Bird Glynis

Childminder

Unique reference number (URN): 201836 Registered with Ofsted: 18/01/2000 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

Children typically achieve well and make steady progress throughout the curriculum. They are independent learners and confident communicators. Children are well prepared ready for the next stage in their learning, including transition to school.

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Achievement Expected standard

Children listen intently and follow simple instructions. They communicate their needs effectively and engage the childminder in conversations with enthusiasm. They are inquisitive and ask lots of questions. Children are inspired to learn. They make decisions through self-selected play, join in activities with their friends and have positive attitudes toward learning. Children enjoy physical activity. They have routine opportunities for fresh air and exercise daily. Children enthusiastically talk about when they swim with the childminder. They develop their personal, social and emotional skills well. Children participate fully in daily routines and attend outings, such as the local library, to socialise with other children.

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Behaviour, attitudes and establishing routines Expected standard

The attentive childminder provides children with a very organised, welcoming home-from- home environment. There is a calm and respectful atmosphere between the children and the childminder. Children demonstrate they feel secure in her care and a growing confidence. They are excited to try new experiences and have a positive attitude to learn. Children clearly enjoy their time with the childminder. The childminder promotes the importance of regular attendance with parents and carers, and the positive impact this has on their children's emotional development and learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model and has high expectations for all children. Children have formed emotional attachments with her and are very comfortable in her care. The familiar routines in place help children settle as they understand what is happening. The childminder supports children to understand their emotions. Children are polite and are gently reminded to use manners. The childminder effectively encourages conversation about feelings and the impact of behaviour on others, and children learn the vocabulary needed to express how they feel. Children are kind and caring toward one another and their behaviour is exemplary.

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Children's welfare and wellbeing Expected standard

The childminder ensures children are comfortable and feel safe in her care. She spends time promoting their confidence and ensuring they are fully settled. The childminder prioritises children's emotional wellbeing. Children have space to hang their coats and store their personal belongings, which creates a sense of belonging. They develop secure attachments with the nurturing childminder. The childminder knows children well and understands and supports their unique needs. The childminder helps children learn how to keep themselves safe and identify risks during daily activities. For example, when they walk in the local community, she teaches them about road safety. Children are gently encouraged to pack toys away when they have finished playing with them, and the childminder reminds them this is to avoid trip hazards. The childminder does not yet teach children how to stay safe when using digital technology and staying safe online.

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Children's welfare and wellbeing Expected standard

Children have a variety of opportunities to be physically active. For example they typically spend time in the local woods or park. Children use climbing apparatus to develop their climbing and balancing skills. They enjoy weekly swimming sessions. The childminder teaches children the importance of staying healthy. Children are encouraged to make healthy choices at snack and mealtimes. The childminder promotes children's understanding of self-care, such as handwashing, and toileting. She is very respectful and ensures children's privacy, and is on hand to support those that may need help.

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Curriculum and teaching Expected standard

The childminder typically provides children with a broad curriculum that reflects children's interests and development needs. She knows children well and what she wants them to learn. Assessments are regularly completed. The childminder understands children's abilities and highlights any barriers to learning or wellbeing. This means all children are generally well supported. A lack of evaluation of teaching provided and continuous professional development means teaching is not the highest level and children do not always excel in their development. There is a focus on developing children's speech and language skills. The childminder promotes a love of books. This supports and enhances children's listening skills and understanding of language. For example, young children name animals in their play and use descriptive words, such as 'stripey', when discussing tigers. They choose books to reference animals and compare different species. Children recall

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Curriculum and teaching Expected standard

previous learning. They discuss animals they have seen at the zoo and farm.

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Curriculum and teaching Expected standard

Simple mathematical concepts are also woven through all activities. For example, children enjoy water play and learn the concept of sinking and floating. They scoop water to fill pots with and count as they go. The childminder encourages children to name and count the birds they see out of the window. She builds on their understanding of shape and size as children patiently thread buttons. The childminder promotes positive attitudes to physical activities, and ensures children have opportunities to develop their strength and coordination. Through activities within the curriculum that promote diversity, children learn about similarities and differences, and wider communities other than their own.

