Childminder

Childminder

Unique reference number (URN): 2793687 Registered with Ofsted: 27/06/2024 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 Strong standard

Children make strong progress across all areas of learning from their individual starting points. Communication and language development is promoted effectively through meaningful interactions, songs, stories and rich play experiences. Children confidently use and extend new vocabulary throughout the day, demonstrating curiosity and enjoyment in their learning. For example, children enthusiastically talk about the bubbles they create outdoors, using descriptive language and engaging in conversations that strengthen their communication skills.

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Achievement Strong standard

Children develop secure physical skills and coordination. Even younger children who have recently learned to walk confidently access resources such as tricycles, showing increasing balance, coordination and control. They willingly challenge themselves and demonstrate growing confidence in using a range of equipment. Children who face barriers to learning and wellbeing, including those with special educational needs and/or disabilities, are fully included in activities and make good progress from their starting points because support is carefully tailored to their individual needs.

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Achievement Strong standard

Children develop strong personal, social and practical skills that prepare them well for future learning. The childminder consistently promotes independence through daily routines, encouraging children to manage age-appropriate tasks for themselves. For example, children independently put on their shoes and coats, use cutlery confidently and develop the self-care skills needed for toilet training. They show resilience, sustain concentration during activities and take pride in their achievements. As a result, children are confident, motivated learners who are well prepared for the next stage in their education, including their move on to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a positive environment where children understand expectations and receive consistent support to behave well. She uses praise effectively to reinforce positive behaviour and celebrate children's efforts and achievements. As a result, children respond positively to expectations and develop confidence in their abilities. The childminder has warm, nurturing relationships with children. Children feel safe, secure and valued, and confidently seek reassurance, support and encouragement when needed. These strong relationships help children develop a sense of belonging and emotional security.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children to learn how to cooperate, share and take turns with others. She models positive interactions during play and consistently demonstrates good manners. For example, she uses phrases such as, 'Can I please have a turn with this one?' helping children learn how to communicate respectfully and consider the needs of others. Children respond well to the positive role-modelling and develop caring relationships with their peers.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands children's ages and stages of development, and individual needs, and adapts her approach accordingly. She provides additional support where needed to help children understand expectations and participate successfully in routines and activities. Children with special educational needs and/or disabilities are supported appropriately through tailored strategies and adaptations. The childminder manages minor disagreements calmly and sensitively, helping children learn how to resolve conflicts and negotiate with others. As a result, children demonstrate kindness and respect towards one another. They engage positively in activities, show increasing independence and develop positive attitudes towards learning.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is monitored rigorously, and the childminder places a strong emphasis on promoting regular attendance, recognising its significant contribution to children's continuity of learning, development and overall progress.

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Children's welfare and wellbeing Strong standard

The childminder creates a calm, nurturing environment where children's emotional and physical wellbeing are consistently prioritised. Daily routines are well established and predictable, helping children feel settled and enabling them to engage confidently in their play and learning. Children respond positively to the familiar structure of the day and move smoothly between activities.

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Children's welfare and wellbeing Strong standard

Children benefit from a strong emphasis on developing healthy lifestyles. The childminder embeds good hygiene practices into everyday routines through engaging songs and consistent reminders, helping children understand and independently follow effective handwashing routines. She works closely with parents to promote healthy eating, reinforcing positive messages about nutritious food and supporting consistency between home and the setting.

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Children's welfare and wellbeing Strong standard

Children have frequent opportunities to be physically active throughout the day. They eagerly access outdoor experiences that develop their strength, balance and coordination while encouraging them to assess manageable risks as they play. The childminder supports children to recognise when they need assistance and encourages them to seek help appropriately, promoting their growing awareness of how to keep themselves safe.

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Children's welfare and wellbeing Strong standard

The childminder places a strong emphasis on developing children's independence through meaningful everyday experiences. Children confidently manage age-appropriate self-care tasks, such as feeding themselves and taking responsibility for aspects of their personal care. These embedded routines help children develop resilience, self-help skills and increasing independence, preparing them well for the next stage of their learning.

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Curriculum and teaching Strong standard

The childminder has a clear understanding of the quality of her curriculum and regularly reflects on children's learning and development to ensure experiences remain relevant and purposeful. She uses her knowledge of children's interests, developmental stages and next steps to shape a curriculum that meets the learning and development requirements of the early years foundation stage effectively.

