Childminder

Childminder

Unique reference number (URN): EY393470 Registered with Ofsted: 01/06/2009 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 progress well through the curriculum, particularly in communication and language. They demonstrate growing confidence in expressing their ideas and using new words, for instance, younger children point to the sun in a book and loudly say 'sun'. They love listening to stories being read aloud and build confidence to use new words they have learned from books, such as about the names of animals they encounter.

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Achievement Expected standard

Children learn about the names of numbers and enjoy saying these out loud. They practise counting on their fingers to learn what number comes next. Children benefit from developing close relationships with their friends and the childminder. They learn about the names of emotions, such as happy or sad. This helps them to recognise and express their own feelings and begin to understand how others may feel. They are well prepared for their next stage in learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a nurturing, positive and welcoming atmosphere that enables children to feel comfortable and valued. She sets clear expectations for behaviour, ensuring that children understand boundaries and routines within the setting. Positive relationships are evident where children show genuine affection for the childminder and clearly enjoy spending time in her care. This contributes to their emotional wellbeing and sense of belonging. The childminder actively encourages collaboration and sharing among children, fostering a spirit of teamwork and mutual respect. When conflicts arise, she intervenes promptly and sensitively guides children towards resolution, helping them to develop social skills and empathy.

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Behaviour, attitudes and establishing routines Expected standard

The childminder actively supports children to regulate their emotions. She offers clear guidance and practical strategies to help them to interact positively with their peers and manage feelings of frustration or upset. For example, children use an emotions board to show how they are feeling. This enables them to express their emotions visually and encourages open communication within the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes children's attendance as important for routine and their learning. Although absences are uncommon, the childminder has procedures in place to follow up and ensure continuity for each child. She carefully considers each child's age, stage of development and individual needs when offering support for their behaviour and maintaining routines.

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Curriculum and teaching Expected standard

The childminder has a secure grasp of the curriculum and quality of her teaching. She makes well-judged decisions that drive continuous improvement. The curriculum offers a broad and balanced approach across all areas of learning. Communication and language underpin daily routines. The childminder promotes children's speaking, listening and vocabulary through lively conversations, stories and rhymes. Children confidently use new

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Needs attention

language, name animals and imitate their sounds. They develop their mathematical skills through purposeful counting activities and meaningful discussion. For instance, the childminder engages children in counting the legs on an octopus together, encouraging them to use their fingers and count aloud. This helps to reinforce one-to-one correspondence and number recognition. The childminder prioritises children's physical, personal, social and emotional development, responding sensitively to their individual cues and building their independence. The childminder helps children to regulate their emotions, such as recognising happy faces.

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Needs attention

The childminder adapts her teaching for disadvantaged children and those with special educational needs and/or disabilities to ensure that all children's needs are met. She uses assessment effectively to monitor children's progress and shape activities to individual stages of development. The childminder regularly reviews the curriculum to maximise children's engagement. Children gain key skills for their next stage, including independence in self-care, name recognition and following routines. Parents and carers receive regular updates on their child's progress. The childminder establishes effective relationships with local nursery schools, supporting smooth transitions, and children leave well prepared for nursery or school.

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Inclusion Expected standard

The childminder proactively identifies and assesses each child's individual needs through daily observations and reflective practice. She maintains a detailed diary for every child, which she shares regularly with parents and carers to ensure open communication and foster positive partnerships. All children, irrespective of their background or ability, participate fully in the life of the setting. The childminder skilfully adapts activities and routines, ensuring that every child can access and benefit from the learning on offer. She provides targeted support, building on children's development and tailors experiences to match their interests and developmental stage.

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Inclusion Expected standard

Although there are currently no children receiving additional funding or identified with special educational needs and/or disabilities (SEND), the childminder demonstrates a clear commitment to inclusion. She is ready and able to support children with SEND. For example, the childminder engages collaboratively with parents and external professionals where necessary to secure the best possible outcomes. She monitors children's progress systematically, identifying next steps for children's learning clearly and communicated these to families. The childminder's approach ensures that every child and family feels welcomed, respected and valued. The inclusive culture she promotes underpins children's confidence, independence and sense of belonging. This lays secure foundations for children's ongoing learning and wellbeing.

