Childminder

Childminder

Unique reference number (URN): EY470391 Registered with Ofsted: 20/03/2014 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

Children benefit from an inclusive learning environment in which they thrive. Their individual learning needs are considered well, enabling them to progress their skills across all areas of learning, and prepare well for school. Children follow their own interests during play, concentrating well as they complete their chosen activities. Older children show increasing skills in drawing and pencil control while neatly colouring in pictures of plants. Their early literacy skills are enhanced as they independently attempt to write the letters of their name. Children enjoy listening to stories read by the childminder. They eagerly recall the storylines while talking about the story with the childminder and talk about the books they have at home.

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Achievement Expected standard

Children enjoy a broad range of outings in the local area that typically support their learning and development. Children talk about going on the bus to the library and choosing their books. They learn about safety while on outings, including road safety and know to stay close to the childminder. Children foster appropriate hygiene practice, for example during regular toileting and handwashing routines. This increases their personal independence well. Children confidently join in discussions with the childminder, keenly talking about what they are doing and sustaining their engagement in play.

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Behaviour, attitudes and establishing routines Expected standard

Children behave very well and follow generally established daily routines. They use resources well and help to tidy away toys after use. The childminder sets clear boundaries that help children to learn about expectations of their behaviour. Children talk about their thoughts and feelings with the childminder and actively make choices, including when they want to eat, rest or play. This contributes to children developing their personal, social and emotional skills well.

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Behaviour, attitudes and establishing routines Expected standard

Children have attended for many years and show strong, caring relationships with the childminder that help them feel safe and secure. The childminder helps children to build their confidence by taking them on lots of outings in the community, and to children's groups, so that they can develop friendships and interact with other children on a regular basis. Children show positive attitudes towards learning as they actively engage in play and show pride in their achievements. The childminder gives children lots of praise, which motivates their engagement in learning. The childminder has a clear overview of children's attendance. She always checks with parents if there are any reasons for children's absence. This supports children's welfare effectively and encourages their regular attendance and punctuality.

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Children's welfare and wellbeing Expected standard

Children enjoy a balanced diet of home-cooked meals. They make choices of the foods they want to eat and enjoy fresh fruit at snack time. This supports their healthy eating habits. Older children develop their personal independence skills as they use the toilet independently and learn good hygiene habits that promote their health. The childminder works closely with parents to support younger children in toilet training when they are ready. The childminder regularly shares information with parents about children's progress and care needs and encourages parents to continue their learning at home. This enables them to identify together if children need any additional support.

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Children's welfare and wellbeing Expected standard

The childminder encourages children to talk about how they are feeling, such as if they are tired and need a rest or are thirsty. This helps children to express their feelings and needs effectively. Typically, children behave well. They talk and laugh with the childminder and go to her if they need help or support. These trusting relationships show that children feel secure in the childminder's care. Children enjoy lots of praise for their efforts and achievements. They foster the general daily routines well, creating a calm and productive learning environment.

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Curriculum and teaching Expected standard

The childminder successfully supports children to develop their early mathematical skills. For example, children confidently complete puzzles, and the childminder encourages them to match small pieces of construction sets to picture cards and to sort the different colours. Children show effective physical skills, such as manipulating the pieces to make their models. The childminder encourages children to talk about what they are making. They say how they are adding a crown to make a queen. The childminder gives children lots of praise and encouragement for their efforts and achievements. As a result, children's engagement in activities is sustained, and they concentrate well.

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Curriculum and teaching Expected standard

The childminder has a general overview of children's learning and development. She tracks their progress from their starting points and understands what they already know and what they need to learn next. Typically, the childminder uses this information to plan activities relating to children's individual learning needs and interests. The childminder identifies any gaps in children's learning and adapts activities to ensure that children's language skills are continuously enhanced to build on their vocabulary, for example. As a result, all children are making steady progress from their starting points. Older children actively make choices of toys and put them away after use. They independently make attempts to write their names on their artwork, which they then put in their bag to take home. These familiar routines established by the childminder support older children to develop their learning independence

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Curriculum and teaching Expected standard

and help prepare them for when they to move on to school.

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Inclusion Expected standard

The childminder has experience of recently caring for children with special educational needs and/or disabilities. She carefully considers any adaptations needed, including ratios, so that children's individual needs can be met effectively. The childminder continuously monitors all children's progress to help identify any gaps in their learning and reviews with parents if any further assessments are needed. The childminder understands the importance of the early identification of any additional needs so that children get the help and support they need. The childminder successfully adapts learning activities to match children's differing learning needs. This especially supports children in developing their communication and language skills. The childminder builds children's confidence and regularly takes them to children's groups so that they can socialise with other children. This helps children to adapt to different

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Inclusion Expected standard

learning environments and promotes their personal, social and emotional skills effectively. The childminder is mindful of the different learning styles that children prefer, such as those who prefer to learn outside. Typically, the childminder incorporates this into the weekly activity and outings planning so that children's individual learning needs are considered and supported effectively.

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Leadership and governance Expected standard

The childminder has made steady progress since the last inspection. She has met the action raised at the last inspection and completed a relevant first-aid qualification. The childminder has many years of experience of working with children and regularly attends children's groups to keep up to date with childminding practice. However, she does not actively evaluate and review her continuous professional development to identify her own training needs and help raise the overall quality of the curriculum to an even higher standard.

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Leadership and governance Expected standard

The childminder understands her role and responsibilities in meeting the requirements of the early years foundation stage. She has completed relevant safeguarding training and knows the procedures to follow if she has any concerns about children's welfare, or if any allegations are raised against her. The childminder has a clear overview of children's individual care and learning needs. She monitors children's attendance and establishes ongoing communication with parents, which helps promote children's welfare. The childminder regularly shares information about children's progress so that any additional support can be gained swiftly if needed.

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Leadership and governance Expected standard

Children have attended for many years, enabling the childminder to build long-term positive relationships with children and their families. The childminder successfully engages children in purposeful play and learning. As a result, they learn effective skills across all areas of learning and development that will support them as they move on in their education.

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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 and settled in the childminder's care. They have secure relationships with the childminder, developing positive bonds that help them to feel safe and secure. Older children have attended for many years and show a secure sense of belonging.

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

Children are interested to learn. They enjoy a broad range of activities and outings, which successfully help them make progress across all areas of learning. For example, they actively develop their understanding of the world while participating in exciting activities, such as planting beans and seeds. They talk about how the avocado stone is growing leaves and look closely at the seeds that are beginning to grow. The childminder introduces new words, such as 'sprouting', and asks children questions about their planting activities to help consolidate their learning. Children confidently talk about how their beans will need water and sunshine to grow. They develop effective speaking and listening skills as they keenly join in conversations with the childminder and show pride in their achievements.

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

Children enjoy playing imaginatively with the kitchen set. They imitate cooking and washing dolls. They develop their physical skills as they independently put on dressing-up clothes and dress the dolls. Children's language skills are further enhanced as they talk with the childminder about what they are cooking, the foods they like and how they are bathing and dressing the dolls. Children enjoy dressing up and talk about the story and songs linked to the character they are dressed as. These discussions successfully help children to express their thoughts and feelings and follow their own interests during play.

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

Children behave well and cooperatively follow familiar daily routines. They take care of their learning environment and show increasing personal independence. Children's regular

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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. attendance is promoted by the childminder, enabling them to flourish as they benefit from a full and varied curriculum that promotes their individual learning needs.

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Next steps

The childminder should consider ways to evaluate and extend her continuous professional development to identify any training needs more precisely to help raise the overall quality of the curriculum to an even higher standard.

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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 27 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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