Childminder

Childminder

Unique reference number (URN): 2769060 Registered with Ofsted: 09/02/2024 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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Achievement Strong standard

Children make secure and effective progress from their starting points, particularly in communication and language, which is a key strength of the provision. The childminder creates a language-rich environment through purposeful conversation, commentary during play, singing and shared stories. Children confidently express ideas, ask questions and use an expanding vocabulary. For example, children discuss the octopus in the cave during a new story. They ask questions about why he may be there, why he has a deep voice and what the rainbow fish might be feeling when he sees him. This leads to a conversation about being friends.

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Achievement Strong standard

Disadvantaged children, including those with identified or previous barriers to learning or wellbeing, make highly effective progress because the childminder knows them well and works closely with parents to provide targeted support. Children with special educational needs and/or disabilities make exceptional progress in relation to their individual needs. Focused strategies, such as supported play and activities built around children's interests, help them develop social skills, engagement and early numeracy, often beyond age-related expectations.

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Achievement Strong standard

Children are very well prepared for their next stage of learning, including school. They follow routines, recognise their names, develop early literacy and numeracy skills, show independence in self-care and play cooperatively. Children prepare for transition to school confident, capable and ready to learn.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a significant strength of the provision. Secure, responsive relationships are firmly established between the childminder and all children. Children demonstrate strong attachments, seeking reassurance when needed and confidently exploring their environment, indicating they feel safe, valued and emotionally secure. This is consistent across the cohort, including children with special educational needs and/or disabilities and those who may face barriers to learning or wellbeing. Planning and practice are adapted sensitively in the moment to meet individual needs, ensuring that these children experience the same positive outcomes as their peers.

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Children's welfare and wellbeing Strong standard

Children are well supported to develop their physical development, personal safety, health and wellbeing. Daily routines promote healthy eating, physical activity, oral hygiene and personal care. Children understand their own dietary needs, including allergies, and show growing independence at mealtimes. Clear feeding routines, including weaning support where appropriate, are discussed and shared with parents to ensure continuity of care.

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Children's welfare and wellbeing Strong standard

Emotional wellbeing is strongly promoted. Children are supported to recognise, name and manage their emotions through everyday interactions and stories. They show empathy towards others, form positive friendships and demonstrate a secure sense of self. Sleeping and rest arrangements are well organised, safely monitored and responsive to individual needs. Overall, children thrive in a nurturing, inclusive and well-structured environment.

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Curriculum and teaching Strong standard

The childminder provides an ambitious and highly effective curriculum that enables children to thrive and make substantial progress from their starting points. Decisions made by the childminder consistently lead to improvements in outcomes, particularly in communication, language and mathematical development. The curriculum is carefully sequenced and fully meets the learning and development requirements of the early years foundation stage with learning opportunities embedded meaningfully across the day, including routines and play. For example, children help to plan their day using pictures and discuss when and what they want to do. The childminder skilfully introduces learning based on their interests and next steps.

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Curriculum and teaching Strong standard

The childminder demonstrates expert knowledge of how children learn and uses this to adapt teaching skilfully. High-quality interactions are a notable strength. Language is modelled and extended consistently, supporting children to build a rich vocabulary and engage in sustained, purposeful conversations. Mathematical concepts are woven naturally into everyday experiences, enabling children to develop a secure understanding of number, counting and quantity. For example, play outside linked to under the sea not only meets children's sensory needs, it also sparks children's curiosity of what might be in different parcels. Children find a number and then persevere to open the parcel to reveal that number of fish to count, match, discuss and explore language such as 'more', 'same' and 'different'.

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Curriculum and teaching Strong standard

Assessment is used perceptively to check what children know and can do. The childminder accurately identifies next steps and checks understanding before extending learning, ensuring that progress is secure. She knows children well and adapts teaching effectively for those with special educational needs and/or disabilities and makes reasonable adjustments that remove barriers to learning for all children. Children feel emotionally secure, confident and motivated, resulting in high levels of engagement and strong developmental progress across all areas.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a calm and positive environment where expectations for behaviour are clear and generally applied consistently. Routines are well established and typically reinforced through positive language, modelling and explanation. Children are supported to understand expectations and are developing an awareness of their behaviour, with regular opportunities to reflect and regulate their actions. The childminder typically recognises individual needs and applies expectations sensitively, offering reassurance and guidance so that children are well supported.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between the childminder and the children are positive, secure and generally well established. Overall, children settle quickly on arrival and typically seek support when needed. The childminder knows children well and generally responds appropriately to their emotional needs, supporting their wellbeing and growing independence. Children are supported to play alongside and with others and generally engage cooperatively. They are encouraged to share, take turns and communicate during play. Opportunities for group interaction typically support children to develop skills such as turn- taking and beginning to consider others' perspectives. For example, children show peers how to use the bike and slide, reminding them about taking turns. They also support each other with simple safety routines, such as helping to fasten the trampoline zip.

