Childminder

Childminder

Unique reference number (URN): 2783139 Registered with Ofsted: 21/05/2024 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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Curriculum and teaching Strong standard

The childminder follows a clear, well-sequenced and ambitious curriculum with clearly identified goals for what she wants children to learn before they leave the setting. All children's learning is carefully and thoughtfully planned, and through precise observations and skilled interactions, the childminder delivers highly engaging and purposeful learning experiences. There is a strong emphasis on ensuring children are exceptionally well prepared for school and for transitions to any other setting. The childminder places a high priority on developing independence skills. For example, children have their own peg with their photo so they can confidently hang up their coat and bag. Children also independently wash their hands and chop up their own fruit at snack time.

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Curriculum and teaching Strong standard

The childminder identifies clear and meaningful next steps in children's learning and uses these effectively to plan rich learning experiences. She completes a thorough progress check at age 2, including a detailed review of all areas of learning, ensuring a comprehensive understanding of children's development. Progress and next steps are consistently and effectively shared with parents, supporting a strong partnership approach. The childminder continually refines her monitoring systems to ensure that any emerging developmental needs are swiftly identified and addressed.

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Curriculum and teaching Strong standard

The childminder expertly uses opportunities within daily routines and activities to extend learning. For example, she encourages children to count fruits during stories and skilfully supports them to regulate their pace and attention. She responds sensitively to children's interests, extending learning when children request additional stories and maintaining high levels of engagement through effective questioning and interaction. Children demonstrate sustained concentration, high levels of involvement and enthusiasm for learning.

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Achievement Expected standard

Children, including those with barriers to their learning, make progress across all areas of learning from their starting points. The childminder monitors their journey through the curriculum and uses formal assessments to ensure children are working at the expected stage of development. Generally, children achieve their individual learning goals identified by the childminder and are developing the skills needed for future learning.

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Achievement Expected standard

Children develop independence, communication and language and mathematical skills through everyday routines, play and interactions. This helps them to become confident and prepared learners. Children demonstrate positive attitudes towards learning and enjoy trying new experiences. Older children use age-appropriate resources to practise their fine motor skills and manipulate small items with increasing control. Younger children show excitement and enthusiasm, when the childminder encourages them to dress up as superheroes and join in with action songs and imaginative play activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works hard to establish routines that the children understand and can follow. Children know that they need to wash their hands before they eat and where to go to have snack at the table. The children behave well and the childminder holds high expectations of them. She teaches them to be kind through reading stories and modelling positive interactions, and steps in if support is required. The childminder considers children's individual needs, when deciding what behavioural boundaries should be in place. Children understand what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds positive and nurturing relationships with the children in her care. They seek comfort from her and invite her to join their play. The childminder is aware of the children's attendance patterns. Children are content in the childminder's home and are confident to access the resources in the playroom independently. Children play in the role- play kitchen, making cakes and cups of tea. Children are engaged and self-motivated in the space.

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Behaviour, attitudes and establishing routines Expected standard

Children are eager to join in with learning experiences. Children spend time sorting stickers into colour groups, commenting on their learning as they go. The childminder asks questions to challenge their thinking, and this strengthens activities further.

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Children's welfare and wellbeing Expected standard

The childminder teaches the children about healthy lifestyles. Children bring packed lunches. She informs parents about the importance of a balanced lunch. There are healthy lunch box suggestions, and the childminder has conversations with parents if they need support to reduce the items containing high levels of sugar. The childminder promotes drinking water.

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Children's welfare and wellbeing Expected standard

Recently, the childminder attended training relating to oral health. Following this, she provided learning activities for the children to promote healthy teeth. She also sent information home to parents so that they could support their children's learning at home. This contributes to children's overall positive wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder is aware of the importance of physical activity and takes the children out on walks every day. She encourages even the youngest children to walk rather than go in the pushchair. The childminder is developing her outdoor area so that the children can use it safely every day. She recognises the need for outdoor learning and wants to provide this for the children. This will allow children to explore and develop their understanding of their natural environment further.

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Inclusion Expected standard

The childminder draws on her knowledge of typical child development to identify potential barriers to learning and plans a curriculum that supports children to overcome these. For example, for children developing physical skills, the childminder has invested in balance beams so that children can regularly practise balance and coordination. This demonstrates a well-considered curriculum that supports children's development over time. The childminder is aware of when and how to make referrals if she has concerns about a child's development. However, she is developing her confidence in some of her internal monitoring processes to ensure that any emerging developmental concerns are identified and acted upon promptly.

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Inclusion Expected standard

The childminder purposefully organises her day to ensure children are included in learning experiences that are appropriate to their stage of development. For example, younger children sleep in the morning, while older children engage in activities that support fine motor development and pre-school skills. In the afternoon, planned experiences are adapted for younger children. This ensures that all children access learning that is well matched to their needs and supports them to make good progress towards their next steps.

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Leadership and governance Expected standard

The childminder ensures that her home is safe and secure for the children in her care; there are stairgates and cupboard locks in place and risks are assessed and necessary actions taken.

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Leadership and governance Expected standard

The childminder ensures that any information she gathers from relevant training opportunities have a positive impact on the children's experiences. She draws on this to make decisions about the expected outcomes for children and organises her provision to meet them.

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Leadership and governance Expected standard

The childminder regularly communicates with parents about their child's daily activities. She also sends thorough progress summaries to parents with identified next steps in learning. This ensures that parents are kept informed about their child's learning.

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Leadership and governance Expected standard

The childminder keeps all mandatory training up to date and attends other training she feels is relevant. She accesses group forums and the local authority to ensure that she knows about statutory updates and any additional guidance. The childminder is aware of the recent safer sleeping guidance and reviews her practice to ensure she is compliant.

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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 and content in this small, home-from-home environment. They have access to a designated play space all the time, which is organised, calm and nurturing. Children have access to resources at their level and are encouraged to choose which resources they want to play with. Children pull soft, sensory toys from a basket and pass them to each other. Children have access to many books within the setting and the childminder encourages the children to have a love of stories. The childminder builds positive relationships with the children and their families. She offers support and suggestions to families for home learning, so that they can build on what she is teaching in the setting.

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

Children, including those with barriers to their learning, experience a curriculum and learning activities that are based on their individual developmental needs. Children are prepared for their next stages in learning, particularly school. They enjoy the experiences provided by the childminder and show excitement, when new experiences are introduced. Children giggle as the childminder engages them in dressing-up and singing songs. The childminder holds the same high expectations for all children and celebrates their individualities.

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

The childminder contributes to children's experiences by taking them out into the local community. They regularly visit the library as well as going to the park. This helps children to gain a sense of belonging and become familiar with their natural environment. Children develop physical skills using age-appropriate resources. For example, children use spoons

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:45 - 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. to fill cups with cereal, using their control of one-handed equipment. Other children use balance beams to develop their gross motor skills.

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Next steps

The childminder should ensure that her knowledge of referral processes for any children with special educational needs and/or disabilities is robust, and any referrals are made quickly, to reduce any barriers to learning further.

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About this inspection

The inspector spoke with the childminder 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 23 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

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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