Gunsman, Nicholas

Childminder

Unique reference number (URN): 2858261 Registered with Ofsted: 26/09/2025 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 Strong standard

Children make wonderful progress from their starting points and develop the skills they need for future learning. They communicate confidently with adults and peers and use ambitious vocabulary, such as 'fabulous', during their play and discussion. Children become curious learners who ask questions, solve problems and explore ideas independently during activities such as gardening, sensory play and outdoor exploration.

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Achievement Strong standard

Children develop secure independence skills. They confidently manage routines, wash their hands, serve food and pour drinks. Babies feed themselves using spoons and identify their own belongings. Older children develop effective physical coordination as they safely use tools, climb equipment and explore outdoor resources confidently.

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Achievement Strong standard

Children behave notably well and show high levels of emotional security. They form warm friendships, take turns patiently and show kindness towards others during routines and play. Children confidently express their thoughts, feelings and preferences and develop an understanding of healthy lifestyles, hygiene and safety.

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Achievement Strong standard

Children with special educational needs and/or disabilities achieve particularly well. They develop increasing confidence, communication and self-help skills through tailored support and consistent routines. Consequently, children become motivated, resilient learners who are well prepared for their next stage of learning, including school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes a calm and nurturing culture where children learn clear routines and high expectations from the outset. He models kindness, respect and positive communication consistently. The childminder supports children to manage their feelings calmly, praises positive behaviour and encourages children to resolve minor conflicts independently. As a result, children feel emotionally secure and develop essential social skills.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is remarkable. They show kindness, patience and respect towards adults and peers. Children use excellent manners, help one another willingly and cooperate well during routines and play. For example, they help to wipe tables after meals and support their peers during lunchtime routines. Consequently, the setting is a positive and harmonious environment where children feel safe, valued and confident.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes effective routines that children follow confidently and independently. Children tidy resources cooperatively, help to apply their own sun cream and transition smoothly between activities. Mealtimes are calm and social, with the childminder modelling positive behaviour and encouraging conversations. As a result, children develop notable independence and self-care skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses inclusive approaches to behaviour and routines. He adapts expectations carefully for children with special educational needs and/or disabilities and emotional needs through sensory approaches and personalised support. The childminder shows awareness of different cultural expectations and practices. For example, he considers families' experiences of childcare provisions in other countries. The childminder works closely with parents and carers to promote regular attendance and punctuality. Therefore, children feel settled, secure and ready to learn.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's welfare and wellbeing highly effectively. He creates a nurturing environment where children's emotional security, happiness and safety are highly valued. The childminder knows children and families well. He uses this knowledge to provide consistent and nurturing care that meets children's individual needs. As a result, children feel safe, secure and highly valued within the environment.

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Children's welfare and wellbeing Strong standard

The childminder implements effective systems to support children's health, safety and wellbeing. He completes robust daily risk assessments and teaches children how to keep themselves safe through everyday routines and discussions. For example, children confidently explain the importance of handwashing and safe use of knives. The childminder supports children's growing independence very well. Children confidently manage personal care routines, prepare for outdoor play and tidy away resources independently. Consequently, they develop prominent self-care skills, resilience and confidence.

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Children's welfare and wellbeing Strong standard

The childminder supports children's emotional wellbeing sensitively. He comforts children calmly, seeks permission before personal care tasks and adapts approaches carefully for children with additional needs. For example, the childminder uses singing, reassurance and visual support to help children to feel settled and secure.

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Children's welfare and wellbeing Strong standard

The childminder works closely with families to ensure care remains consistent. As a result, children with special educational needs and/or disabilities and emerging needs feel included, understood and able to participate fully alongside their friends. Children develop positive self-esteem, secure attachments and emotional wellbeing that helps them thrive.

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Curriculum and teaching Strong standard

The childminder designs an ambitious and highly inclusive curriculum that places children's emotional wellbeing, communication, independence and curiosity at the centre of learning. He creates meaningful experiences based on children's interests and real-life opportunities, including nature walks, shopping trips and community outings. As a result, children become confident, motivated learners who develop a vital understanding of the world around them.

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Curriculum and teaching Strong standard

The childminder teaches remarkably well through warm interactions, clear modelling and purposeful conversation. He extends children's thinking during play by asking effective questions and encouraging problem-solving. For example, the childminder encourages children to predict, explore textures and discuss what they notice during sensory play and outdoor learning. He consistently introduces ambitious vocabulary, such as 'delicious' and 'pollination'. This helps children to develop impressive communication and language skills.

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Curriculum and teaching Strong standard

Teaching supports children's independence highly effectively. Children confidently serve food, pour drinks, tidy resources and manage personal care routines with increasing confidence. The childminder provides calm guidance and adapts teaching carefully to suit

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Expected standard

children's ages and stages of development. Babies and younger children benefit from simplified instructions, repetition and visual support that help them to engage successfully in routines and play.

