Childminder

Childminder

Unique reference number (URN): 228230 Registered with Ofsted: 17/09/1997 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 Needs attention

Children do not yet reach the best outcomes. They have the capacity to achieve more through more effectively sequenced opportunities and more purposeful, age-appropriate teaching. This would help them further develop their independence and be better prepared for the next stage of their education. Children make some progress from their individual starting points, including those with special educational needs and/or disabilities. They learn to interact with others and take turns during games. Children count and match colours as they engage in cooperative play with adults. Children express interest in role play and this helps to develop their imagination as they rock dolls and gently place them down to sleep.

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Behaviour, attitudes and establishing routines Needs attention

The childminder does not yet fully support children to build the skills needed to focus on their play and extend their skills and knowledge. She does not maximise opportunities for children to consistently engage in age-appropriate and purposeful play in order to develop the highest level of positive attitude and enthusiasm for learning. Learning is often sedentary and this limits children's active involvement. On occasions, children become disengaged during lengthy group times where their participation is limited.

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Behaviour, attitudes and establishing routines Needs attention

The childminder works in partnership with parents to develop an understanding of the importance of attendance and punctuality. This helps to build good habits for children's future education. Her expectations of children are clear and she communicates these consistently. The childminder demonstrates kindness to children and her interactions are calm and gentle. Children are beginning to understand others' needs and respond positively to their peers. The childminder acknowledges and celebrates children's efforts and achievements. For example, they celebrate when children match colours and count during a fishing game. This creates a feeling of belonging and supports children to play games together and build their social interaction skills. Children seek out their familiar adults when they feel tired or need reassurance. The childminder responds sensitively to children which promotes their emotional well-being.

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Children's welfare and wellbeing Needs attention

The childminder does not yet fully support children in developing their understanding of personal hygiene. For example, on occasions, she washes their hands together in the same bowl of water before eating their lunch. This does not effectively prevent cross-infection or promote good hygiene practice, limiting children's understanding of the importance of personal care.

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Children's welfare and wellbeing Needs attention

The childminder embeds a secure routine throughout the day, which helps children understand what is happening now and what is next. Children develop some independence through taking responsibility for their personal belongings. For example, they respond positively and are keen to store items in their individual drawers. Children learn where their drawer is and know to put items such as dummies away. The childminder supports children to develop the skills needed to feed themselves successfully and to develop good manners. The childminder has developed a series of healthy and nutritious recipes to form a new menu which she will be implementing over the next few weeks. This will strengthen her approach to ensuring children eat a healthy diet that meets relevant nutritional guidance for younger children.

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Curriculum and teaching Needs attention

The curriculum is not yet sufficiently well sequenced or ambitious to ensure that children make the best possible progress. The childminder does not ensure activities and learning opportunities match the individual needs of all children. They do not adapt activities to ensure younger and less confident children can participate fully. For example, at the start of the day children spend periods of time engage in passive learning opportunities such as sitting and listening to the alphabet and numbers. These activities do not enable young children to participate or become actively involved in learning. This leads to limited scope for children to explore, investigate, or lead their play.

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Curriculum and teaching Needs attention

Children are not consistently provided with purposeful opportunities to develop independence, curiosity, and develop early problem-solving skills. The childminder's interactions do not consistently support children in building on what they already know or in making meaningful connections across different areas of learning.

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Curriculum and teaching Needs attention

Children show interest when selecting toys for themselves, demonstrating preferences and a growing sense of independence. They enjoy role-playing with dolls, where they imitate familiar routines and build their early social and communication skills, however the childminder does not maximise opportunities to extend this play and build children's skills further. For example, she wraps the dolls rather than modelling to children how they could do this themselves.

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Curriculum and teaching Needs attention

For part of the day, children engage in adult supported games. During these opportunities children listen to instructions and celebrate their peers' achievements. For example, they clap when others match the colours of the fish they have caught in a turn taking activity. During these opportunities, children begin to learn how to take turns and play alongside others. They show interest in their peers and enjoy spending time together, developing early friendships.

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Curriculum and teaching Needs attention

The childminder uses some opportunities to build children's mathematical confidence and weave counting into play. However, these learning opportunities are not consistently provided throughout the day. Children also spend periods of time engaged in repetitive self- directed play that does not effectively build on what they already know and can do. For example, repeatedly pressing buttons on light up toys.