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Children's welfare and wellbeing Needs attention

Overall, children are supervised well. However, the childminder returns indoors, leaving children outside and temporarily out of sight when she is preparing an outing. Although she can hear them, she cannot see them if something happens

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Children's welfare and wellbeing Needs attention

The childminder implements a range of care practices that meet most children's individual needs. She tailors her approach so that disadvantaged children, those with special educational needs and/or disabilities, children known to social care and those facing barriers to learning or wellbeing receive targeted support, enabling them to access the full provision and make progress. The childminder establishes secure and responsive relationships with all children, fostering attachments that promote a sense of safety and belonging. The childminder's interactions and sensitive engagement help children, including babies, to explore their environment confidently and seek reassurance when needed.

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Children's welfare and wellbeing Needs attention

The childminder plans daily routines, and activities support children's physical development, personal safety and health. She explains healthy habits and encourages children's self-care skills. The childminder guides children to recognise, express and regulate their emotions, equipping them with strategies to manage feelings and build resilience. The childminder adapts routines, such as sleeping, weaning and feeding, to reflect children's individual needs, supporting children's wellbeing and security.

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Leadership and governance Needs attention

Overall, children are supervised well. However, risk assessment procedures were not followed when preparing for an outing. Although the childminder remained within hearing distance, the children were out of sight, which could delay her response in an incident. This is a breach of requirements.

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Leadership and governance Needs attention

The childminder creates a safe and welcoming environment where children thrive. She provides a wide range of resources and sets high expectations, underpinned by a clear vision for continuous improvement. She reviews and adapts provision in response to children's interests and local events.

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Leadership and governance Needs attention

The childminder maintains robust relationships with parents and carers. She communicates to support continuity for children and manages her workload effectively. The childminder models positive self-care and collaborates closely with the local authority and schools, sharing information to support children's transitions. Her commitment to ongoing professional development is evident through regular training in safeguarding and first aid. Importantly, the childminder knows the procedures to follow in the event of any allegations, ensuring prompt and appropriate action to safeguard herself and children. Professional relationships and reflective practice are well established within the setting.

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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 understands her risk assessment processes. However, children have been left outside while she collects items for an outing. This means she may not be immediately aware of any risks to children's safety.

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

The childminder prioritises children's emotional wellbeing each day. Children communicate their feelings openly and benefit from attentive listening, which builds their self-esteem and resilience. The childminder plans group activities, such as story time and music sessions, to foster children's social interaction, cooperation and mutual respect. She provides outdoor experiences, including nature walks and physical play, to enhance children's physical development and encourage their curiosity about the world.

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

The childminder organises the setting thoughtfully, inspiring children and nurturing their creativity. She adapts activities to suit children's individual interests and developmental needs. The childminder ensures that every child experiences success and a sense of achievement. Established routines and carefully planned support enable children to develop essential skills and prepare successfully for the next stage in their education. The childminder identifies and addresses barriers to learning. This ensures that all children, regardless of background or need, receive full inclusion and support.

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

Children display remarkable confidence and independence as they take an active role in their learning. They develop secure attachments and form positive relationships with the childminder and their peers. The childminder provides a well-resourced environment indoors and outdoors. She offers a broad range of activities that stimulate children's curiosity and engagement.

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

Parents and carers receive regular updates on their child's progress through diaries and face-to-face communication. The childminder values partnership with families and encourages them to share knowledge and contribute ideas. This collaborative approach provides consistency for children and reinforces their learning at home. The welcoming environment creates a sense of community, where children and families feel respected and involved.

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

The childminder's commitment to personalised support and open communication ensures that every child feels valued and prepared for their future learning. Her holistic approach establishes a foundation for lifelong learning, social development and emotional wellbeing.

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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 action by the assigned date:

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Action Completion Date

improve risk assessment procedures, particularly for outings, to ensure that children are supervised at all times. 23/02/2026

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About this inspection

The inspector spoke with the childminder, parents and carers and children during the inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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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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4

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.

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4

A quality assurance visit by an additional inspector was carried out at this inspection.

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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.

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Urgent improvement

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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