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Behaviour, attitudes and establishing routines Expected standard

Attendance and punctuality are promoted consistently. Families are aware of expectations, and children generally arrive ready to start their day. The childminder shows awareness of individual family circumstances while reinforcing the importance of regular attendance to support children's participation and sense of belonging.

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Inclusion Expected standard

The childminder demonstrates a clear commitment to inclusion, ensuring that children's individual needs are identified and addressed at an early stage through effective observation, assessment and secure knowledge of each child. Planning is responsive and builds on children's interests, strengths and developmental stages, supporting timely intervention where needed.

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Inclusion Expected standard

Appropriate action is taken to reduce barriers to learning and wellbeing through the use of reasonable adjustments, targeted strategies and suitable curriculum adaptations. Children with special educational needs and/or disabilities, and those requiring additional support, are included in daily routines and learning experiences. Activities are adapted to support engagement, confidence and progress, particularly for children who may find adult-led activities, transitions or social interaction more challenging. For example, the childminder provides additional support during play, modelling how to use instruments and encouraging children to explore how sounds change depending on how they hold them, such as directly or by the ribbon.

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Inclusion Expected standard

Where children attend other early years settings, direct links are not established to promote a shared approach to children's learning and development. This impacts on children's experience with less consistency in learning, routines and support strategies across the settings they attend, reducing continuity of care and development.

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Inclusion Expected standard

Progress is monitored regularly, and support strategies are reviewed over time. The childminder considers the impact of her approaches and adapts provision as needed, supporting children to make progress from their individual starting points. Personalised plans and clear targets contribute to consistency in supporting children's learning and development.

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Inclusion Expected standard

The childminder demonstrates a sound understanding of how to identify children's needs, put appropriate support in place and review its effectiveness. She works in partnership with families to share targets, strategies and progress. Engagement with professionals and external agencies supports coordinated working where needed. There is also an appropriate understanding of early years pupil premium funding and how it can be used to support children and improve outcomes, including for those currently or previously known to services.

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Leadership and governance Expected standard

This was the childminder's first inspection since registration, representing a significant point of development. While she is currently operating alone, planned expansion through recruiting two assistants is expected to impact day-to-day practice positively by increasing capacity, widening experiences and strengthening continuity of care. These changes are carefully considered and grounded in safer recruitment practice, with clear intentions to ensure further improvements in the experiences of the children who attend.

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Leadership and governance Expected standard

The childminder takes effective action to improve identified areas, particularly in preparation for growth. Plans to extend provision include further safer sleep training and reviewing space, routines and staffing to ensure that babies are cared for safely and effectively. Decision-making consistently reflects children's best interests. This is particularly evident in the strong support for children with special educational needs and/or disabilities and those facing additional barriers through individual risk assessments, differentiated planning and inclusive approaches to outings and learning opportunities.

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Leadership and governance Expected standard

Professional development is of high quality and purposeful. The childminder regularly accesses training and applies this learning directly to practice, for example strengthening safeguarding policies following recent training and responding well to curriculum developments. Forward planning for staffing reflects a strong awareness of staff's wellbeing and workload. By choosing to appoint assistants, the childminder aims to ensure that sessions are well covered, strengths are shared and workload is balanced, supporting a sustainable and effective provision.

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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 benefit from a calm, welcoming and purposeful setting. They arrive happy and are greeted warmly by the childminder who knows them extremely well and is attuned to their individual routines, interests and emotional needs. Children settle quickly, showing they feel safe, secure and confident in their surroundings.

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

Throughout the day, children experience a carefully planned yet flexible routine that balances play, learning, rest and care. They are encouraged to make choices, plan activities and express their ideas, which helps them develop independence and confidence. Learning feels meaningful and enjoyable. Children eagerly explore activities linked to their interests, such as imaginative play, outdoor exploration or sensory experiences, while the childminder skilfully introduces new vocabulary, questions and challenges that extend their thinking.

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

Children feel supported to try new things and persevere. Mistakes are treated as part of learning, helping children build resilience and self-belief. For children who face barriers to learning or wellbeing, including those with special educational needs and/or disabilities, thoughtful adaptations ensure that they are fully included. Support is sensitive and unobtrusive, allowing children to achieve alongside their peers and feel a strong sense of belonging.

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

Relationships are a significant strength. Children form close attachments with the childminder and enjoy positive interactions with one another. They learn how to take turns, share, negotiate and show care, often reminding peers about safety rules or helping one another during routines. Emotional wellbeing is nurtured throughout the day, with children encouraged to recognise and talk about their feelings in a safe and supportive environment.

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

Children are well prepared for their next steps. They develop strong communication skills, early literacy and numeracy, independence in self-care and confidence in social situations.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. Most importantly, children leave the setting happy, secure and proud of their achievements, ready to continue their learning journey.

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Next steps

The childminder should develop and embed more effective links with other early years provisions attended by children so that learning approaches, routines and support strategies are shared and consistent across settings.

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About this inspection

The inspector spoke with the childminder and assistants 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 22 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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