Childminder

Childminder

Unique reference number (URN): 2805195 Registered with Ofsted: 03/09/2024 Registers: EYR, CCR

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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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Behaviour, attitudes and establishing routines Strong standard

Children consistently demonstrate highly positive attitude to learning from a young age. The childminder carefully and thoughtfully prepares the environment with a wide range of activities which reflect their interests. She has high ambitions for every child and adapts her practice to meet their needs. Children attend regularly, which means they benefit from clear, consistent and well-established routines. They follow these without any support. For example, children know they wash their hands after their nappy changes, and always before they eat and drink. They access their own comfort items after lunch to prepare for their nap time. The childminder quickly recognises when children show signs they are becoming tired, outside of their typical routine. She is highly responsive to this and adapts, changing lunchtime to ensure children do not miss their meal.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a wonderful role model for children and provides an inclusive and respectful environment. She consistently teaches them to be kind and caring towards each other. Young children's behaviour is exemplary. They share, take turns and are well mannered. They benefit from the praise they receive from the childminder and show an early understanding of right and wrong. The childminder teaches children about their emotions in an age-appropriate way. For example, they use picture cards to show different facial expressions.

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Inclusion Strong standard

All children are welcomed into the setting by the childminder. She makes precise and detailed observations and assessments of their learning, which helps her to quickly identify their individual needs. The childminder uses extra funding to effectively support children whom it is intended for. The use of funding is discussed in detail with families and is used to make a sustained difference to children's lives. For instance, she supports children with special educational needs and/or disabilities to begin to use specialised cutlery to promote their independence. Families receive the same set at home so they can continue to support their children. Children demonstrate high levels of emotional wellbeing. They use the sensory room as their safe space in the setting. They thoroughly enjoy looking at the colours on the light table and playing with the magnetic shapes.

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Inclusion Strong standard

The childminder is experienced and skilled in supporting children with special educational needs and/or disabilities, and those who face barriers to their learning. For example, she accesses training to help develop her skills to the highest level to support children. Partnership working with other professionals is highly effective. For example, the childminder liaises with speech and language therapists and professionals who support children with additional communication needs. This helps her to support children with communication needs, and they use sign to communicate effectively. The childminder extends this opportunity to all children, and they show a high level of interest as they copy signs from her. This helps all children to feel valued, included and able to communicate with each other.

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Achievement Expected standard

Children make particularly strong progress in communication and language. Across other areas of learning, they make the typical progress expected for their ages and starting points. The childminder assesses children's skills on entry and quickly identifies next steps. She uses her skills and knowledge to focus on these areas, which helps to minimise gaps. For instance, children make excellent progress in their communication and language development. They begin to use correct language and sentences in a very short period of time. The childminder consistently talks to children about what they are doing and asks open questions to encourage discussion. While children make particularly strong progress in communication and language opportunities to extend their understanding of the wider world are less consistent.

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Achievement Expected standard

The childminder recognises the importance of helping children to develop the skills they need for the future, including school and in later life. Overall, children make typical progress across the rest of their learning. They show emerging self-care skills, and the childminder talks to families about working in partnership to help children begin to use the toilet. Children develop effective social skills and are confident to show the childminder the things they would like to do.

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Children's welfare and wellbeing Expected standard

Children form positive relationships with the childminder and each other. The childminder is kind, caring and nurturing. Children show they feel safe and settled in her care. For example, when they feel unsure, they use the safe space in the setting and seek the childminder for comfort. They quickly settle and begin to show confidence. Children know they can access their comfort items when they become tired. The childminder generally implements policies to promote children's welfare. For instance, she ensures that she follows the guidelines for safer sleeping and supervises children as they eat.

