Childminder

Childminder

Unique reference number (URN): 2702763 Registered with Ofsted: 10/01/2023 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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Behaviour, attitudes and establishing routines Expected standard

Children develop warm, trusting relationships with the childminder and form positive friendships with the other children who attend. They show genuine care and concern for one another. For example, during group activities such as singing, children ensure that everyone is included and encouraged to join in. They sit patiently during adult-led activities, demonstrating enthusiasm and a strong willingness to participate. Children take turns with ease and respond positively to the praise and recognition they receive for their efforts.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has age-appropriate expectations for behaviour and a secure understanding of each child's individual care needs. She provides consistent, positive guidance and support. As a result, children behave well, respond confidently to expectations and show respect, kindness and consideration towards others. Clear and effective systems are in place to promote and monitor children's attendance and punctuality. This ensures children are able to participate fully in the day's activities and supports their overall wellbeing.

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Children's welfare and wellbeing Expected standard

Through ongoing communication with parents and carers, the childminder ensures she is aware of children's individual care needs. This enables her to provide a familiar approach and helps children feel comfortable and confident in her care. The childminder is caring and attentive and has established close and trusting bonds with children. Children are beginning to recognise their own feelings. Some opportunities are provided to help children understand about emotions and the impact their actions have on others. Children have the vocabulary to express how they feel, for example, when they hurt themselves, they say they are 'sad' and confidently seek cuddles and reassurance when needed. Children typically develop an understanding of emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Regular opportunities are planned to provide daily physical activities and fresh air. Children enjoy routine visits to the local park where they can run, climb and balance using the play equipment provided. Children are beginning to learn the importance of how to stay safe. They are encouraged to wash hands following play in the garden and before lunch. The childminder ensures children are comfortable and manages nappy changing sensitively, to ensure children's dignity and privacy. The childminder supports parents and carers with suggestions on how to provide healthy food for their children.

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Achievement Needs attention

Overall, children make typical and steady progress from their starting points, particularly in their personal, social and emotional development, as well as their communication and language skills. They eagerly participate in activities and communicate confidently during group conversations. For example, children sit attentively, concentrate well and patiently wait for their turn to sing the 'hello' song and welcome their friends. They also confidently ask for help when needed, such as when preparing for outdoor play.

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Achievement Needs attention

Over time, children develop some of the key skills needed for the next stage of their learning. They are inquisitive, ask questions with confidence and build independence through familiar daily routines. Children demonstrate that they feel safe, secure and settled in the childminder's care.

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Achievement Needs attention

Assessment systems are beginning to provide a clearer picture of children's progress. However, these are not yet consistently effective. As a result, planning for children's next steps in learning is not always precise enough, which means children are not yet making the best possible progress.

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Curriculum and teaching Needs attention

The childminder plans a curriculum that supports children to develop their independence and build their skills and knowledge. However, the curriculum is not yet sufficiently ambitious or sharply focused to ensure that all children make the best possible progress. Teaching does not consistently build on children's interests or explore their responses in enough depth. For example, children show excitement and curiosity as they discover bugs and worms in the garden. Although some discussion takes place as children count the worms, the childminder does not respond effectively to extend this learning opportunity further. As a result, children's interest is not fully sustained and they move away from the activity.

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Curriculum and teaching Needs attention

Children show enthusiasm to use new resources. For example, they show interest in the provision of a new water toy in the garden. They show curiosity and are keen to work out how it works. However, they are not provided with water, even when they ask. As a result, resources and activities are not always used effectively to promote purposeful learning and sustained engagement. Children do not consistently deepen their thinking or develop their skills as well as they could.

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Curriculum and teaching Needs attention

Identified next steps in learning are not used precisely enough to adapt teaching for children of different ages and stages of development. Consequently, teaching does not consistently meet the needs of all children or support them to make the best possible progress. That said, children are keen and eager to learn. They are confident, motivated and behave well. Overall, communication and language development is supported effectively. The childminder speaks calmly and introduces new vocabulary during discussions, helping to broaden children's language skills. She typically weaves mathematical language into the activities she provides. As a result, children count confidently, compare size and recognise and name colours securely.

