Mitton, Kirsty

Childminder

Unique reference number (URN): 2850054 Registered with Ofsted: 13/11/2025 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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Children's welfare and wellbeing Strong standard

A focus for the childminder is to provide a setting where children feel safe and happy and are inspired to learn. This is achieved as children thrive in the childminder's company and are reassured by her presence. She is very attentive and thoughtfully supports their care needs to make sure they are comfortable in her home. The childminder treats children with kindness and respect. She promotes their emotional wellbeing and instils a sense of belonging in them. This enables children to manage their emotions, confidently explore, and then try new things.

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Children's welfare and wellbeing Strong standard

The childminder teaches children healthy habits. She encourages them to make positive choices, developing their physical wellbeing. The childminder works very closely with parents and carers to progress self-care skills. This offers a highly consistent approach, for example, to developing children's toileting skills. The childminder provides children with nutritious foods, often introducing new items to develop their tastes. Children independently access their own water bottles. Younger children develop skills and coordinate their movements to use an open cup for their milk at breakfast time. Children learn about hygiene practices, washing their hands and using tissues to wipe their noses. Children learn about their local community and the wider world. They particularly enjoy their days at the forest school, learning about nature.

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Achievement Expected standard

Children make steady progress and achieve the expected standards for their age and stage. They are confident, curious and eager to learn, demonstrating high levels of concentration and engagement in a wide range of activities. Children develop independence through everyday tasks. Children develop their physical skills as they enjoy music and dancing sessions. They strengthen their fine motor skills and hand–eye coordination as they act out the life cycle of the butterfly using small resources. Children refer to a previous activity using appropriate language as they explain about the caterpillar and cocoon before they saw the butterfly. Children are socially confident and celebrate their uniqueness by sharing details about their home life, using photos that are displayed. All children, including those with barriers to learning, make progress from their starting points. Children demonstrate secure foundations in their knowledge, sharing what they know about animals during their play,

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from the childminder's calm and kind nature. She has high expectations of children's behaviour and supports them to say 'please' and 'thank you'. The childminder considers children's individual stages of development and adjusts her methods of communication to promote the same expectations for all. For example, she uses hand gestures as well as verbal prompts. This strengthens the relationship she has with children and teaches them essential social skills. The childminder shares information about children's behaviour and routines with parents.

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Behaviour, attitudes and establishing routines Expected standard

Children are independent and know the routine of the day. They enjoy planned activities but also self-select toys and resources that interest them. When they are finished, children help to tidy away. Children receive lots of praise and encouragement and feel a sense of accomplishment when they are helpful.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of consistent attendance for children so they can learn about routines and establish positive habits for later life. She shares her approach on attendance with parents from the start. The childminder offers settling-in sessions for children. She gathers information from parents about children's care needs, stage of learning and learning style. She makes reasonable adaptations and tailors children's experiences to ensure all children achieve. For example, she provides resources that are a keen favourite to help children settle, and she adjusts the routine to suit children's individual needs.

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Curriculum and teaching Expected standard

The childminder delivers a curriculum that is ambitious and sequences learning, enabling children to gain new skills. Teaching is effective, and activities and progress are carefully monitored to build on prior learning. The childminder has a secure knowledge of child development. Children gain skills for the next stage of learning, including school. The childminder provides a nurturing, inclusive and well-structured environment where children make steady progress, develop independence, and enjoy their learning.

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Curriculum and teaching Expected standard

The childminder places a focus on children's communication and language development, and overall provides quality interactions. She plays alongside children, modelling new language, such as 'excavator', which children then use in their play. The childminder responds positively to children's interests and opinions. However, at times she does not give children sufficient time to think and respond for themselves. Additionally, on occasion the childminder does not use or correct children's pronunciation of words. This does not promote their ongoing language development or thinking skills to the highest level.

