Childminder

Childminder

Unique reference number (URN): EY405676 Registered with Ofsted: 22/04/2010 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 make clear and sustained progress from their starting points because the childminder understands how to build successfully on what they know and can do. Children who face barriers to their learning are supported well. Children develop early communication skills through regular modelling, repetition and meaningful conversations during play. They extend their vocabulary, improve clarity of speech and gain confidence when interacting with others.

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Achievement Expected standard

Children also make progress in mathematical development, demonstrated by their ability to count accurately, recognise number sequences and solve simple problems through puzzles, songs and practical activities. For example, young children excitedly and confidently work out how many buns are left when participating in a familiar 'Five Currant Buns' song activity. Their personal, social and emotional development is well supported, as children learn to persevere, follow routines and manage small challenges with increasing independence. As a result, children demonstrate readiness for their next stage of learning and achieve well across all areas of development.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive behaviour and attitudes because the childminder creates a calm, consistent and nurturing environment. They understand the expectations of the setting and respond well to gentle reminders and clear routines. For example, children willingly tidy away resources before choosing something new, often saying 'bye bye' to toys as they put them away, showing a positive understanding of routine and transition. Children display high levels of engagement and show perseverance when completing tasks such as puzzles of increasing complexity, reflecting positive attitudes to learning and emerging problem-solving skills.

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Behaviour, attitudes and establishing routines Expected standard

Children form warm and trusting relationships with the childminder, which supports their confidence in exploring the environment and trying new experiences. They are encouraged to share with others, follow instructions and develop self control. Children also learn how to keep themselves safe, such as holding the childminder's hand on outings and following established routines when walking to and from school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of regular attendance by maintaining close communication with families and would follow up promptly when children are unexpectedly absent, helping to ensure children benefit fully from the learning experiences provided. Consistent, predictable routines help children feel settled and secure. As a result, children demonstrate positive attitudes, increasing independence and behaviour that is appropriate for their age and stage of development, preparing them well for future learning.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are promoted effectively because the childminder provides attentive, responsive care that meets individual needs. She establishes warm and trusting relationships, which helps all children feel settled, confident and ready to explore. The childminder demonstrates a sound understanding of how to recognise emerging needs and support children who may face barriers to learning. She takes timely action when concerns arise and adapts learning experiences appropriately.

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Children's welfare and wellbeing Expected standard

Children demonstrate they feel comfortable and secure in the childminder's care, seeking reassurance when needed and engaging happily in familiar activities. Daily routines, including handwashing before meals and wiping hands and faces afterwards, support children's understanding of health and hygiene. The childminder supervises children closely during mealtimes, ensuring they are safe while eating and encouraging independence at a pace that suits their developmental stage.

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Children's welfare and wellbeing Expected standard

Children learn how to keep themselves safe in the home and on outings. They understand the expectations for walking to school, holding the childminder's hand and staying close in the playground. Individual care needs, such as sleep routines, comfort items and emotional support are well understood and respected. When children become overwhelmed, the childminder supports them calmly, helping them regulate their emotions and understand how their actions affect others. As a result, children feel secure, develop confidence and experience consistently positive wellbeing within the setting.

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Curriculum and teaching Expected standard

The childminder delivers a dynamic curriculum that is typically taught well, ensuring it reflects the learning and development requirements and is tailored to children's individual needs, interests and stages of development. She has a clear understanding of what she wants children to learn, with a focus on communication and language, mathematical reasoning, physical development and emotional growth. Her teaching is purposeful and responsive, informed by regular observations that help her understand what children already know and can do, enabling her to build effectively for their next steps.

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Curriculum and teaching Expected standard

The childminder promotes children's language skills through meaningful conversations, modelling new vocabulary and narrating actions during play. For example, when completing a puzzle, she clearly models the word 'roof' for the garage to extend children's descriptive language, prompting them to use and copy new words confidently. She further enriches language by naming and discussing objects as children explore pictures in books. Mathematical understanding is woven naturally through daily routines and activities. For instance, the childminder counts objects aloud, encourages children to recognise numbers and introduces concepts such as shape, pattern and sequencing during play.

