Childminder

Childminder

Unique reference number (URN): 225362 Registered with Ofsted: 28/06/1996 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children make progress appropriate to their age and stage of development. All children are gaining the skills needed for the next stage in their education, such as school. From a young age, children develop their communication skills well. They chat to one another as they play and listen to others as they talk. Children learn how to pronounce words correctly, supported by the childminder. When out in the garden, children enjoy rolling balls down different-sized tunnels as the childminder asks them to consider which tube this will fit down. However, children do not consistently develop their mathematical language due to minor weaknesses in the curriculum. Children develop turn-taking skills and patience. They develop their independence well as they wash their hands, use tissues appropriately and help clear their own plates after meals.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. Since her last inspection, she has attended training to help support children to manage their own behaviour. This has had a positive impact on children's behaviour. The childminder supports the children to take turns, explaining why this is important and why they need to wait for others and not push in. There are times that children do fall out with one another and this is managed well and with fairness by the childminder. She helps children to learn the importance of 'kind hands' and being mindful of the needs of others. Children listen and show they understand what is being asked of them.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder creates a positive environment for all children who attend her setting. Children have formed close and affectionate bonds with her and flourish from the consistent praise and reassurance they receive. Children have good manners and are kind and caring towards one another. In the main, children are confident and play collaboratively with each other. However, the childminder does not support less confident children to join in and play collaboratively with others. This means that there are times that some children sit and watch on the periphery and are not supported to join in.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance and makes sure that if they do not attend, this is followed up to be sure all is well. She talks to parents about the importance of regular attendance to support children's learning and development.

p.2

Children's welfare and wellbeing Expected standard

The childminder demonstrates effectiveness in meeting the care and needs of all children. In the main, she ensures that activities and routines are adapted to meet the needs of all children. The childminder ensures that children are nurtured and valued well. Routines are well established, helping children to know what will happen next. For example, they know they go for walks or outings in the local community in the mornings and have quiet time after lunch. These routines help children to feel settled and secure. Children demonstrate appropriate hygiene practices, washing hands when needed and using the toilet independently. The childminder works well with parents to ensure that all children are offered a healthy and balanced diet, reflective of their own individual dietary needs. Mealtimes are social, and the childminder eats with the children to help them learn appropriate social skills and how to use cutlery in safety. Children learn how to keep safe

p.2

Children's welfare and wellbeing Expected standard

when on outings as the childminder reminds them to 'stop, look and listen' when crossing the road. The childminder ensures that children enjoy regular opportunities to practise their physical skills. Children show well-developed large-muscle skills as they climb steps up the slide and deftly manoeuvre themselves up rope ladders, safely and with good skills, with good support and encouragement from the childminder.

p.3

Curriculum and teaching Expected standard

Since the last inspection, the childminder has worked well with the local authority to strengthen her knowledge of how children learn. She has devised an appropriate curriculum and, overall, this supports children to make progress across all areas of learning. The childminder seeks information on what they know and can do when they start with her and uses this to help plan and tailor the environment to aid their learning and development. However, although the childminder plays and interacts with the children, she does not always consider the most effective ways to support children's engagement in learning. For example, children can become distracted easily as the childminder does not always offer ideas to challenge and engage them further.

p.3

Curriculum and teaching Expected standard

The childminder ensures that all children have easy access to the range of resources and activities she provides, both indoors and outside. She places a strong emphasis on children's personal, social and emotional development, helping children to feel safe and begin to develop an enthusiasm for learning. Children are supported to use their language as they play. The childminder speaks to them as they play, helping them to build on their growing conversational skills. She encourages children to think as she asks them questions, for example, about where bees live and what they eat. Children enjoy listening to books and singing songs with the childminder, which help to foster their speaking skills further. Children enjoy walking with the childminder and exploring their surroundings. The children enjoy picking the dandelions and, as children blow the seeds into the air, she explains how this will help to plant seeds for more dandelions next year, supporting children's understanding of

