Clark, Nicola Louise

Childminder

Unique reference number (URN): 2733655 Registered with Ofsted: 02/02/2024 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 attempt to say many new words. All children, including those with special educational needs and/or disabilities, speak clearly for their age. They are well prepared for the next steps in their learning.

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Achievement Expected standard

Children demonstrate competent fine motor control as they mark-make. They draw around shapes, their hands and animals. They shout out 'ta da' as they finish, demonstrating pride in their work. Young children spend long periods of time exploring and experimenting with emptying and filling. They begin to use some mathematical language as they play. Children make good attempts to hold 3 fingers up as they sing 'Baa Baa Black Sheep'. All children remain engaged and enthusiastic during singing time. Children know the actions to songs and move their bodies accordingly.

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Achievement Expected standard

The childminder creates progress trackers for each child that are clear and accurate. They capture current learning and list clear next steps for the children.

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Behaviour, attitudes and establishing routines Expected standard

The childminder skilfully supports children who find it difficult to share toys and equipment. She encourages them to take turns by modelling what to do and giving frequent praise when children do the right thing. When young children take resources from other children, the childminder immediately steps in and explains this is not acceptable. She persists in explaining sharing etiquette until children begin to understand the rules and wait for their turn. The childminder models how to play with toys so that children learn how to look after equipment.

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Behaviour, attitudes and establishing routines Expected standard

Children stop immediately when requested to do so and listen carefully to the next instruction, such as walking, jumping, hopping or counting. Children's attendance is encouraged and the childminder checks on the whereabouts of any children that have not arrived promptly.

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Behaviour, attitudes and establishing routines Expected standard

During reading sessions, the childminder strengthens the close relationships she has built with children. Children typically focus for long periods during story times. They maintain their attention, and if they become slightly distracted, the childminder swiftly draws them into the story by asking them questions. Children concentrate and comply with the behavioural expectations very well given their young age.

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Children's welfare and wellbeing Expected standard

The childminder provides nutritious, home-cooked meals for children every day. Children tell the childminder when they need help and generally make their wants and needs clear. Children feed themselves independently. The childminder supports the home routines for sleeping so that children experience consistency at home and in the setting. The childminder shows respect for children, asking permission before wiping their nose or changing their nappy. This strengthens the bonds between the childminder and children and enables children to feel safe and secure. She follows clear handwashing and hygiene procedures. When a child has a minor accident and stubs their toe, the childminder provides reassurance and explains not to spin around to avoid further accidents. Children generally respond well to this approach and begin to learn how to keep themselves safe.

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Children's welfare and wellbeing Expected standard

Children learn how to look after their teeth as they play with role-play dental equipment and talk about brushing their own teeth. They demonstrate their understanding of being ill and visiting the doctor as they pretend to take each other's temperature and look inside their ears.

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Children's welfare and wellbeing Expected standard

Children regulate their emotions well for their age and play happily throughout the day.

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Curriculum and teaching Expected standard

The childminder precisely develops children's speech and adapts her teaching to meet the needs of all children. She engages in long conversations with children and uses a wide range of vocabulary, frequently introducing new and more complex words. The way the childminder promotes reading is a real strength. She skilfully uses her voice to emphasise key words. This draws children's attention to specific key points. For example, she explains 'camouflage' in simple terms, stating the caterpillar is green like the green leaf.

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Curriculum and teaching Expected standard

The childminder encourages listening skills through activities such as singing and reading. She provides many opportunities for children to respond to simple requests and make choices. She frequently checks that children are listening. The childminder focuses on developing fine motor movements, such as fastening buttons and zips. She teaches children about mathematical concepts throughout the session. For example, the childminder counts and says number names to 5 as children stack blocks.

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Curriculum and teaching Expected standard

The childminder celebrates a few festivals with the children in her care, but the curriculum for teaching children about other cultures and diversity is less well considered than other areas. The childminder recognises this as an area for further development.

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Inclusion Expected standard

Parents say the childminder immediately identifies and notifies them if children are showing any sign of delay with their development. Parents report that the childminder approaches these conversations with great sensitivity, care and professionalism. The childminder refers children to health teams for further support if required. She works closely alongside parents. For example, she supports children with a restricted diet and patiently introduces more flavours and textures.

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Inclusion Expected standard

The childminder utilises the support of the local authority special educational needs coordinator if she needs assistance or guidance and will work with other professionals to support the needs of individual children. She alters her speech and questioning to support children with language delay. She keeps sentences short and focuses on one or two words to enhance meaning. The childminder plans children's next steps for progress and checks these have been achieved at regular intervals throughout the year. She produces very detailed reports that clearly identify any gaps in learning.

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Inclusion Expected standard

Although the childminder is committed to ongoing improvement, she does not yet have a plan in place to regularly update her knowledge of strategies that can support children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Parents say that transition into the setting is made easy because of the detailed information the childminder gathers about their children's interests and abilities. They say children show excitement when they turn into the street that the childminder lives on in anticipation of the day ahead. The childminder provides parents with daily updated information about routines and activities via an app. She sends out newsletters to share information about upcoming events. The childminder builds close relationships with families and recognises how children can be impacted by home events, such as the birth of a new sibling. She takes extra time to ensure children are emotionally secure at these points of change, providing consistency and emotional warmth.

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Leadership and governance Expected standard

The childminder is committed to self-improvement. She would like to gain more qualifications and professional expertise, but does not yet have clear plans in place for continual professional development. The childminder has links with local schools and shares information about children's progress to enable a smooth transition to the next stage in learning.

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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 flourish in the care of this childminder. She welcomes children with a gentle and warm tone in her voice and children quickly settle in and concentrate at activities. Children feel safe. They demonstrate this as they approach the childminder for emotional support when they feel tired or sad and seek out close physical contact. It is clear that the childminder has developed powerful connections with the children in her care.

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

The childminder skilfully supports children to begin to socially interact. She acknowledges when children join activities that other children are playing and explains what is happening and how they can join in the play. This really helps young children to begin to interact with each other. The childminder shows great respect for children and listens to their suggestions and ideas.

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

Children at this setting thoroughly enjoy dance and singing time. They shout out 'Yay!' as the childminder suggests the next song. They clap along to the rhythm enthusiastically and request to sing songs again and again, getting faster each time. This excitement for learning is a pleasure to see. During activities, children sing to themselves as they play and giggle as technology toys make noises when buttons are pressed. This demonstrates that they feel happy in the care of the childminder and can express themselves freely.

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

Children confidently explore the environment and independently select the toys they want to play with. They access their own drinking bottles and make attempts to remove their shoes and coats. They ask for help when they need it. All children, including those with special educational needs and/or disabilities, achieve well and make effective progress. Children are ready for the next stage in their learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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 develop the curriculum to include a wider range of rich and meaningful experiences for children so that they begin to gain an understanding of the different cultures and communities in the world they reside in. The childminder should access training and implement a programme of continual professional development to enhance her teaching expertise further.

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About this inspection

The inspector spoke with children and the childminder 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 11 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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