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Inclusion Needs attention

The childminder understands the importance of observation and the need to support the learning and development of all children, including those with special educational needs and/or disabilities (SEND). However, limited understanding of how to use assessment information effectively means that children's progress is impacted. Children are eager to learn and enjoy self-chosen activities. However, weaknesses in the organisation and presentation of the learning environment mean that access to resources is not always easy, particularly for younger children. This restricts their ability to explore and engage independently.

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Inclusion Needs attention

While the childminder has children's best interests at heart and has developed some knowledge of child development through training, a secure and consistent approach to ongoing assessment is not yet in place. As a result, planning is not yet sufficiently precise to ensure appropriate support is in place to reduce barriers to learning for all children, including those with SEND.

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Inclusion Needs attention

That said, the childminder does work with other professionals and has positive relationships with parents, helping to promote a generally consistent approach to supporting children. She is also clear that additional funding, such as early years pupil premium, is used to support children's achievement and wellbeing.

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Leadership and governance Needs attention

While the childminder now has a clearer understanding of her role since the last inspection, the quality of education still requires improvement to ensure the best possible outcomes for children. Overall, she has strengthened her knowledge of child development through training opportunities. However, she does not yet consistently engage in focused professional development that sharpens her ability to evaluate and improve her provision. As a result, weaknesses in practice are not always identified and addressed quickly enough to improve outcomes for children.

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Leadership and governance Needs attention

The childminder is committed to creating a caring and supportive environment. She recognises her strengths in building positive relationships with children and parents. She also provides helpful guidance to parents, for example around supporting good oral health and promoting well-balanced, nutritious lunchboxes. In addition, she works effectively as part of a team with her co-minders.

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Leadership and governance Needs attention

However, although the childminder shares general information about children in her care, her understanding of the importance and purpose of assessment is not yet secure. This includes initial assessments and the statutory two-year progress check. As a result, assessment information is not consistently used to inform planning or accurately identify and close gaps in children's learning in a timely way.

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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 happy, comfortable and well cared for. They settle quickly in the childminder's home and demonstrate confidence in their surroundings. Positive social skills are well developed, and children form friendships with others attending. Regular outings in the local community further support their confidence, social development and understanding of the wider world.

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

Children have formed strong, positive bonds with the childminder and their individual care needs are met effectively. For example, when toddlers are tired or unwell, they receive reassurance, comfort and cuddles, helping them to feel secure and supported.

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

Children are inquisitive and ask a range of questions, demonstrating that they are keen and eager learners. However, weaknesses in planning and assessment mean that learning experiences are not consistently matched to children's needs, limiting the progress they make over time. That said, children are developing the skills they need for independence. They manage aspects of their personal care when using the bathroom, with support from the childminder when needed. They eagerly dress themselves in preparation for outdoor play and persevere when putting on their shoes. They show kindness and cooperation, helping one another to find their shoes. Children's behaviour is consistently positive.

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

Mealtimes are a positive social experience where children sit together with the childminder and engage in conversation about their day. Discussions also support their understanding of healthy eating and oral health. The childminder takes a flexible approach to settling children and understands the importance of attendance for both learning and wellbeing, offering support to encourage regular participation and welfare.

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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

improve the planning and resourcing of activities so that they consistently capture children's interest, sustain their engagement, and ignite their curiosity, enabling them to deepen their learning and make stronger progress 21/07/2026

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Action Completion Date

engage in focused professional development opportunities to consistently evaluate the provision, enabling a more accurate identification of weaknesses and driving improvements more effectively to strengthen outcomes for children 21/07/2026

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Action Completion Date

ensure that assessments are used effectively and consistently to inform and adapt the curriculum, ensuring learning experiences precisely meet children's individual needs and support all children to make the best possible progress in their development 21/07/2026

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About this inspection

The inspector spoke with the childminder, her co-minders and children during the inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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We carried out this inspection under sections 49 and 50 of the Children Act 2006 on the quality and standards 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.

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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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