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Expected standard

Inclusion is embedded throughout the curriculum. The childminder adapts experiences, routines and resources effectively for children with special educational needs and/or disabilities and emerging needs. For example, he introduces resources such as climbing bars and talking tubes to strengthen children's coordination, confidence and speech development. Consequently, children become more independent, communicate confidently and engage positively alongside peers.

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Inclusion Expected standard

The childminder promotes inclusion effectively throughout the setting. He builds positive relationships with families and takes the time to understand children's individual backgrounds, interests and needs. The childminder uses observations, discussions with parents and carers, and advice from external professionals to identify barriers to children's learning and provide targeted support. As a result, children feel valued, included and secure.

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Inclusion Expected standard

Children with special educational needs and/or disabilities and emerging needs receive effective support. The childminder adapts routines, resources and communication strategies to meet children's individual needs. For example, he uses sensitive approaches to help children manage their emotions and remain involved in all aspects of the day. Children benefit from calm and nurturing interactions. They make progress in their confidence, independence and social skills. The childminder also supports children experiencing changes at home sensitively, helping them to feel emotionally secure and settled.

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Inclusion Expected standard

Disadvantaged children receive practical support to help reduce barriers to their learning and wellbeing. The childminder provides additional resources, clothing and meals where needed to meet children's care needs consistently. This helps children to feel included and ready to learn.

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Inclusion Expected standard

Children develop respect for differences because the childminder celebrates cultures, languages and family experiences through daily practice and discussions about the wider world. The childminder is still developing his understanding of working consistently with other settings children attend. Information-sharing is in place but is not yet fully embedded to ensure a consistent approach to children's learning and care.

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Leadership and governance Expected standard

The childminder places children's wellbeing, safety and development at the centre of the provision. He creates a calm and nurturing environment where children feel secure, valued and confident to learn. The childminder reflects effectively on practice and identifies clear priorities for improvement, including continuing to strengthen partnerships with other settings children attend. As a result, children benefit from a provision that continues to develop to meet their needs.

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Leadership and governance Expected standard

The childminder completes relevant training and understands his responsibilities. Regular discussions and supervision help to monitor his assistants' wellbeing and suitability effectively. The assistants describe the childminder as approachable, supportive and considerate of workload and wellbeing. Professional development focuses appropriately on areas such as communication and emotional wellbeing. This helps the childminder to strengthen his confidence and practice. However, the childminder is continuing to develop his understanding of working consistently with other settings children attend so information- sharing becomes fully embedded.

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Leadership and governance Expected standard

The childminder uses additional funding thoughtfully to reduce barriers for children and families. Funding is used to provide practical resources and enhance experiences that support children's sensory, communication and physical development. As a result, children feel included, supported and able to access learning successfully alongside their peers.

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Leadership and governance Expected standard

Partnerships with parents are positive and supportive. Families value the personalised communication and support they receive. The childminder also makes effective use of community experiences, such as outings and visits to local shops, to broaden children's experiences and understanding of the world. Consequently, children develop confidence and a deep sense of belonging within the wider community.

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Leadership and governance Expected standard

The childminder is ambitious for the future of the provision. He has plans to further enrich children's outdoor learning experiences through the development of a forest school approach. The childminder explains this will help children to have further opportunities to develop problem-solving skills and a deeper understanding of the natural world.

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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 arrive happily and settle quickly into this warm and nurturing setting. The childminder builds warm relationships with children and families. He takes the time to understand children's individual personalities, routines and needs. As a result, children feel safe, valued and emotionally secure. Children confidently approach the childminder for reassurance, conversation and support throughout the day. They develop a wonderful sense of belonging and form positive friendships with others.

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

Children enjoy a broad range of meaningful experiences that promote their curiosity, confidence and independence. They eagerly explore activities such as the mud kitchen and 'discovery dig'. Children develop their communication and thinking skills well as the childminder encourages them to solve problems, ask questions and talk about their ideas. For example, children confidently discuss healthy foods, explore different textures and smells and use ambitious vocabulary, such as 'cascading'. Children sustain concentration remarkably well, cooperate during play and show high levels of engagement in activities they enjoy.

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

Children behave impeccably. They use excellent manners, wait patiently for their turn and show genuine kindness towards others. Children happily help to tidy resources, lay tables and clean surfaces after meals. The childminder supports children to become increasingly independent by encouraging them to manage personal care routines, serve food and access resources freely. Consequently, children develop confidence and important skills for their future learning.

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

Children with special educational needs and/or disabilities and emerging needs are included thoroughly. The childminder adapts routines, teaching approaches and the environment carefully to meet children's sensory, emotional and communication needs. Children benefit from calm reassurance, visual prompts and tailored support. This helps them to feel secure and able to participate fully alongside their peers. Children make clear progress from their

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

starting points, particularly in their confidence, communication and independence. They benefit from a safe and reflective environment where the childminder promotes their wellbeing effectively. Children thrive within this caring and inclusive provision.

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Next steps

The childminder should strengthen partnership working with other settings children attend so information is shared more consistently to promote continuity in children's learning, development and care.

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About this inspection

The inspector spoke with the childminder, assistants, children and their parents and carers 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 was available to the inspector at the time of the 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. 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 .

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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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