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Children's welfare and wellbeing Expected standard

Children's hygiene, safety and welfare are promoted effectively by the childminder. For example, they spend time outside every day and develop their physical skills. They climb the slide with ease, and the childminder stands close by to provide effective levels of supervision and support. Children thoroughly enjoy washing their hands. They use the sink and soap independently, watching as the childminder models how to do this correctly. The childminder provides children with healthy snacks and encourages children to drink plenty of water. Although the childminder provides parents and families with information about healthy eating, there are still further improvements to make to help children build healthy habits for the future.

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Curriculum and teaching Expected standard

The childminder provides a sequenced, balanced curriculum which typically helps children build on their existing skills and knowledge. Children make positive progress in their communication and language development, and this is a focus for the childminder. For example, the childminder swiftly identifies barriers to learning and works hard in partnership with families to remove them. Children pop their dummy in their individual pot on arrival. The childminder models clear words and encourages them to communicate and copy from her. She focuses on correct pronunciation with some children and adapts her teaching to extend other children's vocabulary.

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Curriculum and teaching Expected standard

Children are encouraged to use mathematical language throughout their play and daily routines, for instance, they count how many cups they need at snack time. Children have plenty of opportunities to develop their physical skills inside and outside. The childminder mirrors the curriculum in both areas of the provision, so all children benefit from this. They practise threading inside and then repeat these skills as they use the pipettes and tweezers outside in the sensory tray. Children show confidence as they run around and climb the steps on the slide, while the childminder provides effective supervision for their safety.

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Curriculum and teaching Expected standard

Although the childminder has systems in place to help her monitor all areas of children's learning. While children make typical progress in all areas of their learning, opportunities to develop their knowledge and understanding of the wider world and community are less consistent.

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Leadership and governance Expected standard

The childminder is dedicated and committed to promoting children's learning, development, welfare and wellbeing. Overall, she implements policies and procedures which help to keep children safe and healthy. However, she recognises healthy eating policies are not fully embedded to consistently support children's healthy lifestyles. The childminder ensures she remains up to date with guidance and legislation. For instance, she supervises children while they eat and is aware of safer sleeping requirements. She checks on children's welfare by calling families and their emergency contacts if they have not arrived at their usual time.

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Leadership and governance Expected standard

The childminder regularly reflects on her practice and seeks advice from the local authority to identify areas for further development. The childminder regularly accesses training and professional development opportunities which have a positive impact for children. For example, she has enhanced children's play using baskets of natural objects for them to explore, experiment and problem-solve.

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Leadership and governance Expected standard

Partnership working is a strength. For instance, the childminder regularly works alongside the early years team in the local authority to help make improvements to the provision. Parents speak highly of the childminder and say their children are happy, settled and are thriving in her care.

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

Children develop high levels of confidence and self-esteem with the childminder. They settle in very quickly and show they feel safe in her care. For instance, they seek reassurance from her when they are unsure of visitors but quickly resume play and exploration. The childminder knows children very well and talks confidently about their needs, likes and preferences. She meets their individual care needs consistently and adapts routines appropriately when needed. Partnerships with families are very positive. Parents regularly share information with the childminder. This helps her to be aware of any changes in children's home lives which might affect their wellbeing and learning.

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

Children demonstrate positive attitudes to their learning and make consistent progress across most of the areas of learning. The childminder promotes children's communication and language development consistently well. Children are regular attenders and are well prepared for the next stages in their learning. They begin to develop some of the skills they need for their future, such as independence and self-care skills. The childminder provides clear and consistent boundaries and routines for children. This has a positive impact on their behaviour and emotional wellbeing.

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

Children show enjoyment in their learning. For example, indoors, they play imaginatively with the dolls as doctors and use the role-play doctor's set. Young children show skills as they thread laces into the cards and show pride when they achieve this. Children who prefer to learn outside benefit from this as they can access the full curriculum during their outdoor play.

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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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Next steps

The childminder should enhance ways to help children build healthy habits for the future, with a specific focus on their healthy eating choices. The childminder should begin to build on children's understanding of the wider world and their own community, to help them make consistently effective progress across all areas of their learning.

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About this inspection

The inspector spoke with the childminder and children throughout 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 8 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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