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Curriculum and teaching Expected standard

Teaching is adapted to ensure all children can participate at their own pace. The childminder adjusts the level of challenge within activities, and provides time for children to make choices, repeat and refine skills. She uses children's interests, such as stacking and ordering objects or recalling songs, to extend their learning securely. The childminder's focus on independence, emotional wellbeing and enjoyment ensures children engage positively and make progress across the curriculum.

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Inclusion Expected standard

The childminder creates an inclusive environment in which children's individual needs are identified promptly and assessed effectively. She monitors children's progress closely through her ongoing observations and regular dialogue with parents, ensuring she can review support and evaluate the impact of her actions. For example, the childminder's understanding of each child's development allows her to notice early when extra support is needed, particularly around speech and language, resulting in improved communication.

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Inclusion Expected standard

The childminder makes appropriate adaptations so that all children can participate meaningfully. For instance, she adjusts the level of challenge within puzzles and activities to support children with a keen interest and advanced knowledge of early mathematical skills. Children who speak English as an additional language see their home language valued, and the childminder learns key words to promote belonging.

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Inclusion Expected standard

The childminder engages effectively with parents, sharing observations and children's next steps alongside regular discussions to support learning at home. However, links with all settings children attend are not prioritised, and the childminder recognises communication is an area to strengthen. Children are well supported to make progress, regardless of their starting points, and those who may face barriers to learning receive timely and responsive support.

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Leadership and governance Expected standard

The childminder has a clear understanding of her strengths and the areas she wishes to improve. Overall, she reflects on her practice, keeps up to date with mandatory training and demonstrates an accurate view of the children's needs and the priorities for their development. However, the childminder does not yet precisely target professional development to enhance the quality of practice to a higher level and drive continuous improvement.

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Leadership and governance Expected standard

The childminder identifies children's emerging needs promptly, adapts activities appropriately and works closely with parents to identify early support where necessary. Decisions are made in the best interests of children. She understands how to reduce barriers to learning and how to seek advice from external agencies when concerns arise. Parents speak highly of the childminder's provision, commenting that they are very happy with the care their children receive and the progress they make. The childminder understands the importance of effective communication with other settings that children attend to promote continuity in children's care and learning. However, she has not yet established this information-sharing partnership with all settings children additionally attend.

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Leadership and governance Expected standard

Overall, the childminder maintains appropriate records, understands mandatory reporting expectations and ensures that all children's safety and welfare remain central to her work. As a result, children are safe, included and able to make progress.

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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 experience a warm and nurturing environment where they achieve, belong and thrive. Children feel safe, welcomed and valued because the childminder builds positive, caring and secure relationships with them. Children show confidence in exploring the environment and make independent choices in their play, selecting puzzles, resources and activities that match their interests. The childminder knows each child well, including their backgrounds, learning preferences, family circumstances and any barriers they may face. This enables children's individual needs to be identified early and activities adapted so every child can participate meaningfully.

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

Children benefit from a curriculum that prioritises communication and language, mathematical thinking, physical development and social skills. Through consistent modelling, rich conversations, songs and everyday routines, children develop growing confidence in speaking, vocabulary and early problem-solving. They learn to persevere, explore and repeat activities that excite them, such as counting games, sequencing puzzles and matching tasks. Children are supported to build independence, such as putting their own shoes on, managing routines and helping to tidy away.

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

The curriculum is accessible and typically taught well. Inclusivity is embedded throughout. Children see themselves represented in resources and daily discussions. The childminder works closely with families, recognising when children need additional help, particularly those with emerging speech and language needs, and takes timely action, including signposting families to external professionals.

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

Children's wellbeing is promoted through clear routines and expectations. They behave well, respond to gentle guidance and demonstrate positive attitudes to learning. They learn how to keep themselves safe at home and on outings, follow hygiene routines and develop a sense of emotional security. Overall, children flourish in an environment that supports their early learning, nurtures their confidence and prepares them well for the next stage of development.

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Next steps

The childminder should strengthen opportunities to review practice and prioritise wider professional development to enhance knowledge and understanding in the early years sector. The childminder should build stronger links with all settings that children attend and promote a more shared approach to supporting their progress.

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About this inspection

The inspector spoke with the childminder and children and reviewed parents' feedback 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.

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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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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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