Childminder

Childminder

Unique reference number (URN): 501538 Registered with Ofsted: 11/04/2001 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 typically develop the appropriate skills that they need in preparation for starting school. They grow in confidence and make new friends when they visit a local playgroup with the childminder. Children develop their play and social skills and learn how to share with others. They show an interest in numbers and letters, and some children are keen to practise writing their own name.

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Achievement Expected standard

Children develop their confidence in counting up to five objects in a group and recite numbers in the correct order. They play very well together, make up pretend games, and show that they are developing their imagination. Children learn how to hold conversations with their friends and the childminder. They make their needs and wants known. Children learn about keeping safe and healthy. For instance, they learn that certain foods are good for their muscles and brain.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sensitively supports children to be kind to each other. She encourages them to take turns with the toys. The childminder talks to children about their behaviour and feelings. She is patient and caring, and provides children with extra support or time to regulate their emotions if they need it. This helps children to learn how to manage their actions and behaviours. Consequently, they build positive relationships with each other.

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Behaviour, attitudes and establishing routines Expected standard

Children clearly enjoy their time with the childminder and are happy and settled in her care. They concentrate for long periods on their play. Children show positive attitudes to their learning. For instance, they happily gather around the childminder at story time to listen to a familiar story. Children show respect for their environment and help to tidy up the toys and resources when they have finished playing.

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Behaviour, attitudes and establishing routines Expected standard

Children and families appreciate the activities and experiences provided by the childminder. They make full use of their early education entitlements. The childminder reiterates to parents and carers the importance of regular attendance to support children's ongoing development.

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Children's welfare and wellbeing Expected standard

The childminder provides lots of cuddles and reassurance for babies and children, especially those who are new to the setting. This supports them to feel emotionally secure in her care. The childminder talks to children about the next stage in their education to help them to feel ready for this change. She provides children's new settings with information about their learning and development to support a smooth transition.

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Children's welfare and wellbeing Expected standard

The childminder talks to children about healthy and unhealthy food. She teaches children about the importance of toothbrushing through games and play activities. The childminder takes children on regular outings and encourages them to run and be active. Children learn that exercise is good for their muscles and bodies. The childminder encourages children to manage the play equipment at the local park with growing independence. This teaches children to build their confidence and knowledge of managing their own safety.

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Children's welfare and wellbeing Expected standard

Children develop positive self-care routines. For instance, they learn to manage their own toileting and handwashing. Children bring their own packed lunches to the childminder's home. The childminder provides parents and carers with lunch box guidance to encourage them to provide healthy options for their children.

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Curriculum and teaching Expected standard

The childminder has a clear plan of the skills and knowledge that she wants children of different ages to learn and develop. She monitors their progress and makes use of child development guidance. This supports her to decide children's next steps in learning and plan for how she will support these.

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Curriculum and teaching Expected standard

The childminder frequently shares books and stories with children. She understands the benefits of this to support their love of reading and the development of their listening skills. The childminder encourages children to hold conversations and talk about their prior learning. However, the childminder does not consistently adapt her interactions to further challenge and support children's learning. For example, at times, her questioning techniques are limited. This does not consistently extend children's speaking skills. Sometimes, the childminder does not specifically show children the skill she is teaching in the moment, to further support their understanding of new concepts.

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Curriculum and teaching Expected standard

The childminder promotes children's physical development well. She provides ample space for children to run and be physically active as they play in her garden. She provides wheeled toys for children to ride and develop their coordination. Children build friendships as they play and share the toys and resources together. Younger children enjoy being outside. However, the childminder has not considered how to enhance her outdoor play space to strengthen the learning opportunities for younger age groups.

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Inclusion Expected standard

The childminder does not currently care for any children with special educational needs and/or disabilities. However, she has a suitable knowledge of how to provide an inclusive environment. The childminder explains that delays or gaps in children's development or behaviour may show that they need adaptations for their learning. She understands the importance of working in partnership with parents, carers, or other professionals. The childminder explains how she will target the use of any extra funding. For example, she describes how she will use it to access training for her role, or to buy resources to support children's specific needs.

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Inclusion Expected standard

The childminder takes appropriate action to support children who may face barriers to their learning. She builds positive relationships with parents to use consistent strategies to support children's individual needs. This supports children to continue to make progress towards their individual milestones. As a result, all children are welcomed and fully included in the childminders setting.

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Leadership and governance Expected standard

The childminder is dedicated to continuous improvement. She liaises with advisers from the local authority early years team to seek advice and guidance for her provision. The childminder seeks feedback from parents and carers on their satisfaction with the services she provides. She evaluates her provision and identifies some aspects for development. For instance, the childminder outlines her aims to extend the opportunities for children to learn out in the community.

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Leadership and governance Expected standard

The childminder regularly takes part in training courses that are available via her local authority. For example, she has carried out training on supporting children's mathematical learning. This has enhanced the childminder's teaching of mathematics and supported children to improve their knowledge of wider mathematical concepts, such as making patterns. However, the childminder does not consistently identify training opportunities to specifically target her own learning needs to strengthen her practice even further.

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Leadership and governance Expected standard

Parents report that the childminder communicates well with them, both verbally as well as with daily notes and photos. As a result, parents have a good knowledge of their children's experiences and development under the childminder's 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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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 and settled in the childminder's homely setting. They show their confidence in making choices about their play. Children happily play independently or with each other. They think of their own ideas as they play. For instance, children use their imagination to pretend to fix a pushchair with the toy tools. They make up narratives as they play imaginary games. Children use chalks and paintbrushes to make marks on the wall as they play outside. This helps to support children's pre-writing skills as they strengthen the muscles in their arms and hands. Children practise their mathematical skills as they count the number of fruits in a story about a hungry caterpillar.

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

The childminder promotes children's learning in their local community. Children enjoy regular visits to a playgroup to build their confidence in making new friends. They visit the library and take part in rhyme-time sessions. This promotes children's love of books and helps to develop their literacy skills. Children take trips on the bus, which is a new experience for some children. They are introduced to new concepts and ideas by the childminder. For example, they enjoy having their lunch on a blanket as they have a teddy bears picnic. Children regularly enjoy visiting the horses in a nearby field. The childminder understands the importance of these experiences to widen children's knowledge and understanding of the world.

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

Parents and carers report positive relationships with the childminder and say that there is a two-way flow of communication about their children. This supports the childminder to provide care that is tailored to their child's needs. Parents say that they are incredibly grateful for the support and care that the childminder provides for their children. This, in turn, promotes children's regular attendance.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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 extend her teaching and interactions to further challenge and deepen children's learning. The childminder should consider how to enhance the outdoor provision to further support the play and exploration of younger children. The childminder should target training opportunities to focus more sharply on her own professional development needs.

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About this inspection

The inspector spoke with the childminder and parents 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 or children's learning, development and care, known as the early years foundation stage. This data is from 8 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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