Childminder

Childminder

Unique reference number (URN): EY486683 Registered with Ofsted: 09/03/2015 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 steady progress from their starting points, across all areas of the curriculum. All children are included, and they generally receive the support they need to achieve. Children grow in independence, for instance changing their own clothes after water play with minimal support. They show confidence as they follow routines, such as working together to tidy away garden toys.

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Achievement Expected standard

Children's communication skills grow as they interact with each other positively. They learn from each other in the mixed-age environment. For example, children sit and share books together, with older children narrating what they see. Children generally develop the skills that they need for their next stages of learning. For instance, they express their needs and share their thoughts. They are typically well prepared for their move on to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a positive culture where children learn to manage their behaviour increasingly well. Children have a clear understanding of the childminder's expectations, and they typically want to meet these. When there are instances of poor behaviour, the childminder generally takes swift action. She explains why behaviour needs to change and adapts explanations to ensure that all children understand. She knows each child well and typically uses that knowledge to offer the support they need. The childminder reviews the methods that she uses for teaching and changes her approach to match children's changing needs and ages and stages of development.

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Behaviour, attitudes and establishing routines Expected standard

Children feel safe as a result of the clear and regular routines the childminder has in place. For example, children wait for aprons to be provided before they open paints. The childminder builds effective relationships with all children. Generally, children learn to collaborate. For instance, the childminder supports children to share giant puzzle pieces in the garden, modelling how positive sharing and collaborative working looks. The childminder monitors children's attendance carefully. She typically encourages children to attend regularly and adapts her approach where needed. For instance, she supports families to take time to spend time together when a parent or carer returns from military deployment.

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Children's welfare and wellbeing Expected standard

Children are safe and secure. The childminder has clear oversight of children at all times. She typically meets children's care needs effectively. For instance, she helps children learn to blow their own nose and changes babies' clothing when they finish water play. She typically takes each child's individual age and stage into account and adapts care practices accordingly, such as by challenging older children to dress themselves to develop their independence skills. The childminder builds secure and effective relationships with all children. She is generally aware of children's daily needs. She notices small changes in children's communication and anticipates their frustration. The childminder generally works closely with parents and carers to ensure that children's care routines are closely followed. For instance, she checks on how children sleep at home and alters their nap plans accordingly. The childminder teaches children to be increasingly

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Children's welfare and wellbeing Expected standard

aware of their emotions and to manage them effectively. She uses emotion-themed images to help children identify and name how they are feeling. The childminder has recently completed training in infant nutrition. However, she is not yet using this knowledge to consistently support children to develop a secure understanding of healthy eating. For example, she tells children to eat their sandwiches first but does not explain why.

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Curriculum and teaching Expected standard

The childminder has clear intentions for her curriculum. She has recently started to use new systems to help her cover all areas of learning. These are starting to have an impact, and learning is typically well planned. The childminder carefully checks what children can do when they start. She regularly checks on their ongoing progress and supports the development of children's language skills well. She adapts her interactions to match children's communication levels. For instance, she uses open questions to encourage most- able children to share their thoughts. The childminder generally adapts her interactions to ensure that all children are included.

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Curriculum and teaching Expected standard

The childminder typically weaves mathematical learning throughout the curriculum. For instance, she asks children to count the number of bees in a book and explores the language of 'full' and 'empty' with them. The childminder supports children to develop their physical skills, such as helping them to navigate steps as they play outdoors. The childminder focuses on developing children's personal and social skills. For example, she reminds children of the skills they will need to go to school, such as independent handwashing, and praises them for achieving these.

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Curriculum and teaching Expected standard

While teaching is typically well tailored, the childminder does not always ensure that older children's learning is always sufficiently extended. For instance, older children play with simple toys independently for extended periods. This means that they do not consistently benefit from challenge in their learning as they move towards their next stage of education.

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Inclusion Expected standard

The childminder creates an inclusive environment where all children feel well known and are, generally, well supported. She monitors children's progress through observation and ongoing assessment. The childminder generally uses this knowledge to carefully adapt her approach. For instance, she varies the language that she uses to ensure that it meets the needs of each individual child. She deliberately uses single words for some and longer sentences for others. The childminder carefully considers potential barriers and typically takes prompt action to address them. For instance, when she identified that children were struggling with family deployment, she undertook specialist training in supporting military families. She used her learning from this training to put in place systems to provide security and continuity when parents and carers are away.

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Inclusion Expected standard

The childminder typically assesses the impact of the support that she puts in place and adapts her approach as children's needs change. She has completed relevant training to support children with special educational needs and/or disabilities. She is alert to potential signs that further support may be needed. She typically links with the local authority to engage with other professionals where necessary. The childminder works closely with families to ensure that she has a full picture of each child's experiences to ensure that they are supported well to make progress.

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Leadership and governance Expected standard

The childminder is committed to her ongoing training and development. She typically uses her learning to improve the provision. She tailors the training she undertakes to support her in meeting children's needs. For instance, she took a counselling course to better understand how to support children's emotional development. The childminder carefully considers the best interests of every child in her care. She works hard to support each child and their family fully. She generally signposts families to wider agencies for support where this is needed, particularly for children who may face barriers to their learning. The childminder typically identifies suitable areas for improvement, such as with her recent focus on developing better curriculum coverage. However, she has not yet ensured that curriculum implementation and all care practices consistently support the needs of all children.

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Leadership and governance Expected standard

The childminder typically seeks constructive feedback from other professional sources. For instance, she has used her links with local schools to determine the skills children should have before they join. She has used this knowledge to develop checklists to help parents prepare their children for school. Parents value the childminder's support and receive suitable communication. They praise the childminder's awareness and understanding of their families' unique circumstances.

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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 safe and happy in this warm and friendly childminder's setting. They form secure, respectful relationships with the childminder, and from this secure base they enjoy learning through play in the well-resourced environment. They follow their own lines of enquiry and establish their own activities. For example, children use linking mats and work collaboratively to put them together. They know what is expected of them and enjoy meeting these expectations. For instance, they tuck their chairs under, without prompting, after they leave the lunch table. Children learn to behave well through attending regularly. The childminder encourages their regular attendance by building positive relationships with, and valuing, families.

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

Children learn about the world around them and develop their understanding of others. For example, they listen enthusiastically to a story about bees and confidently discuss the different parts of a bee's body. Their individual interests are well understood and nurtured by the childminder. For instance, when children discuss their interest in vehicles, the childminder shows them how a fork-lift truck works. Children enjoy their learning, are curious and are keen to find out more. The childminder carefully assesses and monitors each child's learning and development. She identifies challenges and circumstances that may impact on their learning, such as the deployment of military family members. She uses this knowledge to adapt her approach to meet children's changing needs.

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

Children learn from each other. Older and younger children freely interact. The childminder nurtures these bonds, which build children's sense of belonging. Children work together to fill and empty pans as they play with water, and the childminder praises their teamwork. Children's families are also fully involved and supported. Their contributions are valued, such as sharing special food to mark celebrations at home. This makes all children feel fully included.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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Next steps

The childminder should ensure that she works with children and their families to help them to make consistently healthy choices about nutrition and to understand why these choices are important. The childminder should ensure that older children receive teaching that is consistently tailored to their age and stage of development.

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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 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 28 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

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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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