Childminder

Childminder

Unique reference number (URN): 2791610 Registered with Ofsted: 25/06/2024 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 Expected standard

Overall, children's progress is as expected for their age and stage of development. They develop into independent learners who make choices about what they would like to do. For example, children ask to wash the ride-on cars. They add flour, paint and mud and then use sponges, brushes and water spray bottles to clean them. They are starting to understand the need to wait their turn and respect other children's space.

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Achievement Expected standard

Children communicate well, including those who speak 2 languages. They receive specific support so that they are able to participate fully as they gain confidence in speaking, counting and early mathematics. The childminder engages them in conversation and takes time to extend their language. For example, she explains that a construction vehicle is called an 'excavator'. The children use this new language as they play. Children gain most of the skills that they need to start school with success.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has built close relationships with children. They come to her for support when they need a cuddle or help to solve a problem. She sets rules and boundaries that are age-appropriate. For example, she explains to children why they cannot get up from the table until they have finished their food to keep safe. Most of the time, children collaborate and get along with others. While the childminder uses a range of strategies to manage children's behaviour, these are not always effective. Sometimes, children become overwhelmed when another child has the toy that they want or if they cannot go first. The childminder remains calm and consistent. She gently explains that they need to wait their turn, but she does not always explain to children about the consequences of their actions. She reinforces the rules and explores how their behaviour makes other people feel.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model for children. She encourages them to use good manners and gives them praise when they say 'thank you' without prompting. The childminder develops positive relationships with parents. She shares information with them about healthy lunch boxes and the importance of punctuality and attendance. The childminder is flexible so that parents can use their full education funding entitlement.

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Children's welfare and wellbeing Expected standard

The childminder has established secure and nurturing attachments with each child. She is responsive to children's needs. For example, she explains to children the impact of physical activity on their bodies. She understands that children need time to rest and creates safe spaces for each child so they can sleep or relax after a busy morning of play. The childminder helps children to explore their feelings and names their emotions. Children say they feel sad or happy and approach her when they need help. She reminds older children to be gentle with their younger friends as they play.

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Children's welfare and wellbeing Expected standard

Children learn how to keep themselves safe every day. The childminder shows them how to use equipment and toys safely. She helps them to think and recognise risks as they play. For example, when the steps in the garden become wet, children know to be careful because they may be slippery. The childminder works with parents to establish effective oral hygiene routines. Children practise brushing their teeth, and the childminder teaches them about eating healthy food.

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Curriculum and teaching Expected standard

The childminder's curriculum is typically well planned to help children develop their knowledge and skills across all areas of learning. There is a focus on developing children's curiosity and investigation skills through their interests. Children enjoy exploring the compact but well-designed outside space. They help to build equipment with the childminder. For instance, they have built a nature table so they can choose leaves, twigs and natural resources to use in their play. Children squeal in delight when it starts to rain. They put up the hoods on their wetsuits and search for puddles. They change the colour of the puddles and then stomp in the water to see how big they can make their splashes. Children use mathematical language as they ask for more paint. Children's physical and emotional development is a priority.

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Curriculum and teaching Expected standard

Teaching is tailored to the children's different starting points. Effective and appropriate support is given when needed. For example, when children's speech is unclear, the childminder takes time to listen and repeats using the correct pronunciation. The childminder explains how to solve problems and then gives children time to try things out for themselves. Children feel a sense of pride when they achieve something, and they receive lots of praise.

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Inclusion Expected standard

The childminder makes positive use of her observations and assessments to identify children's levels of learning. This enables her to monitor children's progress and quickly identify if children need further help. The childminder demonstrates a clear understanding of how and when to engage the support of other professionals and external agencies. Each child has individual targets based on what they need to learn next. The childminder then builds these into daily activities. For example, she gives children time to master putting on their own boots to develop their independence skills.

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Inclusion Expected standard

The childminder is committed to inclusion. She values and celebrates children's home cultures. When children receive additional funding, she purchases specialised resources and equipment. For example, children access books with software that pronounces words in different languages. This means that the childminder can teach children words in English and can understand what children need. This helps children to develop confidence in using the English language. They become social and competent communicators from a young age. Children receive the tailored support that they need to remove any barriers to their learning.

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Leadership and governance Expected standard

The childminder reflects on her practice. Since registering with Ofsted, she has made changes to her home so that children have space to play and resources to keep them engaged. She has enhanced the outdoor area based on the interests and needs of the children who attend. This supports children who do not have access to a garden at home so that they can use the space daily in all weathers. The childminder understands the need for professional development. She has access to training and webinars. For example, she has enhanced her knowledge of communication and language development. However, she has not yet developed a precise plan to focus and target the specific needs of the children in her care. The childminder manages her workload and wellbeing effectively.

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Leadership and governance Expected standard

The childminder understands the need to build professional relationships. However, she does not share information with other early years provisions that children attend. This means that there is not always a consistent approach to children's care, learning and development between settings. The childminder has built effective relationships with the local authority. She receives updates about changes to regulations and best practice, which she implements effectively. For example, the childminder has reflected, reviewed and enhanced the sleeping arrangements for children. This means that she complies with safer sleeping guidance. Alongside this, the childminder has developed professional relationships with the parents of children who attend. She gives them advice and support through a range of transitions, such as toilet training and moving to school.

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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 welcomes children into a warm and nurturing environment. They are safe and well cared for and, as a result, they explore the environment with confidence. Children enjoy spending time in the well-equipped garden, where they investigate and experiment. For example, children make a soup by filling containers from a water tap. They add bay leaves, orange and lemon slices and exclaim that it smells delicious. The childminder adds additional resources to extend their learning as they play. For example, children use spray bottles to develop finger strength so that they can hold a pencil when they start writing. The outdoor space is fun and exciting. This helps to keep children focused and engaged in their learning for long periods, considering their age. Children spend time out in the local community. The childminder takes them on trips to the park, library and soft play centres. Children's physical development is well supported, and they are confident to move in a

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

The childminder gets to know each child and family well. This means that each child has their individual needs met and they form strong bonds with the childminder and other children in the setting. Children receive lots of praise and encouragement, which helps them to feel valued and develop their self-esteem. There is a focus on developing children's communication and language skills. When children speak 2 languages, the childminder takes time to learn key words so she can understand their needs. She purchases resources so that children learn to speak English with confidence. The childminder knows what each child can do and what they need to learn next. She shares this information with parents so that they know how to support their children further at home.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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 should establish ways to work in partnership with other early years settings that children attend so information is shared collaboratively and children benefit fully from consistent strategies and support. The childminder should enhance the support for children to develop a clear understanding of behavioural expectations so they learn to manage their feelings and behaviour. The childminder should enhance systems for self-evaluation to identify sharply focused professional development opportunities in order to raise the quality of practice even further.

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About this inspection

The inspector spoke with the childminder and 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 18 May 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

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 .

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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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