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Inclusion Needs attention

The childminder observes and assesses children's progress and she shares this information with parents. However, she does not yet use her findings to plan appropriate learning opportunities that fully support children with special educational needs and disabilities. While the childminder can identify delay in children's development, she does not provide targeted intervention to focus on children's individual next steps. The childminder demonstrates understanding of how to seek intervention and support for children with special educational needs and/or disabilities (SEND). She accesses some webinars to further develop her knowledge of how best to support children with barriers to learning. The childminder reflects on how she may need to adjust or adapt the activities and experiences on offer to children although the impact of this is not yet fully embedded in her practice.

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Inclusion Needs attention

Children with SEND have close relationships with the childminder. They develop a sense of belonging which helps them to settle and feel comfortable in the childminder's care. This supports children's emotional well-being and encourages them to become involved in learning experiences.

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Leadership and governance Needs attention

The childminder does not yet effectively identify the strengths and areas for development within her setting. She attends regular webinars; however, she does not yet use newly acquired information in her practice. The childminder does not yet use evaluation of her practice to identify relevant training or professional development opportunities that would help her to drive improvement. For example, she has not accessed professional development opportunities to deepen her understanding of the importance of an ambitious and well-sequenced curriculum in ensuring children achieve the best outcomes.

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Leadership and governance Needs attention

The childminder does not yet effectively evaluate the teaching and learning on offer, ensuring the opportunities are of the highest quality and age-appropriate for the children in her care. For example, she does not consider the adaptations and adjustments needed to ensure that learning is consistently active and fully supports children to make the best possible progress across all areas of learning.

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Leadership and governance Needs attention

Since the previous inspection, the childminder has made changes to ensure she has access to the information that she needs such as important contact numbers and support organisations. She has developed the environment to display important information which helps her to feel more confident and prepared.

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Leadership and governance Needs attention

The childminder's assistant reports good levels of wellbeing and shares that she feels involved and included in decisions that impact the provision. The childminder and her assistant work closely together and engage regularly in discussions about the children. Their communication is clear, which contributes to the good relationships they develop with children and parents.

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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 has not yet designed and implemented a curriculum that ensures that children make the best progress. On occasions, teaching methods are not age-appropriate. Therefore, children's developmental needs are not consistently met. For example, young children spend prolonged periods engaged in passive learning opportunities.

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

Children do not have consistent opportunities to develop their own thoughts and ideas through play. When children start at the setting, the childminder gathers information from parents and uses it to support children's settling. However, planning and assessment are not yet effective enough to ensure that children's individual learning needs and preferences are nurtured, enabling them to make the best possible progress.

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

Information is gathered and recorded about children with special educational needs and/or disabilities, and this is shared effectively with parents. However, the information is not used effectively to plan for children's individual next steps and ensure any gaps in learning are narrowed.

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

Children receive a warm welcome into this setting. They develop close relationships with the childminder. Children demonstrate feelings of safety and security as they explore the playroom. They choose toys from the boxes and invite the childminder into their play. Children learn to take turns as they play alongside their peers and receive support during adult-led activities. Young children show particular interest in playing with dolls. They respond positively and engage in role play as the childminder models wrapping the dolls in blankets. Children are eager to mimic the actions of rocking and patting the dolls.

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

Children demonstrate feelings of familiarity and security in the setting's routines. They follow instructions and understand the childminder's expectations. Children demonstrate kindness to one another and develop early friendships. They take turns and share as they play together. Children are supported in developing positive relationships with others.

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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

implement a broad and well sequenced curriculum that effectively promotes children's development across all seven areas of learning 03/07/2026

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Action Completion Date

review teaching approaches to ensure that learning opportunities reflect the characteristics of effective learning 03/07/2026

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Action Completion Date

improve arrangements for handwashing to promote children's health and ensure they develop good hygiene habits for the future 05/07/2026

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Action Completion Date

improve assessment to shape teaching and learning experiences that reflect children's interests and meet their individual needs 03/07/2026

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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

access training and professional development opportunities to improve understanding and implementation of effective teaching strategies for young children. 03/07/2026

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About this inspection

The inspector spoke with the childminder, the childminder's assistant and the 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 16 February 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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