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Inclusion Expected standard

The childminder ensures she gets to know the children well before they attend. She gathers relevant information and makes initial assessments of their needs with parents and carers. This means she has accurate information on children's starting points and how to support children in her care. Any barriers to learning and/or wellbeing can be swiftly identified and early intervention put in place. The childminder engages with families and other early years professionals to shape all children's learning experiences.

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Inclusion Expected standard

Children are welcomed in to an inclusive setting where they can confidently access resources and initiate their own play within a cosy playroom. The childminder has a sound knowledge of child development and knows the children in her care well. She typically monitors children's progress. This means any delays in learning are effectively supported and discussed with parents. The childminder respects children's unique backgrounds. She understands children's life experiences and supports children and families extremely well. Through effective procedures in place and partnership working, the childminder ensures any additional funding children receive is used effectively to provide additional resources and close gaps in learning.

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Leadership and governance Expected standard

The childminder ensures children play and learn in a safe and welcoming setting. She promotes positive and friendly, but professional partnerships with parents and carers. The childminder takes time getting to know the children and their family before they attend. She offers appropriate support and advice, and parents speak highly of the childminder and the care she provides their children. Communication is effective and parents are fully informed regarding their child's progress. The childminder is committed to provide children, including those who face barriers to learning or have with special educational needs and/or disabilities, with quality care and education. Processes for self-evaluation are not consistent and embedded. This means areas for improvement are not highlighted swiftly to enhance practice further and benefit outcomes for all children. The childminder typically forms professional working relationships with other early years settings children attend. This

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Leadership and governance Expected standard

includes established links with health care professionals involved with children to ensure children receive a consistent approach, and the best possible start in life.

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Leadership and governance Expected standard

The childminder completes mandatory training, such as paediatric first aid, and on occasions seeks advice and support from the local authority advisor. The childminder is ambitious for children to ensure that all children can achieve their full potential. The childminder does not yet fully engage in professional development opportunities to ensure she strengthens her knowledge and skills, and is fully up to date with current practices that will benefit outcomes for children attending.

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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 very happy and settled in the childminder's welcoming home. They move around with confidence and demonstrate they feel comfortable in their environment. Children have formed warm and trusting relationships with the kind and caring childminder. This supports children to feel safe and secure. Children have a very positive attitude toward learning and make typical progress from their starting points. Even the youngest children are curious and eager to try new things. Children understand the familiar routines that are embedded in daily practice. Children are encouraged by the childminder to be independent as she encourages and guides them to take care of their personal needs. Children know the importance of drinking water and access their drinks with ease. Children's speech and language skills and personal, social, and emotional wellbeing is effectively supported by the childminder. She consistently interacts with the children in ways that encourage them to

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

listen and join in conversations. Children thrive in her care and learn the skills and confidence needed to support their next stage in learning. Children transition to preschool or school with ease as a result.

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

Children can initiate their own games and learning as the childminder provides varied and age-appropriate toys and resources within the inclusive playroom. Children develop their social skills. With sensitive guidance, they willingly share and show kind behaviour. Regular visits to local parks, library and swimming groups provide further opportunities for children to mix with others and practise these skills. Children's and their family's needs are well considered to ensure regular attendance. Tailored settling in sessions and a flexible approach ensure children settle quickly and can fully participate in all activities to ensure their ongoing development and welfare.

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About this setting

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

The childminder should develop self-evaluation to help identify further aspects of her provision that would benefit from development to secure excellence for all children. The childminder should source professional development opportunities to enhance her knowledge and skills of how to support children's learning across the curriculum even more effectively. The childminder should strengthen support for children to learn about the safe use of technology and online resources.

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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. This data is from 13 May 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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