Childminder

Childminder

Unique reference number (URN): 2820450 Registered with Ofsted: 31/01/2025 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

All children achieve exceptionally well and demonstrate high levels of confidence, independence and engagement in their learning. Young children show advanced communication and language skills as they listen attentively to stories, recall key characters and events. They confidently use a broad vocabulary, including words such as 'giraffe' and 'hippo'. Children demonstrate impressive memory skills as they remember song lyrics and eagerly join in with familiar rhymes and stories.

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Achievement Strong standard

Children apply mathematical knowledge naturally during everyday experiences, independently counting stairs and participating enthusiastically in number songs. Children show well-developed personal and social skills, consistently using good manners, helping their peers as they tidy up and demonstrating empathy through discussions about emotions. Children successfully recognise and talk about feelings, showing emotional understanding beyond that typically expected for their age.

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Achievement Strong standard

Children display high levels of independence and responsibility. Young children drink from open cups, help prepare fruit kebabs safely and confidently take responsibility for laying out plates at mealtimes. Children persevere with challenges and take pride in their achievements, celebrating success together when completing tasks and solving problems.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes a calm, welcoming and highly respectful environment where children understand expectations and respond positively to routines. Children demonstrate excellent attitudes to learning. They engage enthusiastically in activities and show perseverance when completing challenges, such as working together to complete a puzzle and proudly celebrating their success by saying, 'we did it'.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and all children are consistently warm, responsive and nurturing. Children seek out the childminder for reassurance, confidently share their ideas and demonstrate that they feel secure and valued. The childminder's inclusive approach ensures that all children are encouraged to contribute. She sensitively supports quieter children to join group experiences, helping them to develop confidence and a sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

Children behave thoughtfully and show consideration for others. They consistently use good manners, saying 'please' and 'thank you'. Children consistently cooperate well during daily routines, including snack times and group activities, and show increasing independence and responsibility.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes regular attendance through positive relationships with families and well-established routines that help children settle quickly and engage fully in learning. Children develop confidence, resilience and positive learning behaviours that prepare them very well for future learning.

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Children's welfare and wellbeing Strong standard

The childminder creates a nurturing and inclusive environment where children feel safe, secure and valued. Her thorough knowledge of each child enables her to respond sensitively to individual needs and provide care that supports children's emotional wellbeing, confidence and development. Children benefit from warm, responsive relationships and demonstrate a clear sense of trust and security. They confidently seek reassurance, share their ideas and engage fully in daily experiences.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's emotional development effectively. Children learn to recognise, express and discuss their feelings through thoughtfully planned activities linked to books, conversations and everyday experiences. As a result, children develop empathy, kindness and increasing emotional awareness. They show consideration for others, use good manners and build positive relationships with their peers.

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Children's welfare and wellbeing Strong standard

Children develop healthy lifestyles and independence through well-established routines. They drink from open cups, prepare fruit kebabs, lay out plates for mealtimes and manage personal care tasks confidently. These experiences help children develop self-care skills, coordination and a growing sense of responsibility.

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Children's welfare and wellbeing Strong standard

The childminder demonstrates inclusive leadership through her commitment to ensuring all children can participate fully and achieve well. She works closely with families, other settings and professionals to support children with emerging needs and adapts her provision to meet individual circumstances. Her proactive approach to monitoring children's wellbeing and development helps ensure that children receive the support they need to flourish, remain safe and make excellent progress.

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Curriculum and teaching Strong standard

The childminder demonstrates a clear and ambitious vision for the curriculum. She draws on extensive professional development and reflective practice to design a curriculum that is carefully sequenced around children's interests, developmental stages and identified next steps. She uses her secure knowledge of child development to ensure that learning builds progressively.

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Curriculum and teaching Strong standard

Teaching is highly effective and consistently tailored to children's individual needs. The childminder uses ongoing assessment skilfully to identify what children know and can do and plans purposeful experiences that support further progress. For example, activities focusing on emotions are carefully linked to current next steps, enabling children to deepen their understanding of feelings through books, discussion and practical activities. Children confidently recognised and discuss emotions, demonstrating the impact of this targeted teaching.

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Curriculum and teaching Strong standard

Communication and language are prioritised throughout the day. Children listen attentively to stories, recall familiar characters such as 'Sarah', remember song lyrics and use a wide vocabulary. Mathematical learning is embedded successfully within daily routines as children count stairs and enthusiastically join in number songs. The curriculum places significant emphasis on children's personal, social, emotional, independence, and physical development with many trips to local parks, beaches and gymnastics classes. The childminder's inclusive approach ensures all children are fully involved, supported and challenged, enabling them to make excellent progress from their individual starting points.

