Childminder

Childminder

Unique reference number (URN): 2827578 Registered with Ofsted: 25/03/2025 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

Children achieve exceptionally well from their starting points and demonstrate skills that are advanced for their age and stage of development. Very young children confidently use and repeat new vocabulary, including words such as 'rainbow', 'tractor' and 'fox', and some speak in two- to three-word sentences. They understand familiar routines, help tidy away, join welcome songs and remember the names of visitors, showing impressive listening, attention and social confidence. Children develop early mathematical knowledge as they count, join in with number songs, explore subtraction through rhymes and use mathematical language linked to size, movement and position. They show curiosity and early scientific thinking as they investigate cause and effect when playing with ramps and cars. Young children choose books independently, say 'read book', listen with concentration and develop a clear love of stories. They are independent in practical routines, including sweeping sand

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Achievement Strong standard

back into trays, sharing toys and taking turns. Children are highly motivated, confident learners who are very well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a highly positive environment where children understand routines and expectations exceptionally well for their ages. Children eagerly tidy toys away, join the welcome song and move calmly between play, sleep, meals and outdoor activities. Relationships are warm, secure and responsive. Children show they feel safe as they smile, dance, greet visitors confidently, choose books independently and seek out the childminder for reassurance and shared enjoyment. The childminder consistently supports children's behaviour through gentle reminders, clear routines and language that helps them understand feelings, turn-taking and how to play alongside others. Children collaborate very well. They share toys, take turns in the mud kitchen, play together with toy babies and tidy away together, showing independence and respect for the environment. Expectations are carefully matched to children's age, stage and individual needs, including support for

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Behaviour, attitudes and establishing routines Strong standard

communication, emotional regulation, toileting, eating and rest. Attendance procedures are effective. The childminder monitors attendance, knows when to contact parents or emergency contacts, and understands the importance of punctuality in keeping children safe. As a result, children behave very well and show highly positive attitudes to learning.

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Children's welfare and wellbeing Strong standard

The childminder's care practices are highly effective and consistently meet children's individual needs. She knows children well and organises the day around their sleep, toileting, eating, emotional and physical needs. Children benefit from secure and responsive relationships. They show confidence, seek shared enjoyment, greet visitors, smile, dance, choose books and settle quickly into familiar routines. The childminder supports children's emotional wellbeing through warm interactions, calm routines, gentle reminders and activities that help them understand feelings, transitions and how to play alongside others. Welfare routines are consistently well managed. Safe sleeping arrangements are in place, including appropriate ventilation, monitoring and regular checks. Nappy changing and toileting are respectful and promote privacy, dignity and independence. Mealtimes are calm and closely supervised. The childminder understands safer eating, cuts food appropriately,

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Children's welfare and wellbeing Strong standard

supports parents to provide nutritious meals and has a healthy menu in place. Children are helped to develop independence and personal responsibility, such as eating with cutlery, washing hands and faces and learning about healthy routines. The childminder is alert to individual barriers and acts promptly when concerns arise, including seeking professional advice. As a result, children are safe, cared for and able to flourish.

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Curriculum and teaching Strong standard

The childminder designs a highly effective curriculum that consistently builds on children's interests, needs and stages of development. She is clear that the curriculum is intended to help children become happy, secure and ready for their next stage of learning. Teaching is purposeful and highly responsive. The childminder consistently uses songs, stories, routines and play to extend children's communication, vocabulary and early mathematical knowledge. For example, young children repeat and use words such as 'rainbow' and 'tractor', join in with familiar songs and explore early subtraction through familiar rhymes. Teaching supports children to develop early scientific thinking as they learn how cars use fuel to move, exploring cause and effect. The curriculum is enriched through meaningful experiences, including outdoor play, cultural celebrations, visits to care homes and regular opportunities to build social confidence. Assessment is used effectively to identify what

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Curriculum and teaching Strong standard

children know and can do, plan next steps and adapt teaching. This is evident in the focused support for counting, mathematical language, physical development and communication. The childminder consistently prioritises children's personal, social, emotional and physical development, including routines for independence, turn-taking, toileting, eating and safe sleep. Children are motivated, confident learners who make very good progress.