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Curriculum and teaching Expected standard

Children benefit from regular singing and story times. They listen to the childminder and join in with familiar text and actions. Children develop early mathematical skills and language through targeted teaching. The childminder supports children's personal, social and emotional development. Children have plenty of opportunities to practise self-help skills and manage their own personal care. Children enjoy the childminder's attention and involvement in their play, demonstrating secure attachments.

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Inclusion Expected standard

The childminder's practice effectively meets the individual needs of all children who attend. She has a clear understanding of how to support children who may have barriers to learning. The childminder monitors children's development to ensure they are progressing at the correct stage for their age. She evaluates the impact of her teaching and children's ability to master next steps to ensure they make swift progress. The childminder knows what to do if children are showing signs of special educational needs and/or disabilities (SEND). She explains how she would support children who receive any additional funding to aid their development and wellbeing. The childminder has previous experience of caring for children with SEND and is able therefore to work closely with other professionals and provide support for parents. This means that any emerging concerns are identified and addressed, allowing children to access appropriate interventions and resources. The childminder

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Inclusion Expected standard

creates a safe, welcoming and nurturing environment where all children are highly valued as individuals.

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Leadership and governance Expected standard

The childminder demonstrates a clear understanding of her setting, including its strengths and some areas for development. She provides consistent routines, clear expectations and a nurturing environment, creating a stable foundation for children's learning, wellbeing and development.

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Leadership and governance Expected standard

The childminder manages her own professional development and actively keeps up to date with early years guidance, ensuring that her practice reflects current standards and legislation. She maintains a positive relationship with parents and other professionals, which supports continuity of care and learning. Attendance and routines are carefully monitored to make sure children benefit from a provision that has a positive impact on their lives.

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Leadership and governance Expected standard

The childminder makes decisions in the best interests of all children, including any who are disadvantaged in any way, have special educational needs and/or disabilities or face other barriers to learning. She considers her own wellbeing as part of her planning and ensures any new guidance or advice is acted upon. The childminder is effective at reflecting on her own practice. She has identified how further developments to her garden will enhance outdoor learning for children. As a result, the childminder can promote ongoing development and ensure continuous improvements that are a benefit to all children.

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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 curious, engaged and motivated learners. They explore activities for extended periods of time, demonstrating high levels of concentration and perseverance. Children enjoy books independently that are linked to activities, and then they develop their play with support from the childminder. Each child is recognised and valued for their unique interests, abilities and learning styles. Regular attendance helps children to build confidence and resilience and an understanding of routines, promoting consistent progress. Through play and activities, children develop the knowledge, skills and confidence they need to support a positive start in life.

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

Children show they feel safe, happy and settled as they arrive with big smiles and are eager to play. Children are socially confident, communicate their needs well and form positive relationships with other children and the childminder. Healthy attitudes to exercise are promoted through frequent trips to parks and play centres that support balance, coordination and core strength. Children learn how to keep themselves safe by helping to tidy away toys and using resources and equipment correctly. When away from the setting on outings, they learn about road safety. Consistent reminders about safety from the childminder mean that children's awareness is embedded.

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

Children enjoy warm and nurturing relationships with the childminder, who knows them very well. The childminder has implemented a curriculum that enables her to build on what children know and need to learn next. Children engage in experiences that motivate them to learn. The childminder introduces opportunities for children to practise and strengthen their hand–eye coordination. For example, they use spoons and scoops to move crushed cereals around a tray. The childminder recognises that such skills can support how younger children use cutlery to feed themselves and help older children gain the skills needed to support

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About this setting

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

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Facts and figures used on inspection

early writing. The youngest children giggle as they feel and squeeze the cereals with their hands.

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Next steps

The childminder should ensure that children have enough time to think and respond to questions to enable them to share their thoughts and ideas. The childminder should consistently correct and model the accurate pronunciation of words to further promote children's developing language skills.

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About this inspection

The inspector spoke with 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 was available to the inspector at the time of the inspection.

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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.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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