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Inclusion Strong standard

The childminder promotes a highly inclusive culture where every child is recognised as an individual and supported to flourish. She has undertaken extensive professional development to deepen her understanding of child development and inclusion. She uses this knowledge effectively to identify children's strengths, interests and developmental needs through ongoing observation, assessment and close partnerships with families. The childminder identifies emerging needs promptly and tailors experiences that help all children access the curriculum and make meaningful progress.

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Inclusion Strong standard

The childminder adapts her teaching, interactions and learning opportunities successfully to meet children's differing needs and stages of development. Activities are carefully linked to children's next steps, ensuring that all children remain engaged, motivated and fully included. Children benefit from a nurturing environment where they are encouraged to participate confidently, make choices and develop a strong sense of belonging.

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Inclusion Strong standard

The childminder demonstrates a well-developed understanding of supporting children with special educational needs and/or disabilities. Through her targeted training and reflective practice, she is confident in implementing highly appropriate support. She works pro-actively with parents, other settings and professionals to ensure children receive coordinated support.

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Inclusion Strong standard

While there are currently no children in receipt of Early Years Pupil Premium funding and no children known, or previously known, to children's social care on roll, she demonstrates a clear understanding and commitment to reducing barriers to learning and ensuring all children receive the support they need to achieve the best possible outcomes.

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Leadership and governance Strong standard

The childminder demonstrates highly effective leadership through her consistent drive for continuous improvement and her secure understanding of high-quality early years practice. She builds and maintains extensive links with other early years professionals, including childminders, preschool settings, health visitors and local authority services, and uses these relationships effectively to share information, seek advice and coordinate support for children. These strong partnerships ensure that children receive timely and well-informed support that meets their individual needs.

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Leadership and governance Strong standard

She completes targeted professional development, including training in speech and language support and sign language approaches, and applies this knowledge confidently in her daily practice. This strengthens children's communication skills and enables her to respond effectively to a wide range of emerging needs. She demonstrates a secure understanding of special educational needs and/or disabilities and the graduated approach, using observation, assessment and professional guidance to identify needs early and implement appropriate strategies.

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Leadership and governance Strong standard

The childminder reflects critically on her practice and evaluates the impact of her provision regularly. She uses accurate assessment of children's learning and development to inform planning and ensure that activities remain purposeful and closely matched to children's next steps. She adapts her curriculum and teaching in response to children's progress, ensuring continuous improvement in outcomes.

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Leadership and governance Strong standard

She actively seeks out further training and professional learning opportunities to strengthen her knowledge and refine her practice. She uses this learning to enhance provision and ensure it remains inclusive, responsive and effective. As a result, she provides a consistently high-quality learning environment where children make strong progress, feel well supported and thrive.

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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 achieve highly as they engage in a curriculum that builds successfully on their interests, experiences and next steps in learning. Children demonstrate excellent communication and language skills as they listen attentively to stories, recall familiar characters and confidently use a wide vocabulary, including words such as 'giraffe' and 'hippo'. Children show impressive memory skills as they remember song lyrics and join in enthusiastically with familiar rhymes and music activities. Children develop secure mathematical understanding through everyday experiences, counting toys, naming shapes and participating confidently in number songs. Children gain increasing independence as they drink from open cups, prepare fruit kebabs, lay out plates for mealtimes and make choices about the books, songs and activities they wish to explore. Children persevere with challenges and celebrate their achievements, proudly exclaiming, 'I did it', when completing

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

Children enjoy a warm and nurturing environment where they display signs of feeling safe, valued and included. Children form secure relationships and demonstrate confidence to express their views, make choices and seek support when needed. They show kindness and consideration towards others, regularly using good manners, helping their friends and participating positively in routine group experiences like snack times. Children develop an understanding of similarities and differences through meaningful discussions and books that are woven naturally throughout the day.

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

Children thrive because their individual needs are understood and supported effectively. Children benefit from well-established routines that provide security while allowing flexibility to follow their interests. They develop emotional literacy through activities that help them recognise and discuss feelings. Children receive timely support when special educational needs and/or disabilities emerge, ensuring they continue to make progress. Children are

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 17:00,Friday : 08:00 - 14:45

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. happy, engaged and motivated learners who develop the knowledge, skills and confidence needed for future learning and success.

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Next steps

The childminder should ensure continued improvement in their already successful work by strengthening opportunities for children to engage in sustained collaborative play to realise a transformational impact on children's behaviour and attitudes.

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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 23 June 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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