and make rapid progress.

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Next steps

The childminder should strengthen relationships with parents to find out about children's prior experiences, to enhance the curriculum and quality of teaching.

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About this inspection

The inspector spoke with the childminder, co-childminder, children and parents during the 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. Registration date: 19/06/2025

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00

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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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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