Childminder

Childminder

Unique reference number (URN): EY546612 Registered with Ofsted: 23/06/2017 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 make progress in their learning from their starting points. They develop the skills they require for their future learning and are ready for the next stage in their learning. Children generally develop their social skills well. For instance, they learn how to play with and alongside their peers and how to share resources and equipment. Children develop a love of reading, as they listen to stories. Older children show excitement and remain enthused as they answer questions about what is happening in the book. Children learn how to take care of themselves, for instance learning why and how they should wash their hands to ensure that they are clean and what to do after using the toilet. Children typically express themselves well while they play. Older children use words to communicate, while younger children use sounds and actions to express what they need. Children are starting to learn

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Achievement Expected standard

how they can regulate their emotions and feelings, through strategies such as breathing and counting to 5. However, some children require more support to help remain focused and engaged.

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Behaviour, attitudes and establishing routines Expected standard

The childminder uses a range of strategies to support children to start to manage their feelings and regulate their emotions, for instance supporting children to focus on her and using breathing techniques. The childminder is warm and calm towards the children. She praises children for what they do well. Although the childminder has some expectations for the children, she does not consistently support them to have a clear understanding of right from wrong and to learn the boundaries in place as they play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder follows children's individual needs generally well. For instance, when children wake from their sleep, they are given comfort, love and support from the childminder before they go off to play. Children know their routines well. For instance, children are asked to help give out water bottles during snack time. Other children wait patiently for their bottle to be given to them. Children typically play well with each other. They learn how to take turns. Children generally show an eagerness to join in and remain engaged for periods of time. The childminder has secure policies and procedures in place to help manage children's attendance. This is communicated with parents so they know how to report their child's absence. The childminder supports parents and children to attend on their booked sessions.

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Children's welfare and wellbeing Expected standard

The childminder generally promotes children's health well. She notices and responds swiftly to children when their nappies need changing. Older children express when they need the toilet. The childminder supports them to learn how they can wash their hands properly to remove germs. The childminder follows children's individual needs well, for instance recognising when children are thirsty or tired. The childminder ensures that children have access to water throughout the day. In addition, she has secure knowledge of safer sleeping practice to help keep children safe when they are resting. The childminder finds out children's dietary needs from parents. She works well with parents to help ensure that children's packed lunches are healthy and balanced.

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Children's welfare and wellbeing Expected standard

The childminder is keen for children to develop their physical skills, both inside and outside. Children have lots of opportunities to get fresh air and be physically active as they play outside. The childminder provides a warm atmosphere for children to play and learn in. However, children require more support to help them understand how their actions may impact on others as they play.

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Curriculum and teaching Expected standard

The childminder generally understands how her teaching practice could be improved further. Her curriculum is ambitious and covers all 7 areas of learning. The childminder has sequenced her curriculum generally well to help build on children's knowledge and skills over time. Children thoroughly enjoy sensory experiences, such as foam play. The childminder supports them to develop their knowledge of textures and colours as they use the paintbrush and their hands to explore and make marks. In addition, the childminder helps develop children's mathematical knowledge of shapes and sizes as they construct using building blocks.

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Curriculum and teaching Expected standard

The childminder uses her knowledge of the children to help plan an array of learning experiences for the children to take part in. She takes into consideration any barriers children may face, and during free play she makes required changes to ensure that children can access the activities. However, during group times, the learning experiences are not differentiated well enough. For instance, the length of the activities is too long, and so younger children start to lose focus and/or concentration.

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Curriculum and teaching Expected standard

The childminder takes into account the different days that children attend to ensure that they are able to benefit from the curriculum on offer, such as when arranging trips out in the local community. The childminder is keen for children to learn about nature and the world around them. Children have lots of opportunities to practise their physical skills, such as climbing and balancing. The childminder supports children to learn how to play socially with their peers, such as turn taking.

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Inclusion Expected standard

The childminder completes regular observations and assessments on children's development. She uses these generally well to help identify what children already know and what gaps children may have in their development or learning. The childminder works well with parents to share and gather key information about each child. This helps her to have a clear understanding of each child's needs and development and to identify any barriers in their learning. The childminder is currently focusing on supporting children to understand their emotions and feelings, as she recognises this as being a barrier to their learning.

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Inclusion Expected standard

The childminder seeks support from other professionals, where required. She generally follows and implements any advice given. The childminder develops plans and targets for children. She monitors this well to see what further support children may require. This helps her to ensure that the support children receive is tailored to their individual needs. The childminder uses any additional funding she receives to help buy resources and equipment to meet children's individual needs. The childminder attends some training, which helps to develop her knowledge of how to support children who may be disadvantaged or children with special educational needs and/or disabilities. The childminder is keen to continue to attend training to help develop further her understanding and confidence in supporting children with complex needs.

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Leadership and governance Expected standard

The childminder attends some training and conferences. This generally helps to build on her knowledge of working with children. The childminder reflects on her practice and the activities she provides for children. She is able to identify ways that they could be enhanced. However, the childminder acknowledges that she wants to attend further training and receive further support. This is beneficial, as it will support her to improve her confidence and skills and keep her knowledge up to date.

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Leadership and governance Expected standard

The childminder works closely with her co-childminder. They generally provide each other with reassurance, help and support when it is required. Together, they are mindful of each other's wellbeing, and they spread work out evenly between them. The childminder works well in partnership with parents. She gathers and shares key information with parents about their child. This helps parents to have a clear understanding of how their child is getting on and what they can do at home to support their child further. Parents praise the childminder for the support they receive. The childminder typically works well with other professionals and other settings children are due to attend. She shares relevant information with them. This helps to ensure that children receive the help they require when they leave the setting.

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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 showers children with care, love and support. She swiftly responds to children's individual needs, for instance when children become thirsty, hungry or tired. Children enjoy playing with the childminder, and they actively seek her out to play with them. The childminder provides a welcoming environment for children to socialise and play. She supports children to learn how to play cooperatively with their peers. Generally, children eagerly invite their peers to play alongside and with them. Older children share their ideas with one another.

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

The curriculum covers all areas of learning. It is varied and ambitious. The childminder thinks carefully about what she wants children to be able to know and do as they access learning experiences. She supports children to develop a love of reading and books. The childminder reads stories with lots of excitement and enthusiasm. This helps older children to remain enthused with what is being read. The childminder teaches children about the author of a book. Children of all ages enjoy mark-making experiences. Younger children smile as they notice the marks they make as they explore with their hands, sensory resources and crayons. Older children prescribe meanings to the marks they make.

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

Children enjoy building using construction equipment. The childminder talks to them about size and shapes as they build. Babies enjoy exploring with cars and trains as they roll them around the tracks and ramps. Generally, children remain engaged in these learning experiences for periods of time. They make continued progress in their learning from their starting points. The childminder works well with parents and other professionals. This helps to ensure that children receive the care and support they require in their learning.

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About this setting

Operating hours: Monday,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 must ensure that she consistently supports the children to learn right from wrong and expectations or boundaries for their behaviour. The childminder should organise group-time learning experiences better to help support younger children sustain high levels of engagement. The childminder should continue to access training and support to help develop her confidence, knowledge and skills even further to fully promote the best possible outcomes for all children.

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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 28 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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