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Inclusion Strong standard

The childminder creates a highly inclusive culture where children's individual needs are identified early and responded to thoughtfully and promptly. She knows children well, uses observations and next steps to track what they can do, and acts quickly when she notices possible barriers to learning or wellbeing. Evidence shows that she records emerging concerns carefully, discusses them with parents, seeks advice from relevant health professionals when needed and puts supportive strategies in place while advice is being sought. This helps children continue to make progress and reassures parents that any concerns are taken seriously. The childminder has completed several special educational needs and/or disabilities (SEND) awareness courses and can explain how she would use visual cues, emotional support activities and adapted routines to support children with speech, regulation or developmental needs. She understands how to work with families,

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Inclusion Strong standard

other settings and external professionals to shape support around each child. There are currently no children with SEND, children known to social care, or children receiving additional funding in the childminders care. However, the childminder understands how additional funding could be used to reduce barriers, enrich experiences, provide targeted resources and review impact. Parents say communication is effective and that children make excellent progress.

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Leadership and governance Strong standard

The childminder has a highly accurate understanding of her setting and consistently takes decisions in children's best interests. She has created a warm, safe and ambitious home- based provision where children's wellbeing, learning and individual care needs are prioritised. She reflects carefully on practice and uses feedback, observations, parent partnerships and discussions with other childminders to identify what is working well and where refinements can be made. For example, she has improved hygiene routines by changing how children wash their hands and has reviewed children's needs promptly when concerns arise. Professional development has a positive impact. The childminder has completed relevant training, including special educational needs and/or disabilities awareness and safeguarding, and uses this knowledge to strengthen practice, identify possible barriers and know when to involve parents or external professionals. Safeguarding,

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Leadership and governance Strong standard

attendance, safer sleep, intimate care, mealtimes and risk assessment are managed effectively. The childminder considers wellbeing and workload, including using support from other childminders to explore best practice. The childminder is highly reflective, knowledgeable and focused on helping children achieve, belong 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 are very happy in the childminders care. They smile and laugh as they dance to familiar songs. They eagerly name their friends songs in the daily 'welcome song'. Children consistently achieve well because they benefit from a curriculum that is closely matched to their interests, ages and stages of development. Young children concentrate as they explore stacking cubes, building coordination and early understanding of sequence. They build communication, language and early mathematical knowledge through purposeful songs, stories, play and everyday routines. For example, toddlers repeat and use new words such as 'rainbow', 'tractor' and 'fox', join in with counting songs and explore early scientific ideas as they move cars down ramps. Children appear to be confident, curious and build high levels of independence. Children eagerly wash their own faces after mealtimes and place the cloths in the washing machine ready to be cleaned.

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

Children display a sense of belonging in this warm, welcoming home-based setting. Children show they feel safe and valued as they eagerly join familiar routines, confidently greet visitors, share toys, dance, smile and choose books independently. They have secure relationships with the childminder who knows them well and plans the day around their individual care needs, including sleep, toileting, meals and emotional wellbeing.

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

Children consistently thrive because systems for keeping them safe and supporting their welfare are effective. They benefit from safe sleeping arrangements, respectful nappy- changing and toileting routines, careful supervision at mealtimes and healthy food choices. Children receive highly inclusive support because the childminder is alert to possible barriers to learning or wellbeing and acts promptly when concerns arise, including recording information, working with parents and seeking advice from health professionals. Children consistently flourish in a setting where the childminder is highly knowledgeable, reflective in her practice, undertakes focused relevant training and use their knowledge to help each

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About this setting

Operating hours: Monday,Tuesday,Wednesday : 07:45 - 17:45

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. child feel secure, learn well and develop skills beyond that expected for their age and stage. Children are very well prepared for the next stage of learning.

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Next steps

To strengthen practice further, the childminder should continue to refine how she records and reviews the impact of support for children who may face barriers to learning, so that adaptations are increasingly precise and lead to transformational outcomes.

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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 13 July 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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