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Curriculum and teaching Strong standard

The childminder places a strong emphasis on communication and language development and skilfully promotes children's vocabulary throughout the day. She uses everyday interactions to model language, emphasise sounds and encourage children to repeat and practise words. For example, she carefully exaggerates initial sounds in words, such as 'p, p, pepper' and 'ch, ch, cheese', helping children hear and reproduce sounds more clearly. She knows children exceptionally well and tailors her interactions to their individual stages of development. For example, she uses targeted strategies to support children's speech and language development, including encouraging children to watch mouth movements and incorporating singing and stories into daily routines. During activities such as bubble play, she introduces mathematical language, including words such as 'big' and 'enormous', helping children develop vocabulary and early mathematical understanding within

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Curriculum and teaching Strong standard

The childminder uses assessment effectively to identify what children know and can do and adapts teaching accordingly. She makes thoughtful adjustments for children who face barriers to learning and ensures all children can participate fully. As a result, children remain engaged, develop confidence and build the knowledge and skills needed for their next steps in learning.

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Inclusion Strong standard

The childminder identifies children's individual needs promptly and assesses their development carefully. She uses a detailed assessment process to identify what children know and can do and to plan relevant next steps in learning. Where appropriate, she completes progress reviews that focus on the prime areas of learning, helping her to monitor children's development closely and identify any emerging concerns at an early stage. The childminder takes effective action to reduce barriers to learning and wellbeing. She uses everyday routines purposefully to support children's development. For example, she uses mealtimes as valuable opportunities to engage children in conversation, model language and encourage children to repeat and practise new words. This helps to strengthen children's communication and language skills in a natural and meaningful way.

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Inclusion Strong standard

The childminder monitors children's progress closely and reviews the impact of support regularly. She maintains individual planning for children who require additional support and identifies specific strategies to help them achieve their next steps. For example, to support a child's speech and language development, she uses mirrors, singing activities, stories and opportunities for children to observe mouth movements during interactions.

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Inclusion Strong standard

The childminder works proactively with families and seeks advice from external professionals, including health visitors and local authority services, whenever concerns arise. This collaborative approach helps ensure children receive timely support and appropriate opportunities to make progress and participate fully in the setting.

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Leadership and governance Strong standard

The childminder demonstrates a clear understanding of the strengths of her provision and reflects regularly on her practice to improve children's experiences. She reviews how effectively the provision meets children's needs and makes considered changes to support their wellbeing and inclusion. Her reflective approach helps ensure the provision continues to meet the needs of the children attending. The childminder places children's best interests at the centre of her decision-making. She is committed to ensuring all children, including those who face barriers to learning and wellbeing, receive the support they need to participate fully. She works effectively with families and other professionals where appropriate and takes prompt action when concerns arise.

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Leadership and governance Strong standard

The childminder is committed to her ongoing professional development. She regularly completes relevant training, including courses relating to special educational needs and/or disabilities, and therapeutic approaches to inclusion. She applies this knowledge effectively in her practice and values professional networks, working with other childminders to share ideas, reflect on practice and maintain current knowledge.

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Leadership and governance Strong standard

Partnerships with parents are highly effective. Parents speak very positively about the childminder and value the care, communication and support she provides. These strong relationships help ensure children's needs are understood and met consistently, promoting their wellbeing and positive experiences within the setting.

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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 happy, settled and eager to play. They move confidently around the environment, independently selecting resources and leading their own learning. Children demonstrate increasing confidence and independence as they make choices about their play and explore activities that interest them. Children benefit from a range of purposeful experiences that support their development across all areas of learning. They enjoy exploring balls on ramps, where they investigate movement, cause and effect, while developing early communication and problem-solving skills. Children practise throwing and catching small balls, helping to strengthen their coordination, balance and physical confidence. They also enjoy riding cars and bicycles, which supports their developing gross motor skills and spatial awareness.

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

Children engage enthusiastically in imaginative play. For example, they role play caring for babies, carefully pushing them in prams, comforting them and pretending to settle them to sleep. These experiences help children develop empathy, nurture relationships and strengthen their understanding of the world around them. Children enjoy sensory and exploratory play outdoors. They spend time in the outdoor kitchen, pouring and transporting water and investigating how different containers work. These experiences help children develop their concentration, coordination and early mathematical understanding.

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

Children feel safe, valued and secure. Warm relationships with the childminder help children develop a strong sense of belonging and confidence. The childminder's attentive support and carefully planned experiences ensure children can participate fully, develop new skills and make progress from their starting points. As a result, children develop the confidence, independence and knowledge needed for their next stage of learning.

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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 sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and children during the inspection and received feedback from parents.

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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 12 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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