p.3

Inclusion Expected standard

The childminder recognises that all children are unique individuals. She works with parents before children begin in her care to gather information about children's individual needs, such as starting points, dietary requirements and interests. This helps her plan appropriately so that children feel welcomed and included from the outset. Although there are currently no children in the childminder's care with special educational needs and/or disabilities or who have barriers to their learning, she offers an inclusive environment in which all children feel welcomed and valued. The childminder knows how to identify concerns she may have about children's development, for example, through ongoing assessment, and she talks about how she would use this to plan for their needs or to seek intervention should this be required. The childminder is aware that some children may be entitled to additional funding and would

p.3

Inclusion Expected standard

work with parents to be sure this was used to purchase further resources to help narrow any gaps in their child's learning. Although the childminder has no children on roll with special educational needs and/or disabilities, she is confident in the steps she would take to support their needs. She understands the importance of sharing any concerns with parents to be sure the appropriate support can be sourced. The childminder takes children on regular outings in the community, such as the library, stay-and-play sessions and local parks. These help children to learn how to socialise with others and support their developing understanding of diversity and inclusion.

p.4

Leadership and governance Expected standard

Since the last inspection, the childminder has worked hard to improve on the actions set. She understands the importance of continuous professional development and has undertaken a range of courses since her previous inspection to improve her practice. She now has a secure understanding of how and when to take action should she have a concern about children's welfare, helping to keep children safe. The childminder has updated her policies and procedures to protect children's safety, wellbeing and development. She has worked with the local authority to be certain the care and education she offers children helps them to make appropriate progress overall. The childminder has a clear vision for her setting, with a warm and positive approach that helps children feel settled and calm.

p.4

Leadership and governance Expected standard

Partnerships with parents are effective. She shares feedback with parents at the end of each day regarding their care needs and any learning that has taken place. Parents speak highly of the home-from-home environment the childminder offers. They mention how they have worked together to toilet train their children and have discussed appropriate and supportive methods to help manage their children's behaviour. This helps to ensure that there is a consistent approach to children's care and learning.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are happy and full of enthusiasm in this welcoming and child-friendly setting. The childminder develops secure, trusting relationships with children, which help them to feel safe and secure. When children feel unhappy, they cuddle up with the childminder as she offers reassurance and a hug, and they quickly return to their play. Overall, she fosters their confidence and ensures that they are relaxed and happy at her provision. The childminder recognises children's individual needs and, overall, adapts her approach, so all children can participate in the range of activities on offer.

p.5

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

The play environment is organised well to allow children to access a range of play to support their interests as well as their learning. The childminder discusses how she would adapt activities, for example, to support children who may have barriers to their learning. All children can choose how and where they want to play, which enables them to be independent and focus on their play for sustained periods. For example, during an activity with balls and hoops, children talk about the different sizes they have and whether these are soft or hard. Children broaden their vocabulary. They benefit from the repetition of simple words and phrases to help them develop their language skills further. For example, when they use the term 'soft', the childminder introduces 'squishy'.

p.5

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

Children play well together and learn how to share and take turns through gentle reminders from the childminder. Occasionally, there are disagreements, but the childminder helps children to resolve any conflicts, reminding them to be kind and to listen to each other. This helps to create positive relationships. Children build their understanding of the world as they get out and about in the community with the childminder. The childminder helps to teach children about the importance of being active as they run safely on paths. They learn about nature as they talk about bees and how they are 'collecting their food to make honey'.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Next steps

The childminder should enhance her curriculum for mathematics to enable children to consistently make progress in their learning. The childminder should help all children to develop their confidence to help them feel secure in their interactions with others. The childminder should ensure that activities are consistently adapted to meet individual children's needs to enable children of different ages and stages to remain fully engaged, challenged and supported to make clear progress across all areas of learning.

p.6

About this inspection

The inspector spoke with the childminder and the children during the inspection.

p.6

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 7 May 2026

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8